Nursing Research
Methods and Critical Appraisal for Evidence-Based Practice
NINETH EDITION
Geri LoBiondo-Wood, PhD, RN, FAAN Professor and Coordinator, PhD in Nursing Program, University of Texas Health Science Center at Houston, School of Nursing, Houston, Texas
Judith Haber, PhD, RN, FAAN
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The Ursula Springer Leadership Professor in Nursing, New York University, Rory Meyers College of Nursing, New York, New York
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Table of Contents
Cover image
Title page
Copyright
About the authors
Contributors
Reviewers
To the faculty
To the student
Acknowledgments I. Overview of Research and Evidence-Based Practice
Introduction
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References
1. Integrating research, evidence-based practice, and quality improvement processes
References
2. Research questions, hypotheses, and clinical questions
References
3. Gathering and appraising the literature
References
4. Theoretical frameworks for research
References
II. Processes and Evidence Related to Qualitative Research
Introduction
References
5. Introduction to qualitative research
References
6. Qualitative approaches to research
References
7. Appraising qualitative research
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Critique of a qualitative research study
References
References
III. Processes and Evidence Related to Quantitative Research
Introduction
References
8. Introduction to quantitative research
References
9. Experimental and quasi-experimental designs
References
10. Nonexperimental designs
References
11. Systematic reviews and clinical practice guidelines
References
12. Sampling
References
13. Legal and ethical issues
References
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14. Data collection methods
References
15. Reliability and validity
References
16. Data analysis: Descriptive and inferential statistics
References
17. Understanding research findings
References
18. Appraising quantitative research
Critique of a quantitative research study
Critique of a quantitative research study
References
References
References
IV. Application of Research: Evidence-Based Practice
Introduction
References
19. Strategies and tools for developing an evidence-based practice
References
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20. Developing an evidence-based practice
References
21. Quality improvement
References
Example of a randomized clinical trial (Nyamathi et al., 2015) Nursing case management peer coaching and hepatitis A and B vaccine completion among homeless men recently released on parole
Example of a longitudinal/Cohort study (Hawthorne et al., 2016) Parent spirituality grief and mental health at 1 and 3 months after their infant schild s death in an intensive care unit
Example of a qualitative study (van dijk et al., 2015) Postoperative patients perspectives on rating pain: A qualitative study
Example of a correlational study (Turner et al., 2016) Psychological functioning post traumatic growth and coping in parents and siblings of adolescent cancer survivors
Example of a systematic Review/Meta analysis (Al mallah et al., 2015) The impact of nurse led clinics on the mortality and morbidity of patients with cardiovascular diseases
Glossary
Index
Special features
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Copyright
3251 Riverport Lane St. Louis, Missouri 63043
NURSING RESEARCH: METHODS AND CRITICAL APPRAISAL FOR EVIDENCE-BASED PRACTICE, NINTH EDITION ISBN: 978- 0-323-43131-6
Copyright © 2018 by Elsevier, Inc. All rights reserved.
No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Details on how to seek permission, further information about the Publisher’s permissions policies, and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency can be found at our website: www.elsevier.com/permissions.
This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein).
Notices Knowledge and best practice in this field are constantly changing.
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As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary.
Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility.
With respect to any drug or pharmaceutical products identified, readers are advised to check the most current information provided (i) on procedures featured or (ii) by the manufacturer of each product to be administered, to verify the recommended dose or formula, the method and duration of administration, and contraindications. It is the responsibility of practitioners, relying on their own experience and knowledge of their patients, to make diagnoses, to determine dosages and the best treatment for each individual patient, and to take all appropriate safety precautions.
To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein.
Previous editions copyrighted 2014, 2010, 2006, 2002, 1998, 1994, 1990, 1986.
Library of Congress Cataloging-in-Publication Data
Names: LoBiondo-Wood, Geri, editor. | Haber, Judith, editor. Title: Nursing research : methods and critical appraisal for evidence-based practice / [edited by] Geri LoBiondo-Wood, Judith Haber. Other titles: Nursing research (LoBiondo-Wood) Description: 9th edition. | St. Louis, Missouri : Elsevier, [2018] |
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Includes bibliographical references and index. Identifiers: LCCN 2017008727 | ISBN 9780323431316 (pbk. : alk. paper) Subjects: | MESH: Nursing Research—methods | Research Design | Evidence-Based Nursing—methods Classification: LCC RT81.5 | NLM WY 20.5 | DDC 610.73072—dc23 LC record available at https://lccn.loc.gov/2017008727
Executive Content Strategist: Lee Henderson Content Development Manager: Lisa Newton Content Development Specialist: Melissa Rawe Publishing Services Manager: Jeff Patterson Book Production Specialist: Carol O’Connell Design Direction: Renee Duenow
Printed in China
Last digit is the print number: 9 8 7 6 5 4 3 2 1
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About the authors
Geri LoBiondo-Wood, PhD, RN, FAAN, is Professor and Coordinator of the PhD in Nursing Program at the University of Texas Health Science Center at Houston, School of Nursing (UTHSC-Houston) and former Director of Research and Evidence- Based Practice Planning and Development at the MD Anderson Cancer Center, Houston, Texas. She received her Diploma in Nursing at St. Mary’s Hospital School of Nursing in Rochester, New York; Bachelor’s and Master’s degrees from the University of Rochester; and a PhD in Nursing Theory and Research from New York University. Dr. LoBiondo-Wood teaches research and evidence-based practice principles to undergraduate, graduate, and doctoral students. At MD Anderson Cancer Center, she developed and implemented the Evidence-Based Resource Unit Nurse (EB- RUN) Program. She has extensive national and international experience guiding nurses and other health care professionals in the development and utilization of research. Dr. LoBiondo-Wood is an Editorial Board member of Progress in Transplantation and a reviewer for Nursing Research, Oncology Nursing Forum, and Oncology Nursing. Her research and publications focus on chronic
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illness and oncology nursing. Dr. Wood has received funding from the Robert Wood Johnson Foundation Future of Nursing Scholars program for the past several years to fund full-time doctoral students.
Dr. LoBiondo-Wood has been active locally and nationally in many professional organizations, including the Oncology Nursing Society, Southern Nursing Research Society, the Midwest Nursing Research Society, and the North American Transplant Coordinators Organization. She has received local and national awards for teaching and contributions to nursing. In 1997, she received the Distinguished Alumnus Award from New York University, Division of Nursing Alumni Association. In 2001 she was inducted as a Fellow of the American Academy of Nursing and in 2007 as a Fellow of the University of Texas Academy of Health Science Education. In 2012 she was appointed as a Distinguished Teaching Professor of the University of Texas System and in 2015 received the John McGovern Outstanding Teacher Award from the University of Texas Health Science Center at Houston School of Nursing.
Judith Haber, PhD, RN, FAAN, is the Ursula Springer Leadership Professor in Nursing at the Rory Meyers College of Nursing at New York University. She received her undergraduate nursing education at Adelphi University in New York, and she holds a Master’s degree in Adult Psychiatric–Mental Health Nursing and a PhD in Nursing Theory and Research from New York University. Dr. Haber is internationally recognized as a clinician and educator in psychiatric–mental health nursing. She was the editor of the award- winning classic textbook, Comprehensive Psychiatric Nursing, published for eight editions and translated into five languages. She has extensive clinical experience in psychiatric nursing, having been an advanced practice psychiatric nurse in private practice for over
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30 years, specializing in treatment of families coping with the psychosocial impact of acute and chronic illness. Her NIH-funded program of research addressed physical and psychosocial adjustment to illness, focusing specifically on women with breast cancer and their partners and, more recently, breast cancer survivorship and lymphedema prevention and risk reduction. Dr. Haber is also committed to an interprofessional program of clinical scholarship related to interprofessional education and improving oral-systemic health outcomes and is the Executive Director of a national nursing oral health initiative, the Oral Health Nursing Education and Practice (OHNEP) program, funded by the DentaQuest and Washington Dental Service Foundations.
Dr. Haber is the recipient of numerous awards, including the 1995 and 2005 APNA Psychiatric Nurse of the Year Award, the 2005 APNA Outstanding Research Award, and the 1998 ANA Hildegarde Peplau Award. She received the 2007 NYU Distinguished Alumnae Award, the 2011 Distinguished Teaching Award, and the 2014 NYU Meritorious Service Award. In 2015, Dr. Haber received the Sigma Theta Tau International Marie Hippensteel Lingeman Award for Excellence in Nursing Practice. Dr. Haber is a Fellow in the American Academy of Nursing and the New York Academy of Medicine. Dr. Haber has consulted, presented, and published widely on evidence-based practice, interprofessional education and practice, as well as oral-systemic health issues.
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Contributors
Terri Armstrong, PhD, ANP-BC, FAANP, Senior Investigator, Neuro-oncology Branch, Center for Cancer Research, National Cancer Institute, National Institutes of Health, Bethesda, Maryland
Julie Barroso, PhD, ANP, RN, FAAN, Professor and Department Chair, Medical University of South Carolina, Charleston, South Carolina
Carol Bova, PhD, RN, ANP, Professor of Nursing and Medicine, Graduate School of Nursing, University of Massachusetts, Worcester, Massachusetts
Dona Rinaldi Carpenter, EdD, RN, Professor and Chair, University of Scranton, Department of Nursing, Scranton, Pennsylvania
Maja Djukic, PhD, RN, Assistant Professor, Rory Meyers College of Nursing, New York University, New York, New York
Mei R. Fu, PhD, RN, FAAN, Associate Professor, Rory Meyers College of Nursing, New York University, New York, New York
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Mattia J. Gilmartin, PhD, RN, Senior Research Scientist , Executive Director, NICHE Program, Rory Meyers College of Nursing, New York University, New York, New York
Deborah J. Jones, PhD, MS, RN, Margaret A. Barnett/PARTNERS Professorship , Associate Dean for Professional Development and Faculty Affairs , Associate Professor, University of Texas Health Science Center at Houston, School of Nursing, Houston, Texas
Carl Kirton, DNP, RN, MBA, Chief Nursing Officer, University Hospital, Newark, New Jersey; , Adjunct Faculty, Rory Meyers College of Nursing, New York University, New York, New York
Barbara Krainovich-Miller, EdD, RN, PMHCNS-BC, ANEF, FAAN, Professor, Rory Meyers College of Nursing, New York University, New York, New York
Elaine Larson, PhD, RN, FAAN, CIC, Anna C. Maxwell Professor of Nursing Research , Associate Dean for Research, Columbia University School of Nursing, New York, New York
Melanie McEwen, PhD, RN, CNE, ANEF, Professor, University of Texas Health Science Center at Houston, School of Nursing, Houston, Texas
Gail D’Eramo Melkus, EdD, ANP, FAAN, Florence & William Downs Professor in Nursing Research, Associate Dean for Research, Rory Meyers College of Nursing, New York University, New York, New York
Susan Sullivan-Bolyai, DNSc, CNS, RN, FAAN, Associate
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Professor, Rory Meyers College of Nursing, New York University, New York, New York
Marita Titler, PhD, RN, FAAN, Rhetaugh G. Dumas Endowed Professor , Department Chair, Department of Systems, Populations and Leadership, University of Michigan School of Nursing, Ann Arbor, Michigan
Mark Toles, PhD, RN, Assistant Professor, University of North Carolina at Chapel Hill, School of Nursing, Chapel Hill, North Carolina
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Reviewers Karen E. Alexander, PhD, RN, CNOR, Program Director RN- BSN, Assistant Professor, Department of Nursing, University of Houston Clear Lake-Pearland, Houston, Texas
Donelle M. Barnes, PhD, RN, CNE, Associate Professor, College of Nursing, University of Texas, Arlington, Arlington, Texas
Susan M. Bezek, PhD, RN, ACNP, CNE, Assistant Professor, Division of Nursing, Keuka College, Keuka Park, New York
Rose M. Kutlenios, PhD, MSN, MN, BSN, ANCC Board Certification, Adult Psychiatric/Mental Health Clinical Specialist, ANCC Board Certification, Adult Nurse Practitioner, Nursing Program Director and Associate Professor, Department of Nursing, West Liberty University, West Liberty, West Virginia
Shirley M. Newberry, PhD, RN, PHN, Professor, Department of Nursing, Winona State University, Winona, Minnesota
Sheryl Scott, DNP, RN, CNE, Assistant Professor and Chair, School of Nursing, Wisconsin Lutheran College, Milwaukee, Wisconsin
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To the faculty Geri LoBiondo-Wood, Geri.L.Wood@uth.tmc.edu, Judith Haber, jh33@nyu.edu
The foundation of the ninth edition of Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice continues to be the belief that nursing research is integral to all levels of nursing education and practice. Over the past three decades since the first edition of this textbook, we have seen the depth and breadth of nursing research grow, with more nurses conducting research and using research evidence to shape clinical practice, education, administration, and health policy.
The National Academy of Medicine has challenged all health professionals to provide team-based care based on the best available scientific evidence. This is an exciting challenge. Nurses, as clinicians and interprofessional team members, are using the best available evidence, combined with their clinical judgment and patient preferences, to influence the nature and direction of health care delivery and document outcomes related to the quality and cost-effectiveness of patient care. As nurses continue to develop a unique body of nursing knowledge through research, decisions about clinical nursing practice will be increasingly evidence based.
As editors, we believe that all nurses need not only to understand the research process but also to know how to critically read, evaluate, and apply research findings in practice. We realize that understanding research, as a component of evidence-based practice and quality improvement practices, is a challenge for every student, but we believe that the challenge can be accomplished in a
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stimulating, lively, and learner-friendly manner. Consistent with this perspective is an ongoing commitment to
advancing implementation of evidence-based practice. Understanding and applying research must be an integral dimension of baccalaureate education, evident not only in the undergraduate nursing research course but also threaded throughout the curriculum. The research role of baccalaureate graduates calls for evidence-based practice and quality improvement competencies; central to this are critical appraisal skills—that is, nurses should be competent research consumers.
Preparing students for this role involves developing their critical thinking skills, thereby enhancing their understanding of the research process, their appreciation of the role of the critiquer, and their ability to actually critically appraise research. An undergraduate research course should develop this basic level of competence, an essential requirement if students are to engage in evidence-informed clinical decision making and practice, as well as quality improvement activities.
The primary audience for this textbook remains undergraduate students who are learning the steps of the research process, as well as how to develop clinical questions, critically appraise published research literature, and use research findings to inform evidence- based clinical practice and quality improvement initiatives. This book is also a valuable resource for students at the master’s, DNP, and PhD levels who want a concise review of the basic steps of the research process, the critical appraisal process, and the principles and tools for evidence-based practice and quality improvement.
This text is also an important resource for practicing nurses who strive to use research evidence as the basis for clinical decision making and development of evidence-based policies, protocols, and standards or who collaborate with nurse-scientists in conducting clinical research and evidence-based practice. Finally, this text is an important resource for considering how evidence-based practice, quality improvement, and interprofessional collaboration are essential competencies for students and clinicians practicing in a transformed health care system, where nurses and their interprofessional team members are accountable for the quality and cost-effectiveness of care provided to their patient population.
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Building on the success of the eighth edition, we reaffirm our commitment to introducing evidence-based practice, quality improvement processes, and research principles to baccalaureate students, thereby providing a cutting-edge, research consumer foundation for their clinical practice. Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice prepares nursing students and practicing nurses to become knowledgeable nursing research consumers by doing the following:
• Addressing the essential evidence-based practice and quality improvement role of the nurse, thereby embedding evidence- based competencies in clinical practice.
• Demystifying research, which is sometimes viewed as a complex process.
• Using a user-friendly, evidence-based approach to teaching the fundamentals of the research process.
• Including an exciting chapter on the role of theory in research and evidence-based practice.
• Providing a robust chapter on systematic reviews and clinical guidelines.
• Offering two innovative chapters on current strategies and tools for developing an evidence-based practice.
• Concluding with an exciting chapter on quality improvement and its application to practice.
• Teaching the critical appraisal process in a user-friendly progression.
• Promoting a lively spirit of inquiry that develops critical thinking and critical reading skills, facilitating mastery of the critical appraisal process.
• Developing information literacy, searching, and evidence-based practice competencies that prepare students and nurses to
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effectively locate and evaluate the best research evidence.
• Emphasizing the role of evidence-based practice and quality improvement initiatives as the basis for informing clinical decisions that support nursing practice.
• Presenting numerous examples of recently published research studies that illustrate and highlight research concepts in a manner that brings abstract ideas to life for students. These examples are critical links that reinforce evidence-based concepts and the critiquing process.
• Presenting five published articles, including a meta-analysis, in the Appendices, the highlights of which are woven throughout the text as exemplars of research and evidence-based practice.
• Showcasing, in four new inspirational Research Vignettes, the work of renowned nurse researchers whose careers exemplify the links among research, education, and practice.
• Introducing new pedagogical interprofessional education chapter features, IPE Highlights and IPE Critical Thinking Challenges and quality improvement, QSEN Evidence-Based Practice Tips.
• Integrating stimulating pedagogical chapter features that reinforce learning, including Learning Outcomes, Key Terms, Key Points, Critical Thinking Challenges, Helpful Hints, Evidence-Based Practice Tips, Critical Thinking Decision Paths, and numerous tables, boxes, and figures.
• Featuring a revised section titled Appraising the Evidence, accompanied by an updated Critiquing Criteria box in each chapter that presents a step of the research process.
• Offering a student Evolve site with interactive review questions that provide chapter-by-chapter review in a format consistent with that of the NCLEX® Examination.
• Offering a Student Study Guide that promotes active learning and assimilation of nursing research content.
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• Presenting Faculty Evolve Resources that include a test bank, TEACH lesson plans, PowerPoint slides with integrated audience response system questions, and an image collection. Evolve resources for both students and faculty also include a research article library with appraisal exercises for additional practice in reviewing and critiquing, as well as content updates.
The ninth edition of Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice is organized into four parts. Each part is preceded by an introductory section and opens with an engaging Research Vignette by a renowned nurse researcher.
Part I, Overview of Research and Evidence-Based Practice, contains four chapters: Chapter 1, “Integrating Research, Evidence- Based Practice, and Quality Improvement Processes,” provides an excellent overview of research and evidence-based practice processes that shape clinical practice. The chapter speaks directly to students and highlights critical reading concepts and strategies, facilitating student understanding of the research process and its relationship to the critical appraisal process. The chapter introduces a model evidence hierarchy that is used throughout the text. The style and content of this chapter are designed to make subsequent chapters user friendly. The next two chapters address foundational components of the research process. Chapter 2, “Research Questions, Hypotheses, and Clinical Questions,” focuses on how research questions and hypotheses are derived, operationalized, and critically appraised. Students are also taught how to develop clinical questions that are used to guide evidence-based inquiry, including quality improvement projects. Chapter 3, “Gathering and Appraising the Literature,” showcases cutting-edge information literacy content and provides students and nurses with the tools necessary to effectively search, retrieve, manage, and evaluate research studies and their findings. Chapter 4, “Theoretical Frameworks for Research,” is a user-friendly theory chapter that provides students with an understanding of how theories provide the foundation of research studies and evidence-based practice projects.
Part II, Processes and Evidence Related to Qualitative Research, contains three interrelated qualitative research chapters. Chapter 5,
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“Introduction to Qualitative Research,” provides an exciting framework for understanding qualitative research and the significant contribution of qualitative research to evidence-based practice. Chapter 6, “Qualitative Approaches to Research,” presents, illustrates, and showcases major qualitative methods using examples from the literature as exemplars. This chapter highlights the questions most appropriately answered using qualitative methods. Chapter 7, “Appraising Qualitative Research,” synthesizes essential components of and criteria for critiquing qualitative research reports using published qualitative research study.
Part III, Processes and Evidence Related to Quantitative Research, contains Chapters 8 to 18Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Chapter 17Chapter 18. This group of chapters delineates essential steps of the quantitative research process, with published clinical research studies used to illustrate each step. These chapters are streamlined to make the case for linking an evidence-based approach with essential steps of the research process. Students are taught how to critically appraise the strengths and weaknesses of each step of the research process in a synthesized critique of a study. The steps of the quantitative research process, evidence- based concepts, and critical appraisal criteria are synthesized in Chapter 18 using two published research studies, providing a model for appraising strengths and weaknesses of studies, and determining applicability to practice. Chapter 11, a unique chapter, addresses the use of the types of systematic reviews that support an evidence-based practice as well as the development and application of clinical guidelines.
Part IV, Application of Research: Evidence-Based Practice, contains three chapters that showcase evidence-based practice models and tools. Chapter 19, “Strategies and Tools for Developing an Evidence-Based Practice,” is a revised, vibrant, user-friendly, evidence-based toolkit with exemplars that capture the essence of high-quality, evidence-informed nursing care. It “walks” students and practicing nurses through clinical scenarios and challenges them to consider the relevant evidence-based practice “tools” to develop and answer questions that emerge from clinical situations.
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Chapter 20, “Developing an Evidence-Based Practice,” offers a dynamic presentation of important evidence-based practice models that promote evidence-based decision making. Chapter 21, “Quality Improvement,” is an innovative, engaging chapter that outlines the quality improvement process with information from current guidelines. Together, these chapters provide an inspirational conclusion to a text that we hope motivates students and practicing nurses to advance their evidence-based practice and quality improvement knowledge base and clinical competence, positioning them to make important contributions to improving health care outcomes as essential members of interprofessional teams.
Stimulating critical thinking is a core value of this text. Innovative chapter features such as Critical Thinking Decision Paths, Evidence-Based Practice Tips, Helpful Hints, Critical Thinking Challenges, IPE Highlights, and QSEN Evidence-Based Practice Tips enhance critical thinking, promote the development of evidence-based decision-making skills, and cultivate a positive value about the importance of collaboration in promoting evidence- based, high quality and cost-effective clinical outcomes.
Consistent with previous editions, we promote critical thinking by including sections called “Appraising the Evidence,” which describe the critical appraisal process related to the focus of the chapter. Critiquing Criteria are included in this section to stimulate a systematic and evaluative approach to reading and understanding qualitative and quantitative research and evaluating its strengths and weaknesses. Extensive resources are provided on the Evolve site that can be used to develop critical thinking and evidence-based competencies.
The development and refinement of an evidence-based foundation for clinical nursing practice is an essential priority for the future of professional nursing practice. The ninth edition of Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice will help students develop a basic level of competence in understanding the steps of the research process that will enable them to critically analyze research studies, judge their merit, and judiciously apply evidence in clinical practice. To the extent that this goal is accomplished, the next generation of nursing professionals will have a cadre of clinicians who inform their
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practice using theory, research evidence, and clinical judgment, as they strive to provide high-quality, cost-effective, and satisfying health care experiences in partnership with individuals, families, and communities.
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To the student Geri LoBiondo-Wood, Geri.L.Wood@uth.tmc.edu, Judith Haber, jh33@nyu.edu
We invite you to join us on an exciting nursing research adventure that begins as you turn the first page of the ninth edition of Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice. The adventure is one of discovery! You will discover that the nursing research literature sparkles with pride, dedication, and excitement about the research dimension of professional nursing practice. Whether you are a student or a practicing nurse whose goal is to use research evidence as the foundation of your practice, you will discover that nursing research and a commitment to evidence-based practice positions our profession at the forefront of change. You will discover that evidence-based practice is integral to being an effective member of an interprofessional team prepared to meet the challenge of providing quality whole person care in partnership with patients, their families/significant others, as well as with the communities in which they live. Finally, you will discover the richness in the “Who,” “What,” “Where,” “When,” “Why,” and “How” of nursing research and evidence-based practice, developing a foundation of knowledge and skills that will equip you for clinical practice and making a significant contribution to achieving the Triple Aim, that is, contributing to high quality and cost-effective patient outcomes associated with satisfying patient experiences!
We think you will enjoy reading this text. Your nursing research course will be short but filled with new and challenging learning
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experiences that will develop your evidence-based practice skills. The ninth edition of Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice reflects cutting-edge trends for developing evidence-based nursing practice. The four-part organization and special features in this text are designed to help you develop your critical thinking, critical reading, information literacy, interprofessional, and evidence-based clinical decision- making skills, while providing a user-friendly approach to learning that expands your competence to deal with these new and challenging experiences. The companion Study Guide, with its chapter-by-chapter activities, serves as a self-paced learning tool to reinforce the content of the text. The accompanying Evolve website offers review questions to help you reinforce the concepts discussed throughout the book.
Remember that evidence-based practice skills are used in every clinical setting and can be applied to every patient population or clinical practice issue. Whether your clinical practice involves primary care or critical care and provides inpatient or outpatient treatment in a hospital, clinic, or home, you will be challenged to apply your evidence-based practice skills and use nursing research as the foundation for your evidence-based practice. The ninth edition of Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice will guide you through this exciting adventure, where you will discover your ability to play a vital role in contributing to the building of an evidence-based professional nursing practice.
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Acknowledgments Geri LoBiondo-Wood, Judith Haber
No major undertaking is accomplished alone; there are those who contribute directly and those who contribute indirectly to the success of a project. We acknowledge with deep appreciation and our warmest thanks the help and support of the following people:
• Our students, particularly the nursing students at the University of Texas Health Science Center at Houston School of Nursing and the Rory Meyers College of Nursing at New York University, whose interest, lively curiosity, and challenging questions sparked ideas for revisions in the ninth edition.
• Our chapter contributors, whose passion for research, expertise, cooperation, commitment, and punctuality made them a joy to have as colleagues.
• Our vignette contributors, whose willingness to share evidence of their research wisdom made a unique and inspirational contribution to this edition.
• Our colleagues, who have taken time out of their busy professional lives to offer feedback and constructive criticism that helped us prepare this ninth edition.
• Our editors, Lee Henderson, Melissa Rawe, and Carol O’Connell, for their willingness to listen to yet another creative idea about teaching research in a meaningful way and for their expert help
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with manuscript preparation and production.
• Our families: Rich Scharchburg; Brian Wood; Lenny, Andrew, Abbe, Brett, and Meredith Haber; and Laurie, Bob, Mikey, Benjy, and Noah Goldberg for their unending love, faith, understanding, and support throughout what is inevitably a consuming—but exciting—experience.
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PART I
Overview of Research and Evidence-Based Practice Research Vignette: Terri Armstrong
OUTLINE
Introduction
1. Integrating research, evidence-based practice, and quality improvement processes
2. Research questions, hypotheses, and clinical questions
3. Gathering and appraising the literature
4. Theoretical frameworks for research
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Introduction
Research vignette
With a little help from my friends Terri Armstrong, PhD ANP-BC, FAANP, FAAN
Senior Investigator Neuro-Oncology Branch National Cancer Institute National Institute of Health Bethesda, Maryland I grew up surrounded by family and strong role models of
women working in health care in a small town in Ohio. When in college, the three most important women in my life (my mom, grandmother, and great-grandmother) were all diagnosed with cancer. This led me to seek out a nursing position in oncology, and over time, I was able to be actively involved in their care. This experience taught me so much and led to the desire to do more to make the daily lives of people with cancer better. After obtaining a master’s in oncology and a postmaster’s nurse practitioner, an opportunity to work with Dr. M. Gilbert, a well-known caring physician who specialized in the care and treatment of patients with central nervous system (CNS) tumors and a great mentor, became available, so my work with people with CNS tumors began.
After several years, I realized that the quality of life of the brain tumor patients and families was significantly impacted by the symptoms they experienced. Over 80% were unable to return to work from the time of diagnosis, and their daily lives (and those of their families) were often consumed with managing the neurologic
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and treatment-related symptoms. I realized that obtaining my PhD would be an important step to learn the skills I would need to try to find answers to solve the problems CNS tumor patients were facing.
At that time, many of the conceptual models identified solitary symptoms and their impact on the person. I learned from my experience and in caring for patients that symptoms seldom occurred in isolation and that the meaning the symptoms had for patients’ daily lives was important, as was learning about the patients’ perception of that impact. I developed a conceptual model to identify those relationships and guide my research (Armstrong, 2003). My focus since then has been on patient-centered outcomes research, focusing on the impact of symptoms on the illness trajectory, tolerance of therapy, and potential to influence survival. My work is never done in isolation. I have been fortunate to work with research teams, including those who work alongside me and important collaborators across disciplines and the world. Team research, in which the views of various disciplines are brought together, is important in every step of research—from the hypothesis to study design and finally interpretation of the results.
My work is interconnected, but I believe it can be categorized into three general areas:
1. Improving assessment and our understanding of the experience of patients with CNS tumors.
Patients with primary brain tumors are highly symptomatic, with implications for functional status, and are used in making treatment decisions. I led a team that developed the M.D. Anderson Symptom Inventory for Brain Tumors (MDASI-BT) (Armstrong et al., 2005; Armstrong et al., 2006) and spinal cord tumors (MDASI-Spine) (Armstrong, Gning, et al., 2010). We have completed studies showing that symptoms are associated with tumor progression (Armstrong et al., 2011). We have also been able to quantify limitations of patients’ functional status (Armstrong et al., 2015), in a way that caregivers report is congruent with the patient, and have found that electronic technology (such as iPads) can be used for this (Armstrong et al., 2012). Our work with the Collaborative Ependymoma Research
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Organization (CERN, www.cern-foundation.org) has allowed us to reach out to patients with this rarer tumor to understand the natural history and impact of the disease and its treatment on patients around the world (Armstrong, Vera-Bolanos, et al., 2010; Armstrong, Vera-Bolanos, & Gilbert, 2011). Based on these surveys, we have developed materials to inform patients and are launching an expansion of this project, in which we will evaluate risk factors (both based on history and genetics) for the occurrence of these tumors in both adults and children.
2. Incorporation of clinical outcomes assessment into brain tumor clinical trials.
Clinical trials often assess the impact of therapy on how the tumor appears on imaging or survival, but the impact on the person is often not assessed. I have been fortunate to work with Dr. M. Gilbert and Dr. J. Wefel to incorporate these outcomes into large clinical trials, providing clear evidence that it was feasible to incorporate patient outcomes measures and that the results of these evaluations could impact the interpretation of the clinical trial (Armstrong et al., 2013; Gilbert et al., 2014). As a result of my involvement in these efforts, I recently chaired a daylong workshop exploring the use of clinical outcomes assessments (COAs) in brain tumor trials, a workshop cosponsored by the FDA and the Jumpstarting Brain Tumor Drug Development (JSBTDD) consortia that also included members of the academic community, patient advocates, pharmaceutical industry, and the NIH. This successful workshop has resulted in a series of white papers that were recently published on the importance of including these in clinical trials (Armstrong, Bishof, et al., 2016; Helfer et al., 2016).
3. Identification of clinical and genomic predictors of toxicity.
Toxicity associated with treatment also impacts the patient. For example, Temozolomide, the most common agent used in the treatment of brain tumors, has a low overall incidence of myelotoxicity (impact on blood counts that help to fight infection or clot the blood). However, in the select patients who develop
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toxicity, there are significant clinical implications (treatment holds or cessation, and even death). I work with an interdisciplinary group that began to explore the clinical predictors of this toxicity and then explored associated genomic changes associated with risk (Armstrong et al., 2009). Currently, I am also working with a research team exploring risk factors and pathogenesis of radiation-induced fatigue and sleepiness, which is a major symptom in a large percentage of patients undergoing cranial radiotherapy for their brain tumor (Armstrong, Shade, et al., 2016). The ultimate goal of this part of my research is to begin to uncover phenotypes associated with symptoms and to uncover the underlying biologic processes, so that we can initiate measures prior to the occurrence of symptoms, rather than waiting for them to occur and then trying to mitigate them.
In addition to conducting focused outcomes research as outlined previously, I have over 25 years’ dedication to the clinical care of persons with tumors of the CNS. This work is the best part of my job and is a critical linkage and inspiration in my research, with the goal of improving the daily life of patients and improving our understanding of the underlying biology of symptoms and experience that our patients have.
References 1. Armstrong T. S. Symptoms experience a concept analysis.
Oncology Nursing Society 2003;30(4):601-606. 2. Armstrong T. S, Cohen M. Z, Eriksen L., Cleeland C.
Content validity of self-report measurement instruments an illustration from the development of the Brain Tumor Module of the M. D. Anderson Symptom Inventory. Oncology Nursing Society 2005;32(3):669-676.
3. Armstrong T. S, Mendoza T., Gning I., et al. Validation of the M. D. Anderson Symptom Inventory Brain Tumor Module (MDASI-BT). Journal of Neuro-Oncology 2006;80(1):27-35.
4. Armstrong T. S, Cao Y., Scheurer M. E, et al. Risk analysis of severe myelotoxicity with temozolomide The effects of clinical and genetic factors. Neuro-Oncology 2009;11(6):825-832.
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5. Armstrong T. S, Gning I., Mendoza T. R, et al. Reliability and validity of the M. D. Anderson Symptom Inventory-Spine Tumor Module. Journal of Neurosurgery Spine 2010;12(4):421- 430.
6. Armstrong T. S, Vera-Bolanos E., Bekele B. N, et al. Adult ependymal tumors prognosis and the M. D. Anderson Cancer Center experience. Neuro-Oncology 2010;12(8):862-870.
7. Armstrong T. S, Vera-Bolanos E., Gilbert M. R. Clinical course of adult patients with ependymoma results of the Adult Ependymoma Outcomes Project. Cancer 2011;117(22):5133- 5141.
8. Armstrong T. S, Vera-Bolanos E., Gning I., et al. The impact of symptom interference using the MD Anderson Symptom Inventory-Brain Tumor Module (MDASI-BT) on prediction of recurrence in primary brain tumor patients. Cancer 2011;117(14):3222-3228.
9. Armstrong T. S, Wefel J. S, Gning I., et al. Congruence of primary brain tumor patient and caregiver symptom report. Cancer 2012;118(20):5026-5037.
10. Armstrong T. S, Wefel J. S, Wang M., et al. Net clinical benefit analysis of radiation therapy oncology group 0525 a phase III trial comparing conventional adjuvant temozolomide with dose-intensive temozolomide in patients with newly diagnosed glioblastoma. Journal of Clinical Oncology 2013;31(32):4076-4084.
11. Armstrong T. S, Vera-Bolanos E., Acquaye A. A, et al. The symptom burden of primary brain tumors evidence for a core set of tumor and treatment-related symptoms. Neuro- Oncology 2015;18(2):252-260 Epub August 19, 2015.
12. Armstrong T. S, Bishof A. M, Brown P. D, et al. Determining priority signs and symptoms for use as clinical outcomes assessments in trials including patients with malignant gliomas panel 1 report. Neuro-Oncology 2016;18(Suppl. 2):ii1-ii12.
13. Armstrong T. S, Shade M. Y, Breton G., et al. Sleep-wake disturbance in patients with brain tumors.;: Neuro-Oncology, in press2016;
14. Gilbert M. R, Dignam J. J, Armstrong T. S, et al. A randomized trial of bevacizumab for newly diagnosed
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glioblastoma. New England Journal of Medicine 2014;370(8):699-708.
15. Helfer J. L, Wen P. Y, Blakeley J., et al. Report of the Jumpstarting Brain Tumor Drug Development Coalition and FDA clinical trials clinical outcome assessment endpoints workshop (October 15, 2014, Bethesda, MD). Neuro-Oncology 2016;18(Suppl. 2):ii26-ii36.
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CHAPTER 1
Integrating research, evidence-based practice, and quality improvement processes Geri LoBiondo-Wood, Judith Haber
Learning outcomes
After reading this chapter, you should be able to do the following:
• State the significance of research, evidence-based practice, and quality improvement (QI). • Identify the role of the consumer of nursing research. • Define evidence-based practice. • Define QI. • Discuss evidence-based and QI decision making.
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• Explain the difference between quantitative and qualitative research. • Explain the difference between the types of systematic reviews. • Identify the importance of critical reading skills for critical appraisal of research. • Discuss the format and style of research reports/articles. • Discuss how to use an evidence hierarchy when critically appraising research studies.
KEY TERMS
abstract
clinical guidelines
consensus guidelines
critical appraisal
critical reading
critique
evidence-based guidelines
evidence-based practice
integrative review
levels of evidence
meta-analysis
meta-synthesis
quality improvement
qualitative research
quantitative research
research
systematic review
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Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
We invite you to join us on an exciting nursing research adventure that begins as you read the first page of this chapter. The adventure is one of discovery! You will discover that the nursing research literature sparkles with pride, dedication, and excitement about this dimension of professional practice. As you progress through your educational program, you are taught how to ensure quality and safety in practice through acquiring knowledge of the various sciences and health care principles. A critical component of clinical knowledge is understanding research as it applies to practicing from a base of evidence.
Whether you are a student or a practicing nurse whose goal is to use research as the foundation of your practice, you will discover that research, evidence-based practice, and quality improvement (QI) positions our profession at the cutting edge of change and improvement in patient outcomes. You will also discover the cutting edge “who,” “what,” “where,” “when,” “why,” and “how” of nursing research, and develop a foundation of evidence-based practice knowledge and competencies that will equip you for your clinical practice.
Your nursing research adventure will be filled with new and challenging learning experiences that develop your evidence-based practice skills. Your critical thinking, critical reading, and clinical decision-making skills will expand as you develop clinical questions, search the research literature, evaluate the research evidence found in the literature, and make clinical decisions about applying the “best available evidence” to your practice. For example, you will be encouraged to ask important clinical questions, such as, “What makes a telephone education intervention more effective with one group of patients with a diagnosis of congestive heart failure but not another?” “What is the effect of computer learning modules on self-management of diabetes in children?” “What research has been conducted in the area of identifying barriers to breast cancer screening in African
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American women?” “What is the quality of studies conducted on telehealth?” “What nursing-delivered smoking cessation interventions are most effective?” This book will help you begin your adventure into evidence-based practice by developing an appreciation of research as the foundation for evidence-based practice and QI.
Nursing research, evidence-based practice, and quality improvement Nurses are challenged to stay abreast of new information to provide the highest quality of patient care (Institute of Medicine [IOM], 2011). Nurses are challenged to expand their “comfort zone” by offering creative approaches to old and new health problems, as well as designing new and innovative programs that make a difference in the health status of our citizens. This challenge can best be met by integrating rapidly expanding research and evidence-based knowledge about biological, behavioral, and environmental influences on health into the care of patients and their families.
It is important to differentiate between research, evidence-based practice, and QI. Research is the systematic, rigorous, critical investigation that aims to answer questions about nursing phenomena. Researchers follow the steps of the scientific process, outlined in this chapter and discussed in detail in each chapter of this textbook. There are two types of research: quantitative and qualitative. The methods used by nurse researchers are the same methods used by other disciplines; the difference is that nurses study questions relevant to nursing practice. Published research studies are read and evaluated for use in clinical practice. Study findings provide evidence that is evaluated, and applicability to practice is used to inform clinical decisions.
Evidence-based practice is the collection, evaluation, and integration of valid research evidence, combined with clinical expertise and an understanding of patient and family values and preferences, to inform clinical decision making (Sackett et al., 2000). Research studies are gathered from the literature and assessed so that decisions about application to practice can be made,
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culminating in nursing practice that is evidence based. ➤ Example: To help you understand the importance of evidence-based practice, think about the systematic review and meta-analysis from Al- Mallah and colleagues (2015), which assessed the impact of nurse- led clinics on the mortality and morbidity of patients with cardiovascular disease (see Appendix E). Based on their synthesis of the literature, they put forth several conclusions regarding the implications for practice and further research for nurses working in the field of cardiovascular care.
QI is the systematic use of data to monitor the outcomes of care processes as well as the use of improvement methods to design and test changes in practice for the purpose of continuously improving the quality and safety of health care systems (Cronenwett et al., 2007). While research supports or generates new knowledge, evidence-based practice and QI uses currently available knowledge to improve health care delivery. When you first read about these three processes, you will notice they have similarities. Each begins with a question. The difference is that in a research study the question is tested with a design appropriate to the question and specific methodology (i.e., sample, instruments, procedures, and data analysis) used to test the research question and contribute to new, generalizable knowledge. In the evidence-based practice and QI processes, a question is used to search the literature for already completed studies in order to bring about improvements in care.
All nurses share a commitment to the advancement of nursing science by conducting research and using research evidence in practice. Research promotes accountability, which is one of the hallmarks of the nursing profession and a fundamental concept of the American Nurses Association (ANA) Code for Nurses (ANA, 2015). There is a consensus that the research role of the baccalaureate and master’s graduate calls for critical appraisal skills. That is, nurses must be knowledgeable consumers of research, who can evaluate the strengths and weaknesses of research evidence and use existing standards to determine the merit and readiness of research for use in clinical practice. Therefore, to use research for an evidence-based practice and to practice using the highest quality processes, you do not have to conduct research; however, you do need to understand and appraise the steps of the
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research process in order to read the research literature critically and use it to inform clinical decisions.
As you venture through this text, you will see the steps of the research, evidence-based practice, and QI processes. The steps are systematic and relate to the development of evidence-based practice. Understanding the processes that researchers use will help you develop the assessment skills necessary to judge the soundness of research studies.
throughout the chapters, terminology pertinent to each step is identified and illustrated with examples. Five published studies are found in the appendices and used as examples to illustrate significant points in each chapter. Judging the study’s strength and quality, as well as its applicability to practice, is key. Before you can judge a study, it is important to understand the differences among studies. There are different study designs that you will see as you read through this text and the appendices. There are standards not only for critiquing the soundness of each step of a study, but also for judging the strength and quality of evidence provided by a study and determining its applicability to practice.
This chapter provides an overview of research study designs and appraisal skills. It introduces the overall format of a research article and provides an overview of the subsequent chapters in the book. It also introduces the QI and evidence-based practice processes, a level of evidence hierarchy model, and other tools for helping you evaluate the strength and quality of research evidence. These topics are designed to help you read research articles more effectively and with greater understanding, so that you can make evidence-based clinical decisions and contribute to quality and cost-effective patient outcomes.
Types of research: Qualitative and quantitative Research is classified into two major categories: qualitative and quantitative. A researcher chooses between these categories based on the question being asked. That is, a researcher may wish to test a cause-and-effect relationship, or to assess if variables are related, or may wish to discover and understand the meaning of an experience
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or process. A researcher would choose to conduct a qualitative research study if the question is about understanding the meaning of a human experience such as grief, hope, or loss. The meaning of an experience is based on the view that meaning varies and is subjective. The context of the experience also plays a role in qualitative research. That is, the experience of loss as a result of a miscarriage would be different than the experience of losing a parent.
Qualitative research is generally conducted in natural settings and uses data that are words or text rather than numeric to describe the experiences being studied. Qualitative studies are guided by research questions, and data are collected from a small number of subjects, allowing an in-depth study of a phenomenon. ➤ Example: vanDijk et al. (2016) explored how patients assign a number to their postoperative pain experience (see Appendix C). Although qualitative research is systematic in its method, it uses a subjective approach. Data from qualitative studies help nurses understand experiences or phenomena that affect patients; these data also assist in generating theories that lead clinicians to develop improved patient care and stimulate further research. Highlights of the general steps of qualitative studies and the journal format for a qualitative article are outlined in Table 1.1. Chapters 5 through 7 provide an in-depth view of qualitative research underpinnings, designs, and methods.
TABLE 1.1 Steps of the Research Process and Journal Format: Qualitative Research
Research Process Steps and/or Format Issues Usual Location in Journal Heading or Subheading
Identifying the phenomenon
Abstract and/or in introduction
Research question study purpose
Abstract and/or in beginning or end of introduction
Literature review Introduction and/or discussion Design Abstract and/or in introductory section or under method section
entitled “Design” or stated in method section Sample Method section labeled “Sample” or “Subjects” Legal-ethical issues Data collection or procedures section or in sample section Data collection procedure Data collection or procedures section Data analysis Methods section under subhead “Data Analysis” or “Data
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Analysis and Interpretation” Results Stated in separate heading: “Results” or “Findings” Discussion and recommendation
Combined in separate section: “Discussion” or “Discussion and Implications”
References At end of article
Whereas qualitative research looks for meaning, quantitative research encompasses the study of research questions and/or hypotheses that describe phenomena, test relationships, assess differences, seek to explain cause-and-effect relationships between variables, and test for intervention effectiveness. The numeric data in quantitative studies are summarized and analyzed using statistics. Quantitative research techniques are systematic, and the methodology is controlled. Appendices A, B, and D illustrate examples of different quantitative approaches to answering research questions. Table 1.2 indicates where each step of the research process can usually be located in a quantitative research article and where it is discussed in this text. Chapters 2, 3, and 8 through 18 describe processes related to quantitative research.
TABLE 1.2 Steps of the Research Process and Journal Format: Quantitative Research
Research Process Steps and/or Format Issue
Usual Location in Journal Heading or Subheading TextChapter
Research problem Abstract and/or in article introduction or separately labeled: “Problem”
2
Purpose Abstract and/or in introduction, or end of literature review or theoretical framework section, or labeled separately: “Purpose”
2
Literature review At end of heading “Introduction” but not labeled as such, or labeled as separate heading: “Literature Review,” “Review of the Literature,” or “Related Literature”; or not labeled or variables reviewed appear as headings or subheadings
3
TF and/or CF Combined with “Literature Review” or found in separate section as TF or CF; or each concept used in TF or CF may appear as separate subheading
3, 4
Hypothesis/research questions
Stated or implied near end of introduction, may be labeled or found in separate heading or subheading: “Hypothesis” or “Research Questions”; or reported for first time in “Results”
2
Research design Stated or implied in abstract or introduction or in “Methods” or “Methodology” section
8–10
Sample: type and size
“Size” may be stated in abstract, in methods section, or as separate subheading under methods section as “Sample,” “Sample/Subjects,” or “Participants”; “Type” may be implied or stated in any of previous headings described under size
12
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Legal-ethical issues Stated or implied in sections: “Methods,” “Procedures,” “Sample,” or “Subjects”
13
Instruments Found in sections: “Methods,” “Instruments,” or “Measures” 14
Validity and reliability
Specifically stated or implied in sections: “Methods,” “Instruments,” “Measures,” or “Procedures”
15
Data collection procedure
In methods section under subheading “Procedure” or “Data Collection,” or as separate heading: “Procedure”
14
Data analysis Under subheading: “Data Analysis” 16 Results Stated in separate heading: “Results” 16, 17 Discussion of findings and new findings
Combined with results or as separate heading: “Discussion” 17
Implications, limitations, and recommendations
Combined in discussion or as separate major headings 17
References At end of article 4 Communicating research results
Research articles, poster, and paper presentations 1, 20
CF, Conceptual framework; TF, theoretical framework.
The primary difference is that a qualitative study seeks to interpret meaning and phenomena, whereas quantitative research seeks to test a hypothesis or answer research questions using statistical methods. Remember as you read research articles that, depending on the nature of the research problem, a researcher may vary the steps slightly; however, all of the steps should be addressed systematically.
Critical reading skills To develop an expertise in evidence-based practice, you will need to be able to critically read all types of research articles. As you read a research article, you may be struck by the difference in style or format of a research article versus a clinical article. The terms of a research article are new, and the content is different. You may also be thinking that the research article is hard to read or that it is technical and boring. You may simultaneously wonder, “How will I possibly learn to appraise all the steps of a research study, the terminology, and the process of evidence-based practice? I’m only on Chapter 1. This is not so easy; research is as hard as everyone says.”
Remember that learning occurs with time and help. Reading research articles can be difficult and frustrating at first, but the best
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way to become a knowledgeable research consumer is to use critical reading skills when reading research articles. As a student, you are not expected to understand a research article or critique it perfectly the first time. Nor are you expected to develop these skills on your own. An essential objective of this book is to help you acquire critical reading skills so that you can use research in your practice. Becoming a competent critical thinker and reader of research takes time and patience.
Learning the research process further develops critical appraisal skills. You will gradually be able to read a research article and reflect on it by identifying assumptions, key concepts, and methods, and determining whether the conclusions are based on the study’s findings. Once you have obtained this critical appraisal competency, you will be ready to synthesize the findings of multiple studies to use in developing an evidence-based practice. This will be a very exciting and rewarding process for you. Analyzing a study critically can require several readings. As you review and synthesize a study, you will begin an appraisal process to help you determine the study’s worth. An illustration of how to use critical reading strategies is provided in Box 1.1, which contains an excerpt from the abstract, introduction, literature review, theoretical framework literature, and methods and procedure section of a quantitative study (Nyamathi et al., 2015) (see Appendix A). Note that in this article there is both a literature review and a theoretical framework section that clearly support the study’s objectives and purpose. Also note that parts of the text from the article were deleted to offer a number of examples within the text of this chapter. BOX 1.1 Example of Critical Appraisal Reading Strategies
Introductory Paragraphs, Study’s Purpose and Aims
Globally, incarcerated populations encounter a host of public health care issues; two such issues—HAV and HBV diseases—are vaccine preventable. In addition, viral hepatitis disproportionately impacts the homeless because of increased risky sexual behaviors and drug use (Stein, Andersen, Robertson, & Gelberg, 2012), along with substandard living conditions (Hennessey, Bangsberg, Weinbaum, & Hahn, 2009). Purpose—Despite knowledge of awareness of risk factors for HBV infection, intervention programs designed to enhance completion of the three-series
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Twinrix HAV/HBV vaccine and identification of prognostic factors for vaccine completion have not been widely studied. The purpose of this study was to first assess whether seronegative parolees previously randomized to any one of three intervention conditions were more likely to complete the vaccine series as well as to identify the predictors of HAV/HBV vaccine completion.
Literature Review— Concepts
Despite the availability of the HBV vaccine, there has been a low rate of completion for the three-dose core of the accelerated vaccine series (Centers for Disease Control and Prevention, 2012). Among incarcerated populations, HBV vaccine coverage is low; in a study among jail inmates, 19% had past HBV infection, and 12% completed the HBV vaccination series (Hennessey, Kim, et al., 2009). Although HBV is well accepted behind bars—because of the lack of funding and focus on prevention as a core in the prison system— few inmates complete the series (Weinbaum, Sabin, & Santibanez, 2005). In addition, prevention may not be priority.
Preventable disease vaccinations Homelessness
Authors contend that, although the HBV vaccine is cost-effective, it is underutilized among high-risk (Rich et al., 2003) and incarcerated populations (Hunt & Saab, 2009). For homeless men on parole, vaccination completion may be affected by level of custody; generally, the higher the level of custody, the higher the risk an inmate poses.
Conceptual Framework
The comprehensive health seeking and coping paradigm (Nyamathi, 1989), adapted from a coping model (Lazarus & Folkman, 1984), and the health seeking and coping paradigm (Schlotfeldt, 1981) guided this study and the variables selected (see Fig. 1.1). The comprehensive health seeking and coping paradigm has been successfully applied by our team to improve our understanding of HIV and HBV/hepatitis C virus (HCV) protective behaviors and health outcomes among homeless adults (Nyamathi, Liu, et al., 2009)—many of whom had been incarcerated (Nyamathi et al., 2012).
Methods/Design The study used a randomized clinical trial. Specific Aims and Hypotheses
In this model, a number of factors are thought to relate to the outcome variable, completion of the HAV/HBV vaccine series. These factors include sociodemographic factors, situational factors, personal factors, social factors, and health seeking and coping responses.
Subject Recruitment and Accrual
An RCT where 600 male parolees participating in an RDT program were randomized into one of three intervention conditions aimed at assessing program efficacy on reducing drug use and recidivism at 6 and 12 months, as well as vaccine completion in eligible subjects. There were four inclusion criteria for recruitment purposes in assessing program efficacy on reducing drug use and recidivism: (1) history of drug use prior to their latest incarceration, (2) between ages of 18 and 60, (3) residing in the participating RDT program, and (4) designated as homeless as noted on the prison or jail discharge form.
Procedure The study was approved by the University of California, Los Angeles Institutional Review Board and registered with clinical Trials.gov. Building upon previous studies, we developed varying levels of peer- coached and nurse-led programs designed to improve HAV/HBV vaccine receptivity at 12-month follow-up among homeless offenders recently released to parole. See Appendix A for details in the “Interventions” section.
Intervention Fidelity
Several strategies for treatment fidelity included study design, interventionist’s training, and standardization of interventions. See the Interventions section in Appendix A.
HBA, Hepatitis A virus; HBV, hepatitis B virus; RCT, randomized clinical trial.
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HIGHLIGHT Start an IPE Journal Club with students from other health professions programs on your campus. Select a research study to read, understand, and critically appraise together. It is always helpful to collaborate on deciding whether the findings are applicable to clinical practice.
Strategies for critiquing research studies Evaluation of a research article requires a critique. A critique is the process of critical appraisal that objectively and critically evaluates a research report’s content for scientific merit and application to practice. It requires some knowledge of the subject matter and knowledge of how to critically read and use critical appraisal criteria. You will find:
• Summarized examples of critical appraisal criteria for qualitative studies and an example of a qualitative critique in Chapter 7
• Summarized critical appraisal criteria and examples of a quantitative critique in Chapter 18
• An in-depth exploration of the criteria for evaluation required in quantitative research critiques in Chapters 8 through 18
• Criteria for qualitative research critiques presented in Chapters 5 through 7
• Principles for qualitative and quantitative research in Chapters 1 through 4
Critical appraisal criteria are the standards, appraisal guides, or questions used to assess an article. In analyzing a research article, you must evaluate each step of the research process and ask questions about whether each step meets the criteria. For instance, the critical appraisal criteria in Chapter 3 ask if “the literature review identifies gaps and inconsistencies in the literature about a subject, concept, or problem,” and if “all of the concepts and
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variables are included in the review.” These two questions relate to critiquing the research question and the literature review components of the research process. Box 1.1 lists several gaps identified in the literature by Nyamathi and colleagues (2015) and how the study intended to fill these gaps by conducting research for the stated objective and purpose (see Appendix A). Remember that when doing a critique, you are pointing out strengths as well as weaknesses. Standardized critical appraisal tools such as those from the Center for Evidence Based Medicine (CEBM) Critical Appraisal Tools (www.cebm.net/critical-appraisal) can be used to systematically appraise the strength and quality of evidence provided in research articles (see Chapter 20).
Critiquing can be thought of as looking at a completed jigsaw puzzle. Does it form a comprehensive picture, or is a piece out of place? What is the level of evidence provided by the study and the findings? What is the balance between the risks and benefits of the findings that contribute to clinical decisions? How can I apply the evidence to my patient, to my patient population, or in my setting? When reading several studies for synthesis, you must assess the interrelationship of the studies, as well as the overall strength and quality of evidence and applicability to practice. Reading for synthesis is essential in critiquing research. Appraising a study helps with the development of an evidence table (see Chapter 20).
Overcoming barriers: Useful critiquing strategies throughout the text, you will find features that will help refine the skills essential to understanding and using research in your practice. A Critical Thinking Decision Path related to each step of the research process in each chapter will sharpen your decision- making skills as you critique research articles. Look for Internet resources in chapters that will enhance your consumer skills. Critical Thinking Challenges, which appear at the end of each chapter, are designed to reinforce your critical reading skills in relation to the steps of the research process. Helpful Hints, designed to reinforce your understanding, appear at various points throughout the chapters. Evidence-Based Practice Tips, which will
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help you apply evidence-based practice strategies in your clinical practice, are provided in each chapter.
When you complete your first critique, congratulate yourself; mastering these skills is not easy. Best of all, you can look forward to discussing the points of your appraisal, because your critique will be based on objective data, not just personal opinion. As you continue to use and perfect critical analysis skills by critiquing studies, remember that these skills are an expected competency for delivering evidence-based and quality nursing care.
Evidence-based practice and research Along with gaining comfort while reading and critiquing studies, there is one final step: deciding how, when, and if to apply the studies to your practice so that your practice is evidence based. Evidence-based practice allows you to systematically use the best available evidence with the integration of individual clinical expertise, as well as the patient’s values and preferences, in making clinical decisions (Sackett et al., 2000). Evidence-based practice involves processes and steps, as does the research process. These steps are presented throughout the text. Chapter 19 provides an overview of evidence-based practice steps and strategies.
When using evidence-based practice strategies, the first step is to be able to read a study and understand how each section is linked to the steps of the research process. The following section introduces you to the research process as presented in published articles. Once you read a study, you must decide which level of evidence the study provides and how well the study was designed and executed. Fig. 1.1 illustrates a model for determining the levels of evidence associated with a study’s design, ranging from systematic reviews of randomized clinical trials (RCTs) (see Chapters 9 and 10) to expert opinions. The rating system, or evidence hierarchy model, presented here is just one of many. Many hierarchies for assessing the relative worth of both qualitative and quantitative designs are available. Early in the development of evidence-based practice, evidence hierarchies were thought to be very inflexible, with systematic reviews or meta-analyses at the top and qualitative research at the bottom. When assessing a clinical
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question that measures cause and effect, this may be true; however, nursing and health care research are involved in a broader base of problem solving, and thus assessing the worth of a study within a broader context of applying evidence into practice requires a broader view.
FIG 1.1 Levels of evidence: Evidence hierarchy for rating levels of evidence associated with a study’s
design. Evidence is assessed at a level according to its source.
The meaningfulness of an evidence rating system will become clearer as you read Chapters 8 through 11. ➤ Example: The Nyamathi et al. (2015) study is Level II because of its experimental, randomized control trial design, whereas the vanDijk et al. (2016) study is Level VI because it is a qualitative study. The level itself does not tell a study’s worth; rather it is another tool that helps you think about a study’s strengths and weaknesses and the nature of
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the evidence provided in the findings and conclusions. Chapters 7 and 18 will provide an understanding of how studies can be assessed for use in practice. You will use the evidence hierarchy presented in Fig. 1.1 throughout the book as you develop your research consumer skills, so become familiar with its content.
This rating system represents levels of evidence for judging the strength of a study’s design, which is just one level of assessment that influences the confidence one has in the conclusions the researcher has drawn. Assessing the strength of scientific evidence or potential research bias provides a vehicle to guide evaluation of research studies for their applicability in clinical decision making. In addition to identifying the level of evidence, one needs to grade the strength of a body of evidence, incorporating the domains of quality, quantity, and consistency (Agency for Healthcare Research and Quality, 2002).
• Quality: Extent to which a study’s design, implementation, and analysis minimize bias.
• Quantity: Number of studies that have evaluated the research question, including overall sample size across studies, as well as the strength of the findings from data analyses.
• Consistency: Degree to which studies with similar and different designs investigating the same research question report similar findings.
The evidence-based practice process steps are: ask, gather, assess and appraise, act, and evaluate (Fig. 1.2). These steps of asking clinical questions; identifying and gathering the evidence; critically appraising and synthesizing the evidence or literature; acting to change practice by coupling the best available evidence with your clinical expertise and patient preferences (e.g., values, setting, and resources); and evaluating if the use of the best available research evidence is applicable to your patient or organization will be discussed throughout the text.
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FIG 1.2 Evidence-based practice steps.
To maintain an evidence-based practice, studies are evaluated using specific criteria. Completed studies are evaluated for strength, quality, and consistency of evidence. Before one can proceed with an evidence-based project, it is necessary to understand the steps of the research process found in research studies.
Research articles: Format and style Before you begin reading research articles, it is important to understand their organization and format. Many journals publish research, either as the sole type of article or in addition to clinical or theoretical articles. Many journals have some common features but also unique characteristics. All journals have guidelines for manuscript preparation and submission. A review of these guidelines, which are found on a journal’s website, will give you an idea of the format of articles that appear in specific journals.
Remember that even though each step of the research process is discussed at length in this text, you may find only a short paragraph or a sentence in an article that provides the details of the step. A publication is a shortened version of the researcher(s) completed work. You will also find that some researchers devote more space in an article to the results, whereas others present a longer discussion of the methods and procedures. Most authors give more emphasis to the method, results, and discussion of implications than to details of assumptions, hypotheses, or definitions of terms. Decisions about the amount of material presented for each step of the research process are bound by the following:
• A journal’s space limitations
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• A journal’s author guidelines
• The type or nature of the study
• The researcher’s decision regarding which component of the study is the most important
The following discussion provides a brief overview of each step of the research process and how it might appear in an article. It is important to remember that a quantitative research article will differ from a qualitative research article. The components of qualitative research are discussed in Chapters 5 and 6, and are summarized in Chapter 7.
Abstract An abstract is a short, comprehensive synopsis or summary of a study at the beginning of an article. An abstract quickly focuses the reader on the main points of a study. A well-presented abstract is accurate, self-contained, concise, specific, nonevaluative, coherent, and readable. Abstracts vary in word length. The length and format of an abstract are dictated by the journal’s style. Both quantitative and qualitative research studies have abstracts that provide a succinct overview of the study. An example of an abstract can be found at the beginning of the study by Nyamathi et al. (2015) (see Appendix A). Their abstract follows an outline format that highlights the major steps of the study. It partially reads as follows:
Purpose/Objective: “The study focused on completion of the HAV and HBV vaccine series among homeless men on parole. The efficacy of the three levels of peer counseling (PC) and nurse delivered intervention was compared at 12 month follow up.”
In this example, the authors provide a view of the study variables. The remainder of the abstract provides a synopsis of the background of the study and the methods, results, and conclusions. The studies in Appendices A through D all have abstracts.
HELPFUL HINT An abstract is a concise short overview that provides a reference to the research purpose, research questions, and/or hypotheses, methodology, and results, as well as the implications for practice or
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future research.
Introduction Early in a research article, in a section that may or may not be labeled “Introduction,” the researcher presents a background picture of the area researched and its significance to practice (see Chapter 2).
Definition of the purpose The purpose of the study is defined either at the end of the researcher’s initial introduction or at the end of the “Literature Review” or “Conceptual Framework” section. The study’s purpose may or may not be labeled (see Chapters 2 and 3), or it may be referred to as the study’s aim or objective. The studies in Appendices A through D present specific purposes for each study in untitled sections that appear in the beginning of each article, as well as in the article’s abstract.
Literature review and theoretical framework Authors of studies present the literature review and theoretical framework in different ways. Many research articles merge the “Literature Review” and the “Theoretical Framework.” This section includes the main concepts investigated and may be called “Review of the Literature,” “Literature Review,” “Theoretical Framework,” “Related Literature,” “Background,” “Conceptual Framework,” or it may not be labeled at all (see Chapters 2 and 3). By reviewing Appendices A through D, you will find differences in the headings used. Nyamathi et al. (2015) (see Appendix A) use no labels and present the literature review but do have a section labeled theoretical framework, while the study in Appendix B has a literature review and a conceptual framework integrated in the beginning of the article. One style is not better than another; the studies in the appendices contain all the critical elements but present the elements differently.
HELPFUL HINT Not all research articles include headings for each step or component of the research process, but each step is presented at
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some point in the article.
Hypothesis/research question A study’s research questions or hypotheses can also be presented in different ways (see Chapter 2). Research articles often do not have separate headings for reporting the “Hypotheses” or “Research Question.” They are often embedded in the “Introduction” or “Background” section or not labeled at all (e.g., as in the studies in the appendices). If a study uses hypotheses, the researcher may report whether the hypotheses were or were not supported toward the end of the article in the “Results” or “Findings” section. Quantitative research studies have hypotheses or research questions. Qualitative research studies do not have hypotheses, but have research questions and purposes. The studies in Appendices A, B, and D have hypotheses. The study in Appendix C does not, since it is a qualitative study; rather it has a purpose statement.
Research design The type of research design can be found in the abstract, within the purpose statement, or in the introduction to the “Procedures” or “Methods” section, or not stated at all (see Chapters 6, 9, and 10). For example, the studies in Appendices A, B, and D identify the design in the abstract.
One of your first objectives is to determine whether the study is qualitative (see Chapters 5 and 6) or quantitative (see Chapters 8, 9, and 10). Although the rigor of the critical appraisal criteria addressed do not substantially change, some of the terminology of the questions differs for qualitative versus quantitative studies. Do not get discouraged if you cannot easily determine the design. One of the best strategies is to review the chapters that address designs. The following tips will help you determine whether the study you are reading employs a quantitative design:
• Hypotheses are stated or implied (see Chapter 2).
• The terms control and treatment group appear (see Chapter 9).
• The terms survey, correlational, case control, or cohort are used (see
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Chapter 10).
• The terms random or convenience are mentioned in relation to the sample (see Chapter 12).
• Variables are measured by instruments or scales (see Chapter 14).
• Reliability and validity of instruments are discussed (see Chapter 15).
• Statistical analyses are used (see Chapter 16).
In contrast, qualitative studies generally do not focus on “numbers.” Some qualitative studies may use standard quantitative terms (e.g., subjects) rather than qualitative terms (e.g., informants). Deciding on the type of qualitative design can be confusing; one of the best strategies is to review the qualitative chapters (see Chapters 5 through 7). Begin trying to link the study’s design with the level of evidence associated with that design as illustrated in Fig. 1.1. This will give you a context for evaluating the strength and consistency of the findings and applicability to practice. Chapters 8 through 11 will help you understand how to link the levels of evidence with quantitative designs. A study may not indicate the specific design used; however, all studies inform the reader of the methodology used, which can help you decide the type of design the authors used to guide the study.
Sampling The population from which the sample was drawn is discussed in the section “Methods” or “Methodology” under the subheadings of “Subjects” or “Sample” (see Chapter 12). Researchers should tell you both the population from which the sample was chosen and the number of subjects that participated in the study, as well as if they had subjects who dropped out of the study. The authors of the studies in the appendices discuss their samples in enough detail so that the reader is clear about who the subjects are and how they were selected.
Reliability and validity
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The discussion of the instruments used to study the variables is usually included in a “Methods” section under the subheading of “Instruments” or “Measures” (see Chapter 14). Usually each instrument (or scale) used in the study is discussed, as well as its reliability and validity (see Chapter 15). The studies in Appendices A, B, and D discuss each of the measures used in the “Methods” section under the subheading “Measures” or “Instruments.” The reliability and validity of each measure is also presented.
In some cases, the reliability and validity of commonly used, established instruments in an article are not presented, and you are referred to other references.
Procedures and collection methods The data collection procedures, or the individual steps taken to gather measurable data (usually with instruments or scales), are generally found in the “Procedures” section (see Chapter 14). In the studies in Appendices A through D, the researchers indicate how they conducted the study in detail under the subheading “Procedure” or “Instruments and Procedures.” Notice that the researchers in each study included in the Appendices provided information that the studies were approved by an institutional review board (see Chapter 13), thereby ensuring that each study met ethical standards.
Data analysis/results The data-analysis procedures (i.e., the statistical tests used and the results of descriptive and/or inferential tests applied in quantitative studies) are presented in the section labeled “Results” or “Findings” (see Chapters 16 and 17). Although qualitative studies do not use statistical tests, the procedures for analyzing the themes, concepts, and/or observational or print data are usually described in the “Method” or “Data Collection” section and reported in the “Results,” “Findings,” or “Data Analysis” section (see Appendix C and Chapters 5 and 6).
Discussion The last section of a research study is the “Discussion” (see Chapter
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17). In this section the researchers tie together all of the study’s pieces and give a picture of the study as a whole. The researchers return to the literature reviewed and discuss how their study is similar to, or different from, other studies. Researchers may report the results and discussion in one section but usually report their results in separate “Results” and “Discussion” sections (see Appendices A through D). One particular method is no better than another. Journal and space limitations determine how these sections will be handled. Any new or unexpected findings are usually described in the “Discussion” section.
Recommendations and implications In some cases, a researcher reports the implications and limitations based on the findings for practice and education, and recommends future studies in a separate section labeled “Conclusions”; in other cases, this appears in several sections, labeled with such titles as “Discussion,” “Limitations,” “Nursing Implications,” “Implications for Research and Practice,” and “Summary.” Again, one way is not better than the other—only different.
References All of the references cited are included at the end of the article. The main purpose of the reference list is to support the material presented by identifying the sources in a manner that allows for easy retrieval. Journals use various referencing styles.
Communicating results Communicating a study’s results can take the form of a published article, poster, or paper presentation. All are valid ways of providing data and have potential to effect high-quality patient care based on research findings. Evidence-based nursing care plans and QI practice protocols, guidelines, or standards are outcome measures that effectively indicate communicated research.
HELPFUL HINT If you have to write a paper on a specific concept or topic that requires you to critique and synthesize the findings from several studies, you might find it useful to create an evidence table of the
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data (see Chapter 20). Include the following information: author, date, study type, design, level of evidence, sample, data analysis, findings, and implications.
Systematic reviews: Meta-analyses, integrative reviews, and meta-syntheses Systematic reviews Other article types that are important to understand for evidence- based practice are review articles. Review articles include systematic reviews, meta-analyses, integrative reviews (sometimes called narrative reviews), meta-syntheses, and meta-summaries. A systematic review is a summation and assessment of a group of research studies that test a similar research question. Systematic reviews are based on a clear question, a detailed plan which includes a search strategy, and appraisal of a group of studies related to the question. If statistical techniques are used to summarize and assess studies, the systematic review is labeled as a meta-analysis. A meta-analysis is a summary of a number of studies focused on one question or topic, and uses a specific statistical methodology to synthesize the findings in order to draw conclusions about the area of focus. An integrative review is a focused review and synthesis of research or theoretical literature in a particular focus area, and includes specific steps of literature integration and synthesis without statistical analysis; it can include both quantitative and qualitative articles (Cochrane Consumer Network, 2016; Uman, 2011; Whittemore, 2005). At times reviews use the terms systematic review and integrative review interchangeably. Both meta-synthesis and meta-summary are the synthesis of a number of qualitative research studies on a focused topic using specific qualitative methodology (Kastner et al., 2016; Sandelowski & Barrosos, 2007).
The components of review articles will be discussed in greater detail in Chapters 6, 11, and 20. These articles take a number of studies related to a clinical question and, using a specific set of criteria and methods, evaluate the studies as a whole. While they may vary somewhat in approach, these reviews all help to better
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inform and develop evidence-based practice. The meta-analysis in Appendix E is an example of a systematic review that is a meta- analysis.
Clinical guidelines Clinical guidelines are systematically developed statements or recommendations that serve as a guide for practitioners. Two types of clinical guidelines will be discussed throughout this text: consensus, or expert-developed guidelines, and evidence-based guidelines. Consensus guidelines, or expert-developed guidelines, are developed by an agreement of experts in the field. Evidence- based guidelines are those developed using published research findings. Guidelines are developed to assist in bridging practice and research and are developed by professional organizations, government agencies, institutions, or convened expert panels. Clinical guidelines provide clinicians with an algorithm for clinical management or decision making for specific diseases (e.g., breast cancer) or treatments (e.g., pain management). Not all clinical guidelines are well developed and, like research, must be assessed before implementation. Though they are systematically developed and make explicit recommendations for practice, clinical guidelines may be formatted differently. Guidelines for practice are becoming more important as third party and government payers are requiring practices to be based on evidence. Guidelines should present scope and purpose of the practice, detail who the development group included, demonstrate scientific rigor, be clear in its presentation, demonstrate clinical applicability, and demonstrate editorial independence (see Chapter 11).
Quality improvement As a health care provider, you are responsible for continuously improving the quality and safety of health care for your patients and their families through systematic redesign of health care systems in which you work. The Institute of Medicine (2001) defined quality health care as care that is safe, effective, patient- centered, timely, efficient, and equitable. Therefore, the goal of QI is to bring about measurable changes across these six domains by
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applying specific methodologies within a care setting. While several QI methods exist, the core steps for improvement commonly include the following:
• Conducting an assessment
• Setting specific goals for improvement
• Identifying ideas for changing current practice
• Deciding how improvements in care will be measured
• Rapidly testing practice changes
• Measuring improvements in care
• Adopting the practice change as a new standard of care
Chapter 21 focuses on building your competence to participate in and lead QI projects by providing an overview of the evolution of QI in health care, including the nurse’s role in meeting current regulatory requirements for patient care quality. Chapter 19 discusses QI models and tools, such as cause-and-effect diagrams and process mapping, as well as skills for effective teamwork and leadership that are essential for successful QI projects.
As you venture through this textbook, you will be challenged to think not only about reading and understanding research studies, but also about applying the findings to your practice. Nursing has a rich legacy of research that has grown in depth and breadth. Producers of research and clinicians must engage in a joint effort to translate findings into practice that will make a difference in the care of patients and families.
Key points • Research provides the basis for expanding the unique body of
scientific evidence that forms the foundation of evidence-based nursing practice. Research links education, theory, and practice.
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• As consumers of research, nurses must have a basic understanding of the research process and critical appraisal skills to evaluate research evidence before applying it to clinical practice.
• Critical appraisal is the process of evaluating the strengths and weaknesses of a research article for scientific merit and application to practice, theory, or education; the need for more research on the topic or clinical problem is also addressed at this stage.
• Critical appraisal criteria are the measures, standards, evaluation guides, or questions used to judge the worth of a research study.
• Critical reading skills will enable you to evaluate the appropriateness of the content of a research article, apply standards or critical appraisal criteria to assess the study’s scientific merit for use in practice, or consider alternative ways of handling the same topic.
• A level of evidence model is a tool for evaluating the strength (quality, quantity, and consistency) of a research study and its findings.
• Each article should be evaluated for the study’s strength and consistency of evidence as a means of judging the applicability of findings to practice.
• Research articles have different formats and styles depending on journal manuscript requirements and whether they are quantitative or qualitative studies.
• Evidence-based practice and QI begin with the careful reading and understanding of each article contributing to the practice of nursing, clinical expertise, and an understanding of patient values.
• QI processes are aimed at improving clinical care outcomes for patients and better methods of system performance.
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Critical thinking challenges • How might nurses discuss the differences between evidence-
based practice and research with their colleagues in other professions?
• From your clinical practice, discuss several strategies nurses can undertake to promote evidence-based practice.
• What are some strategies you can use to develop a more comprehensive critique of an evidence-based practice article?
• A number of different components are usually identified in a research article. Discuss how these sections link with one another to ensure continuity.
• How can QI data be used to improve clinical practice?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Agency for Healthcare Research and Quality. Systems to
rate the strength of scientific evidence. File inventory, Evidence Report/Technology Assessment No. 47. AHRQ Publication No. 02-E0162002.
2. Al-Mallah M.H, Farah I, Al-Madani W, et al. The impact of nurse-led clinics on the mortality and mortality of patients with cardiovascular diseases A systematic review and meta- analysis. Journal of Cardiovascular Nursing 2015;31(1):89-95 Available at: doi:10.1097/JCN.00000000000000224.
3. American Nurses Association (ANA). Code of ethics for nurses for nurses with interpretive statements. Washington, DC: The Association;2015.
4. Cochrane Consumer Network, The Cochrane Library, 2016, retrieved online. Available at: www.cochranelibrary.com
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5. Cronenwett L, Sherwood G, Barnsteiner J, et al. Quality and safety education for nurses. Nursing Outlook 2007;55(3):122- 131.
6. Institute of Medicine [IOM]. The future of nursing Leading change, advancing health. Washington, DC: National Academic Press;2011.
7. Institute of Medicine Committee on Quality of Health Care in America. Crossing the quality chasm A new health system for the 21st century. Washington, DC: National Academy Press;2001.
8. Kastner M, Antony J, Soobiah C, et al. Conceptual recommendations for selecting the most appropriate knowledge synthesis method to answer research questions related to complex evidence. Journal of Clinical Epidemiology 2016;73:43-49.
9. Nyamathi A, Salem B.E, Zhang S, et al. Nursing case management, peer coaching, and hepatitus A and B vaccine completion among homeless men recently released on parole. Nursing Research 2015;64:177-189 Available at: doi:10.1097/NNR.0000000000000083.
10. Sackett D.L, Straus S, Richardson S, et al. Evidence-based medicine How to practice and teach EBM. 2nd ed. London: Churchill Livingstone;2000.
11. Sandelowski M, Barroso J. Handbook of Qualitative Research. New York, NY: Springer Pub. Co.;2007.
12. Uman L.S. Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry 2011;20(1):57-59.
13. vanDijk J.F.M, Vervoot S.C.J.M, vanWijck A.J.M, et al. Postoperative patients’ perspectives on rating pain A qualitative study. International Journal of Nursing Studies 2016;53:260- 269.
14. Whittemore R. Combining evidence in nursing research. Nursing Research 2005;54(1):56-62.
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CHAPTER 2
Research questions, hypotheses, and clinical questions Judith Haber
Learning outcomes
After reading this chapter, you should be able to do the following:
• Describe how the research question and hypothesis relate to the other components of the research process. • Describe the process of identifying and refining a research question or hypothesis. • Discuss the appropriate use of research questions versus hypotheses in a research study. • Identify the criteria for determining the significance of a research question or hypothesis. • Discuss how the purpose, research question, and hypothesis suggest the level of evidence to be obtained from the findings of a research study. • Discuss the purpose of developing a clinical question.
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• Discuss the differences between a research question and a clinical question in relation to evidence-based practice. • Apply critiquing criteria to the evaluation of a research question and hypothesis in a research report.
KEY TERMS
clinical question
complex hypothesis
dependent variable
directional hypothesis
hypothesis
independent variable
nondirectional hypothesis
population
purpose
research hypothesis
research question
statistical hypothesis
testability
theory
variable
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
At the beginning of this chapter, you will learn about research questions and hypotheses from the perspective of a researcher, which, in the second part of this chapter, will help you generate
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your own clinical questions that you will use to guide the development of evidence-based practice projects. From a clinician’s perspective, you must understand the research question and hypothesis as it aligns with the rest of a study. As a practicing nurse, developing clinical questions (see Chapters 19, 20, and 21) is the first step of the evidence-based practice process for quality improvement programs like those that decrease risk for development of pressure ulcers.
When nurses ask questions such as, “Why are things done this way?” “I wonder what would happen if . . . ?” “What characteristics are associated with . . . ?” or “What is the effect of ____ on patient outcomes?”, they are often well on their way to developing a research question or hypothesis. Research questions are usually generated by situations that emerge from practice, leading nurses to wonder about the effectiveness of one intervention versus another for a specific patient population.
The research question or hypothesis is a key preliminary step in the research process. The research question tests a measureable relationship to be examined in a research study. The hypothesis predicts the outcome of a study.
Hypotheses can be considered intelligent hunches, guesses, or predictions that provide researchers with direction for the research design and the collection, analysis, and interpretation of data. Hypotheses are a vehicle for testing the validity of the theoretical framework assumptions and provide a bridge between theory (a set of interrelated concepts, definitions, and propositions) and the real world (see Chapter 4).
For a clinician making an evidence-informed decision about a patient care issue, a clinical question, such as whether chlorhexidine or povidone-iodine is more effective in preventing central line catheter infections, would guide the nurse in searching and retrieving the best available evidence. This evidence, combined with clinical expertise and patient preferences, would provide an answer on which to base the most effective decision about patient care for this population.
Often the research questions or hypotheses appear at the beginning of a research article, but may be embedded in the purpose, aims, goals, or even the results section of the research
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report. This chapter provides you with a working knowledge of quantitative research questions and hypotheses. It also highlights the importance of clinical questions and how to develop them.
Developing and refining a research question: Study perspective A researcher spends a great deal of time refining a research idea into a testable research question. Research questions or topics are not pulled from thin air. In Table 2.1, you will see that research questions can indicate that practical experience, critical appraisal of the scientific literature, or interest in an untested theory forms the basis for the development of a research idea. The research question should reflect a refinement of the researcher’s initial thinking. The evaluator of a research study should be able to identify that the researcher has:
• Defined a specific question area
• Reviewed the relevant literature
• Examined the question’s potential significance to nursing
• Pragmatically examined the feasibility of studying the research question
TABLE 2.1 How Practical Experience, Scientific Literature, and Untested Theory Influence the Development of a Research Idea
Area Influence Example Clinical experience
Clinical practice provides a wealth of experience from which research problems can be derived. The nurse may observe a particular event or pattern and become curious about why it occurs, as well as its relationship to other factors in the patient’s environment.
Health professionals observe that despite improvements in symptom management for cancer patients receiving chemotherapy, side effects remain highly prevalent. Symptoms such as nausea/vomiting, diarrhea, constipation, and fatigue are common, and patients report that they negatively affect functional status and quality of life, including costly and distressing hospitalizations. A study by Traeger et al. (2015) tested a model integrated into outpatient care for patients with breast cancer, lung cancer, and colorectal cancer, designed to reduce symptom
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burden to be delivered by each patient’s oncology team nurse practitioner that included telephone follow-up, symptom assessment, advice, and triage according to actual clinical practice. The aim was to ensure optimal patient-NP management of side effects early in the course of care.
Critical appraisal of the scientific literature
Critical appraisal of studies in journals may indirectly suggest a clinical problem by stimulating the reader’s thinking. The nurse may observe the outcome data from a single study or a group of related studies that provide the basis for developing a pilot study, quality improvement project, or clinical practice guideline to determine the effectiveness of this intervention in their setting.
At a staff meeting with members of an interprofessional team at a cancer center, it was noted that the center did not have a standardized clinical practice guideline for mucositis, a painful chemotherapy side effect involving the oral cavity that has a negative impact on nutrition, oral hygiene, and comfort. The team wanted to identify the most effective approaches for treating adults and children experiencing mucositis. Their search for, and critical appraisal of, existing research studies led the team to develop an interprofessional mucositis guideline that was relevant to their patient population and clinical setting (NYU Langone Medical Center, 2016).
Gaps in the literature
A research idea may also be suggested by a critical appraisal of the literature that identifies gaps in the literature and suggests areas for future study. Research ideas also can be generated by research reports that suggest the value of replicating a particular study to extend or refine the existing scientific knowledge base.
Obesity is a widely recognized risk factor for many conditions treated in primary care settings including type 2 diabetes, cardiovascular disease, hypertension, and osteoarthritis. Although weight and achieving a healthy weight for children and adults is a Healthy People 2020 goal and a national priority, the prevalence of obesity remains high, and there is little research on targeted interventions for weight loss in primary care settings. Therefore, the purpose of a study by Thabault, Burke, and Ades (2015) was to evaluate an NP-led motivational interviewing IBT program implemented in an adult primary care practice with obese patients to determine feasibility and acceptance of the intervention.
Interest in untested theory
Verification of a theory and its concepts provides a relatively uncharted area from which research problems can be derived. Inasmuch as theories themselves are not tested, a researcher may consider investigating a concept or set of concepts related to a nursing theory or a theory from another discipline. The researcher would pose questions like, “If this theory is correct, what kind of behavior would I expect to observe in particular patients and under which conditions?” “If this theory is valid, what kind of supporting evidence will I find?”
Bandura’s (1997) health self-efficacy construct, an individual’s confidence in the ability to perform a behavior, overcome barriers to that behavior, and exert control over the behavior through self- regulation and goal setting, was used by Richards, Ogata, and Cheng (2016) to investigate whether health-related self-efficacy provides the untested theoretical foundation for behavior change related to increasing physical activity using a dog walking (Dogs PAW) intervention.
IBT, Intensive behavioral therapy.
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Defining the research question Brainstorming with faculty or colleagues may provide valuable feedback that helps the researcher focus on a specific research question area. Example: ➤ Suppose a researcher told a colleague that her area of interest was health disparities about the effectiveness of peer coaching or case management in improving health outcomes with challenging patient populations such as those who are homeless. The colleague may have asked, “What is it about the topic that specifically interests you?” This conversation may have initiated a chain of thought that resulted in a decision to explore the effectiveness of a nursing case management and peer coaching intervention on hepatitis A and B (HAV and HBV) vaccine completion rates among homeless men recently released on parole (Nyamathi et al., 2015) (see Appendix A). Fig. 2.1 illustrates how a broad area of interest (health disparities, nursing case management, peer coaching) was narrowed to a specific research topic (effectiveness of nursing case management and peer coaching on HAV and HBV vaccine completion among homeless men recently released on parole).
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FIG 2.1 Development of a research question.
EVIDENCE-BASED PRACTICE TIP A well-developed research question guides a focused search for scientific evidence about assessing, diagnosing, treating, or providing patients with information about their prognosis related to a specific health problem.
Beginning the literature review
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The literature review should reveal a relevant collection of studies and systematic reviews that have been critically examined. Concluding sections in such articles (i.e., the recommendations and implications for practice) often identify remaining gaps in the literature, the need for replication, or the need for additional knowledge about a particular research focus (see Chapter 3). In the previous example, the researcher may have conducted a preliminary review of books and journals for theories and research studies on factors apparently critical to vaccine completion rates for preventable health problems like HAV and HBV, as well as risk factors contributing to the disproportionate impact of HAV and HBV on the homeless, such as risky sexual activity, drug use, substandard living conditions, and older age. These factors, called variables, should be potentially relevant, of interest, and measurable.
EVIDENCE-BASED PRACTICE TIP The answers to questions generated by qualitative data reflect evidence that may provide the first insights about a phenomenon that has not been previously studied.
Other variables, called demographic variables, such as race, ethnicity, gender, age, education, and physical and mental health status, are also suggested as essential to consider. Example: ➤ Despite the availability of the HAV and HBV vaccines, there has been a low completion rate for the three-dose core of the accelerated vaccine series, particularly following release from prison. This information can then be used to further define the research question and continue the search of the literature to identify effective intervention strategies reported in other studies with similar high- risk populations (e.g., homeless) that could be applied to this population. Example: ➤ One study documented the effectiveness of a nurse case management program in improving vaccine completion rates in a group of homeless adults, but no studies were found about the effectiveness of peer coaching. At this point, the researcher could write the tentative research question: “What is the effectiveness of peer coaching and nursing case management on completion of an HAV and HBV vaccine series among homeless men on parole?” You can envision the interrelatedness of the initial
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definition of the question area, the literature review, and the refined research question.
HELPFUL HINT Reading the literature review or theoretical framework section of a research article helps you trace the development of the implied research question and/or hypothesis.
Examining significance When considering a research question, it is crucial that the researcher examine the question’s potential significance for nursing. This is sometimes referred to as the “so what” question, because the research question should have the potential to contribute to and extend the scientific body of nursing knowledge. Guidelines for selecting research questions should meet the following criteria:
• Patients, nurses, the medical community in general, and society will potentially benefit from the knowledge derived from the study.
• Results will be applicable for nursing practice, education, or administration.
• Findings will provide support or lack of support for untested theoretical concepts.
• Findings will extend or challenge existing knowledge by filling a gap or clarifying a conflict in the literature.
• Findings will potentially provide evidence that supports developing, retaining, or revising nursing practices or policies.
If the research question has not met any of these criteria, the researcher is wise to extensively revise the question or discard it. Example: ➤ In the previously cited research question, the significance of the question includes the following facts:
• HAV and HBV are vaccine preventable.
• Viral hepatitis disproportionately impacts the homeless.
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• Despite its availability, vaccine completion rates are low among high-risk and incarcerated populations.
• Accelerated vaccine programs have shown success in RCT studies.
• The use of nurse case management programs in accelerated vaccine programs also provides evidence of effectiveness.
• Little is known about vaccine completion among ex-offender populations on parole using varying intensities of nurse case management and peer coaches.
• This study sought to fill a gap in the related literature by assessing whether seronegative parolees randomized to one of three intervention conditions were more likely to complete the vaccine series as well as to identify predictors of HAV/HBV vaccine completion.
HIGHLIGHT It is helpful to collaborate with colleagues from other professions to identify an important clinical question that provides data for a quality improvement on your unit.
The fully developed research question When a researcher finalizes a research question, the following characteristics should be evident:
• It clearly identifies the variables under consideration.
• It specifies the population being studied.
• It implies the possibility of empirical testing.
Because each element is crucial to developing a satisfactory research question, the criteria will be discussed in greater detail. These elements can often be found in the introduction of the published article; they are not always stated in an explicit manner.
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Variables Researchers call the properties that they study “variables.” Such properties take on different values. Thus a variable, as the name suggests, is something that varies. Properties that differ from each other, such as age, weight, height, religion, and ethnicity, are examples of variables. Researchers attempt to understand how and why differences in one variable relate to differences in another variable. Example: ➤ A researcher may be concerned about the variable of pneumonia in postoperative patients on ventilators in critical care units. It is a variable because not all critically ill postoperative patients on ventilators have pneumonia. A researcher may also be interested in what other factors can be linked to ventilator-acquired pneumonia (VAP). There is clinical evidence to suggest that elevation of the head of the bed and frequent oral hygiene are associated with decreasing risk for VAP. You can see that these factors are also variables that need to be considered in relation to the development of VAP in postoperative patients.
When speaking of variables, the researcher is essentially asking, “Is X related to Y? What is the effect of X on Y? How are X1 and X2 related to Y?” The researcher is asking a question about the relationship between one or more independent variables and a dependent variable. (Note: In cases in which multiple independent or dependent variables are present, subscripts are used to indicate the number of variables under consideration.)
An independent variable, usually symbolized by X, is the variable that has the presumed effect on the dependent variable. In experimental research studies, the researcher manipulates the independent variable (see Chapter 9). In nonexperimental research, the independent variable is not manipulated and is assumed to have occurred naturally before or during the study (see Chapter 10).
The dependent variable, represented by Y, varies with a change in the independent variable. The dependent variable is not manipulated. It is observed and assumed to vary with changes in the independent variable. Predictions are made from the independent variable to the dependent variable. It is the dependent variable that the researcher is interested in understanding, explaining, or predicting. Example: ➤ It might be assumed that the
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perception of pain intensity (the dependent variable) will vary in relation to a person’s gender (the independent variable). In this case, we are trying to explain the perception of pain intensity in relation to gender (i.e., male or female). Although variability in the dependent variable is assumed to depend on changes in the independent variable, this does not imply that there is a causal relationship between X and Y, or that changes in variable X cause variable Y to change.
Table 2.2 presents a number of examples of research questions. Practice substituting other variables for the examples in Table 2.2. You will be surprised at the skill you develop in writing and critiquing research questions with greater ease.
TABLE 2.2 Research Question Format
HBHC, Hospital-based home care.
Although one independent variable and one dependent variable are used in the examples, there is no restriction on the number of variables that can be included in a research question. Research questions that include more than one independent or dependent variable may be broken down into subquestions that are more concise.
Finally, it should be noted that variables are not inherently independent or dependent. A variable that is classified as independent in one study may be considered dependent in another study. Example: ➤ A nurse may review an article about depression
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that identifies depression in adolescents as predictive of risk for suicide. In this case, depression is the independent variable. When another article about the effectiveness of antidepressant medication alone or in combination with cognitive behavioral therapy (CBT) in decreasing depression in adolescents is considered, change in depression is the dependent variable. Whether a variable is independent or dependent is a function of the role it plays in a particular study.
Population The population is a well-defined set that has certain characteristics and is either clearly identified or implied in the research question. Example: ➤ In a retrospective cohort study studying the number of ED visits and hospitalizations in two different transition care programs, a research question may ask, “What is the differential effectiveness of nurse-led or physician-led intensive home visiting program providing transition care to patients with complex chronic conditions or receiving palliative care (Morrison, Palumbo, & Rambur, 2016)? Does a relationship exist between type of transition care model (nurse-led focused on chronic disease self-management or physician-led focused on palliative care and managing complex chronic conditions) and the number of ED visits and rehospitalizations 120 days pre- and posttransitional care interventions?” This question suggests that the population includes community-residing adults with complex chronic conditions or receiving palliative care who participated in either a nurse or physician-led transitional care program.
EVIDENCE-BASED PRACTICE TIP Make sure that the population of interest and the setting have been clearly described so that if you were going to replicate the study, you would know exactly who the study population needed to be.
Testability The research question must imply that it is testable, measurable by either qualitative or quantitative methods. Example: ➤ The research question “Should postoperative patients control how much pain medication they receive?” is stated incorrectly for a
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variety of reasons. One reason is that it is not testable; it represents a value statement rather than a research question. A scientific research question must propose a measureable relationship between an independent and a dependent variable. Many interesting and important clinical questions are not valid research questions because they are not amenable to testing.
HELPFUL HINT Remember that research questions are used to guide all types of research studies but are most often used in exploratory, descriptive, qualitative, or hypothesis-generating studies.
The question “What are the relationships between vaccine completion rates among the ex-offender population and use of varying intensities of nurse case management and peer coaches?” is a testable research question. It illustrates the relationship between the variables, identifies the independent and dependent variables, and implies the testability of the research question. Table 2.3 illustrates how this research question is congruent with the three research question criteria.
TABLE 2.3 Components of the Research Question and Related Criteria
This research question was originally derived from a general area of interest: health-seeking behavior and coping (HAV and HBV vaccine completion rates) in a high-risk population (ex-offenders on parole, homeless), factors related to vaccine completion (age, education, race/ethnicity, marital, and parental status), and potential strategies (nurse case management and peer coaching) to
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improve protective behaviors and health outcomes. The question crystallized further after a preliminary literature review (Nyamathi et al., 2015).
HELPFUL HINT
• Remember that research questions are often not explicitly stated. The reader has to infer the research question from the title of the report, the abstract, the introduction, or the purpose.
• Using your focused question, search the literature for the best available answer to your clinical question.
Study purpose, aims, or objectives The purpose of the study encompasses the aims or objectives the investigator hopes to achieve with the research. These three terms are synonymous. The researcher selects verbs to use in the purpose statement that suggest the planned approach to be used when studying the research question as well as the level of evidence to be obtained through the study findings. Verbs such as discover, explore, or describe suggest an investigation of an infrequently researched topic that might appropriately be guided by research questions rather than hypotheses. In contrast, verb statements indicating that the purpose is to test the effectiveness of an intervention or compare two alternative nursing strategies suggest a hypothesis- testing study for which there is an established knowledge base of the topic.
Remember that when the purpose of a study is to test the effectiveness of an intervention or compare the effectiveness of two or more interventions, the level of evidence is likely to have more strength and rigor than a study whose purpose is to explore or describe phenomena. Box 2.1 provides examples of purpose, aims, and objectives. BOX 2.1 Examples of Purpose Statements
• The purpose of this study was to explore the relationship between
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future expectations, attitude toward use of violence to solve problems, and self-reported physical and relational bullying perpetration in a sample of seventh grade students (Stoddard, Varela, & Zimmerman, 2015). The aim of this study was to determine knowledge, awareness, and practices of Turkish hospital nurses in relation to cervical cancer, HPV, and HPV (Koc & Cinarli, 2015).
• The purposes of this longitudinal study with a sample composed of Hispanic, Black non-Hispanic, and White non-Hispanic bereaved parents were to test the relationships between spiritual/religious coping strategies and grief, mental health, and personal growth for mothers and fathers at 1 and 3 months after the infant/child’s death in the NICU/PICU (Hawthorne et al., 2016). The goals of the current study were to examine psychological functioning and coping in parents and siblings of adolescent cancer survivors (Turner-Sack et al., 2016).
EVIDENCE-BASED PRACTICE TIP The purpose, aims, or objectives often provide the most information about the intent of the research question and hypotheses, and suggest the level of evidence to be obtained from the findings of the study.
Developing the research hypothesis Like the research question, hypotheses are often not stated explicitly in a research article. You will often find that hypotheses are embedded in the data analysis, results, or discussion section of the research report. Similarly, the population may not be explicitly stated, but will have been identified in the background, significance, and literature review. It is then up to you to figure out the hypotheses and population being tested. Example: ➤ In a study by Turner-Sack and colleagues (2016) (see Appendix B), the hypotheses are embedded in the “Data Analysis” and “Results” sections of the article. You must interpret that the statement, “Independent sample t-tests were conducted to compare the survivors, siblings, and parents on measures of psychological
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distress, life satisfaction, posttraumatic growth (PTG), and that of their matched parents” to understand that it represents hypotheses used to compare psychological functioning, PTG, coping, and cancer-related characteristics of adolescent cancer survivors’ parents and siblings.
Hypotheses flow from the study’s purpose, literature review, and theoretical framework. Fig. 2.2 illustrates this flow. A hypothesis is a declarative statement about the relationship between two or more variables. A hypothesis predicts an expected outcome of a study. Hypotheses are developed before the study is conducted because they provide direction for the collection, analysis, and interpretation of data.
FIG 2.2 Interrelationships of purpose, literature review,
theoretical framework, and hypothesis.
HELPFUL HINT When hypotheses are not explicitly stated by the author at the end of the introduction section or just before the methods section, they will be embedded or implied in the data analysis, results, or discussion section of a research article.
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Relationship statement The first characteristic of a hypothesis is that it is a declarative statement that identifies the predicted relationship between two or more variables: the independent variable (X) and a dependent variable (Y). The direction of the predicted relationship is also specified in this statement. Phrases such as greater than, less than, positively, negatively, or difference in suggest the directionality that is proposed in the hypothesis. The following is an example of a directional hypothesis: “Nurse staff members’ perceptions of transformational leadership among their nurse leaders (independent variable) is that it is negatively associated with nurse staff burnout (dependent variable)” (Lewis & Cunningham, 2016). The dependent and independent variables are explicitly identified, and the relational aspect of the prediction in the hypothesis is contained in the phrase “negatively associated with.”
The nature of the relationship, either causal or associative, is also implied by the hypothesis. A causal relationship is one in which the researcher can predict that the independent variable (X) causes a change in the dependent variable (Y). In research, it is rare that one is in a firm enough position to take a definitive stand about a cause- and-effect relationship. Example: ➤ A researcher might hypothesize selected determinants of the decision-making process, specifically expectation, socio-demographic factors, and decisional conflict would predict postdecision satisfaction and regret about their choice of treatment for breast cancer in Chinese-American women (Lee & Knobf, 2015). It would be difficult for a researcher to predict a cause-and-effect relationship, however, because of the multiple intervening variables (e.g., values, culture, role, support from others, personal resources, language literacy) that might also influence the subject’s decision making about treatment for their breast cancer diagnosis.
Variables are more commonly related in noncausal ways; that is, the variables are systematically related but in an associative way. This means that the variables change in relation to each other. Example: ➤ There is strong evidence that asbestos exposure is related to lung cancer. It is tempting to state that there is a causal relationship between asbestos exposure and lung cancer. Do not overlook the fact, however, that not all of those who have been
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exposed to asbestos will have lung cancer, and not all of those who have lung cancer have had asbestos exposure. Consequently, it would be scientifically unsound to take a position advocating the presence of a causal relationship between these two variables. Rather, one can say only that there is an associative relationship between the variables of asbestos exposure and lung cancer, a relationship in which there is a strong systematic association between the two phenomena.
Testability The second characteristic of a hypothesis is its testability. This means that the variables of the study must lend themselves to observation, measurement, and analysis. The hypothesis is either supported or not supported after the data have been collected and analyzed. The predicted outcome proposed by the hypothesis will or will not be congruent with the actual outcome when the hypothesis is tested.
HELPFUL HINT When a hypothesis is complex (i.e., it contains more than one independent or dependent variable), it is difficult for the findings to indicate unequivocally that the hypothesis is supported or not supported. In such cases, the reader must infer which relationships are significant in the predicted direction from the findings or discussion section.
Theory base The third characteristic is that the hypothesis is consistent with an existing body of theory and research findings. Whether a hypothesis is arrived at on the basis of a review of the literature or a clinical observation, it must be based on a sound scientific rationale. You should be able to identify the flow of ideas from the research idea to the literature review, to the theoretical framework, and through the research question(s) or hypotheses. Example: ➤ Nyamathi and colleagues (2015) (see Appendix A) investigated the effectiveness of a nursing case management intervention in comparison to a peer coaching intervention based on the comprehensive health-seeking and coping paradigm developed by
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Nyamathi in 1989, adapted from a coping model by Lazarus and Folkman (1984), and the health-seeking and coping paradigm by Schlotfeldt (1981), which is a useful theoretical framework for case management, peer coaching interventions, and vaccine completion outcomes.
Wording the hypothesis As you read the scientific literature and become more familiar with it, you will observe that there are a variety of ways to word a hypothesis that are described in Tables 2.4 and 2.5. Information about hypotheses may be further clarified in the instruments, sample, or methods sections of a research report (see Chapters 12 and 15).
TABLE 2.4 Examples of How Hypotheses are Worded
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BP, Blood pressure; CRNA, Certified Nurse Anesthetists; DV, dependent variable; IV, independent variable; TM, telemonitoring; UC, usual care.
TABLE 2.5 Examples of Statistical Hypotheses
ANPs, Adult nurse practitioners; FNPs, family nurse practitioners; DV, dependent variable; IV, independent variable.
Statistical versus research hypotheses You may observe that a hypothesis is further categorized as either a research or a statistical hypothesis. A research hypothesis, also known as a scientific hypothesis, consists of a statement about the expected relationship of the variables. A research hypothesis indicates what the outcome of the study is expected to be. A research hypothesis is also either directional or nondirectional. If the researcher obtains statistically significant findings for a research hypothesis, the hypothesis is supported. The examples in Table 2.4 represent research hypotheses.
A statistical hypothesis, also known as a null hypothesis, states that there is no relationship between the independent and dependent variables. The examples in Table 2.5 illustrate statistical hypotheses. If, in the data analysis, a statistically significant relationship emerges between the variables at a specified level of significance, the null hypothesis is rejected. Rejection of the statistical hypothesis is equivalent to acceptance of the research hypothesis.
Directional versus nondirectional hypotheses Hypotheses can be formulated directionally or nondirectionally. A
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directional hypothesis specifies the expected direction of the relationship between the independent and dependent variables. An example of a directional hypothesis is provided in a study by Parry and colleagues (2015) that investigated a novel noninvasive device to assess sympathetic nervous system functioning in patients with heart failure. The researchers hypothesized that participants with heart failure reduced ejection fraction (HFrEF), who have internal cardiac defibrillators or CRT pacemakers, will have a decrease in pre-ejection period (reflective of increased sympathetic nervous system activity) and decrease in left ventricular ejection time (reflective of an increased heart rate) with a postural change from sitting to standing.
In contrast, a nondirectional hypothesis indicates the existence of a relationship between the variables, but does not specify the anticipated direction of the relationship. Example: ➤ Rattanawiboon and colleagues (2016) evaluated the effectiveness of fluoride mouthwash delivery methods, swish, spray, or swab application, in raising salivary fluoride in comparison to conventional fluoride mouthwash, but did not predict which form of fluoride delivery would be most effective. Nurses who are learning to critically appraise research studies should be aware that both the directional and the nondirectional forms of hypothesis statements are acceptable.
Relationship between the hypothesis and the research design Regardless of whether the researcher uses a statistical or a research hypothesis, there is a suggested relationship between the hypothesis, the design of the study, and the level of evidence provided by the results of the study. The type of design, experimental or nonexperimental (see Chapters 9 and 10), will influence the wording of the hypothesis. Example: ➤ When an experimental design is used, you would expect to see hypotheses that reflect relationship statements, such as the following:
• X1 is more effective than X2 on Y.
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• The effect of X1 on Y is greater than that of X2 on Y.
• The incidence of Y will not differ in subjects receiving X1 and X2 treatments.
• The incidence of Y will be greater in subjects after X1 than after X2.
EVIDENCE-BASED PRACTICE TIP Think about the relationship between the wording of the hypothesis, the type of research design suggested, and the level of evidence provided by the findings of a study using each kind of hypothesis. You may want to consider which type of hypothesis potentially will yield the strongest results applicable to practice.
Hypotheses reflecting experimental designs also test the effect of the experimental treatment (i.e., independent variable X) on the outcome (i.e., dependent variable Y). This suggests that the strength of the evidence provided by the results is Level II (experimental design) or Level III (quasi-experimental design).
In contrast, hypotheses related to nonexperimental designs reflect associative relationship statements, such as the following:
• X will be negatively related to Y.
• There will be a positive relationship between X and Y.
This suggests that the strength of the evidence provided by the results of a study that examined hypotheses with associative relationship statements would be at Level IV (nonexperimental design).
Table 2.6 provides an example of this concept. The Critical Thinking Decision Path will help you determine the type of hypothesis or research question presented in a study.
TABLE 2.6 Elements of a Clinical Question
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CAUTIs, Catheter acquired urinary tract infections.
CRITICAL THINKING DECISION PATH Determining the Use of a Hypothesis or Research Question
Developing and refining a clinical question: A consumer’s perspective Practicing nurses, as well as students, are challenged to keep their practice up to date by searching for, retrieving, and critiquing
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research articles that apply to practice issues that are encountered in their clinical setting (see Chapter 20). Practitioners strive to use the current best evidence from research when making clinical and health care decisions. As research consumers, you are not conducting research studies; however, your search for information from clinical practice is converted into focused, structured clinical questions that are the foundation of evidence-based practice and quality improvement projects. Clinical questions often arise from clinical situations for which there are no ready answers. You have probably had the experience of asking, “What is the most effective treatment for . . . ?” or “Why do we still do it this way?”
Using similar criteria related to framing a research question, focused clinical questions form a basis for searching the literature to identify supporting evidence from research. Clinical questions have four components:
• Population
• Intervention
• Comparison
• Outcome
These components, known as PICO, provide an effective format for helping nurses develop searchable clinical questions. Box 2.2 presents each component of the clinical question. BOX 2.2 Components of a Clinical Question Using the PICO Format Population: The individual patient or group of patients with a particular condition or health care problem (e.g., adolescents age 13–18 with type 1 insulin-dependent diabetes)
Intervention: The particular aspect of health care that is of interest to the nurse or the health team (e.g., a therapeutic [inhaler or nebulizer for treatment of asthma], a preventive [pneumonia vaccine], a diagnostic [measurement of blood pressure], or an organizational [implementation of a bar coding system to reduce
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medication errors] intervention) Comparison intervention: Standard care or no intervention (e.g.,
antibiotic in comparison to ibuprofen for children with otitis media); a comparison of two treatment settings (e.g., rehabilitation center vs. home care)
Outcome: More effective outcome (e.g., improved glycemic control, decreased hospitalizations, decreased medication errors)
The significance of the clinical question becomes obvious as research evidence from the literature is critically appraised. Research evidence is used together with clinical expertise and the patient’s perspective to confirm, develop, or revise nursing standards, protocols, and policies that are used to plan and implement patient care (Cullum, 2000; Sackett et al., 2000; Thompson et al., 2004). Issues or questions can arise from multiple clinical and managerial situations. Using the example of catheter acquired urinary tract infections (CAUTIs), a team of staff nurses working on a medical unit in an acute care setting were reviewing their unit’s quarterly quality improvement data and observed that the number of CAUTIs had increased by 25% over the past 3 months. The nursing staff reviewed the unit’s standard of care and noted that although nurses were able to discontinue an indwelling catheter, according to a set of criteria and without a physician order, catheters were remaining in place for what they thought was too long and potentially contributing to an increase in the prevalence of CAUTIs. To focus the nursing staff’s search of the literature, they developed the following question: Does the use of daily nurse-led catheter rounds in hospitalized older adults with indwelling urinary catheters lead to a decrease in CAUTIs? Sometimes it is helpful for nurses who develop clinical questions from a quality improvement perspective to consider three elements as they frame their focused question: (1) the situation, (2) the intervention, and (3) the outcome.
• The situation is the patient or problem being addressed. This can be a single patient or a group of patients with a particular health problem (e.g., hospitalized adults with indwelling urinary catheters).
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• The intervention is the dimension of health care interest, and often asks whether a particular intervention is a useful treatment (e.g., daily nurse-led catheter rounds).
• The outcome addresses the effect of the treatment (e.g., intervention) for this patient or patient population in terms of quality and cost (e.g., decreased CAUTIs). It essentially answers whether the intervention makes a difference for the patient population.
The individual parts of the question are vital pieces of information to remember when it comes to searching for evidence in the literature. One of the easiest ways to do this is to use a table, as illustrated in Table 2.6. Examples of clinical questions are highlighted in Box 2.3. Chapter 3 provides examples of how to effectively search the literature to find answers to questions posed by researchers and research consumers. BOX 2.3 Examples of Clinical Questions
• Does using a Discharge Bundle combined with Teachback Methodology reduce pediatric readmissions? (Shermont et al., 2016)
• What is the most effective IV insulin practice guideline for cardiac surgery patients? (Westbrook et al., 2016)
• Does using a structured content and electronic nursing handover reduce patient clinical management errors? (Johnson et al., 2016)
• What is the impact of nursing teamwork on nurse-sensitive quality indicators? (Rahn, 2016)
• Do PCMH access and care coordination measures reflect the contributions of all team members? (Annis et al., 2016)
• Is a patient-family-staff partnership video the most effective approach for preventing falls in hospitalized patients? (Silkworth et al., 2016)
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• What is the impact of prompt nutrition care on patient outcomes and health care costs? (Meehan et al., 2016)
PCMH, Patient-centered medical home.
EVIDENCE-BASED PRACTICE TIP You should be formulating clinical questions that arise from your clinical practice. Once you have developed a focused clinical question using the PICO format, you will search the literature for the best available evidence to answer your clinical question.
Appraisal for evidence-based practice the research question and hypothesis When you begin to critically appraise a research study, consider the care the researcher takes when developing the research question or hypothesis; it is often representative of the overall conceptualization and design of the study. In a quantitative research study, the remainder of a study revolves around answering the research question or testing the hypothesis. In a qualitative research study, the objective is to answer the research question. Because this text focuses on you as a research consumer, the following sections will primarily pertain to the evaluation of research questions and hypotheses in published research reports.
Critiquing the research question and hypothesis The following Critical Appraisal Criteria box provides several criteria for evaluating the initial phase of the research process—the research question or hypothesis. Because the research question or hypothesis guides the study, it is usually introduced at the beginning of the research report to indicate the focus and direction of the study. You can then evaluate whether the rest of the study logically flows from its foundation—the research question or hypothesis. The author will often begin by identifying the background and significance of the issue that led to crystallizing development of the research question or hypothesis. The clinical and scientific background and/or significance will be summarized,
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and the purpose, aim, or objective of the study is then identified. Often the research question or hypothesis will be proposed
before or after the literature review. Sometimes you will find that the research question or hypothesis is not specifically stated. In some cases, it is only hinted at or is embedded in the purpose statement, and you are challenged to identify the research question or hypothesis. In other cases, the research question is embedded in the findings toward the end of the article. To some extent, this depends on the style of the journal.
Although a hypothesis can legitimately be nondirectional, it is preferable, and more common, for the researcher to indicate the direction of the relationship between the variables in the hypothesis. Quantifiable words such as “greater than,” “less than,” “decrease,” “increase,” and “positively,” “negatively,” or “related” convey the idea of objectivity and testability. You should immediately be suspicious of hypotheses or research questions that are not stated objectively. You will find that when there is a lack of data available for the literature review (i.e., the researcher has chosen to study a relatively undefined area of interest), a nondirectional hypothesis or research question may be appropriate.
You should recognize that how the proposed relationship of the hypothesis or research question is phrased suggests the type of research design that will be appropriate for the study, as well as the level of evidence to be derived from the findings. Example: ➤ If a hypothesis proposes that treatment X1 will have a greater effect on Y than treatment X2, an experimental (Level II evidence) or quasi- experimental design (Level III evidence) is suggested (see Chapter 9). If a research question asks if there will be a positive relationship between variables X and Y, a nonexperimental design (Level IV evidence) is suggested (see Chapter10).
Hypotheses and research questions are never proven beyond the shadow of a doubt. Researchers who claim that their data have “proven” the validity of their hypothesis or research question should be regarded with grave reservation. You should realize that, at best, findings that support a hypothesis or research question are considered tentative. If repeated replication of a study yields the same results, more confidence can be placed in the conclusions advanced by the researchers.
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When critically appraising clinical questions, think about the fact that the clinical question should be focused and specify the patient population or clinical problem being addressed, the intervention, and the outcome for a particular patient population. There should be evidence that the clinical question guided the literature search and that appropriate types of research studies are retrieved in terms of the study design and level of evidence needed to answer the clinical question.
CRITICAL APPRAISAL CRITERIA Developing Research Questions and Hypotheses The research question
1. Does the research question express a relationship between two or more variables, or at least between an independent and a dependent variable, implying empirical testability?
2. How does the research question specify the nature of the population being studied?
3. How has the research question been supported with adequate experiential and scientific background material?
4. How has the research question been placed within the context of an appropriate theoretical framework?
5. How has the significance of the research question been identified?
6. Have pragmatic issues, such as feasibility, been addressed?
7. How have the purpose, aims, or goals of the study been identified?
The hypothesis
1. Is the hypothesis concisely stated in a declarative form?
2. Are the independent and dependent variables identified in the
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statement of the hypothesis?
3. Is each hypothesis specific to one relationship so that each hypothesis can be either supported or not supported?
4. Is the hypothesis stated in such a way that it is testable?
5. Is the hypothesis stated objectively, without value-laden words?
6. Is the direction of the relationship in each hypothesis clearly stated?
7. How is each hypothesis consistent with the literature review?
8. How is the theoretical rationale for the hypothesis made explicit?
9. Given the level of evidence suggested by the research question, hypothesis, and design, what is the potential applicability to practice?
The clinical question
1. Does the clinical question specify the patient population, intervention, comparison intervention, and outcome?
2. Does the clinical question address an outcome applicable to practice?
Key points • Developing the research question and stating the hypothesis are
key preliminary steps in the research process.
• The research question is refined through a process that proceeds from the identification of a general idea of interest to the definition of a more specific and circumscribed topic.
• A preliminary literature review reveals related factors that appear critical to the research topic of interest and helps further define the research question.
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• The significance of the research question must be identified in terms of its potential contribution to patients, nurses, the medical community in general, and society. Applicability of the question for nursing practice, as well as its theoretical relevance, must be established. The findings should also have the potential for formulating or altering nursing practices or policies.
• The final research question is a statement about the relationship of two or more variables. It clearly identifies the relationship between the independent and dependent variables, specifies the nature of the population being studied, and implies the possibility of empirical testing.
• Research questions that are nondirectional may be used in exploratory, descriptive, or qualitative research studies.
• Research questions can be directional, depending on the type of study design being used.
• Focused clinical questions arise from clinical practice and guide the literature search for the best available evidence to answer the clinical question.
• A hypothesis is a declarative statement about the relationship between two or more variables that predicts an expected outcome. Characteristics of a hypothesis include a relationship statement, implications regarding testability, and consistency with a defined theory base.
• Hypotheses can be formulated in a directional or a nondirectional manner and be further categorized as either research or statistical hypotheses.
• The purpose, research question, or hypothesis provides information about the intent of the research question and hypothesis and suggests the level of evidence to be obtained from the study findings.
• The interrelatedness of the research question or hypothesis and the literature review and the theoretical framework should be
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apparent.
• The appropriateness of the research design suggested by the research question or hypothesis is also evaluated.
Critical thinking challenges • Discuss how the wording of a research question or hypothesis
suggests the type of research design and level of evidence that will be provided.
• Using the study by Hawthorne, Youngblut, and Brooten (2016) (see Appendix B), describe how the background, significance, and purpose of the study are linked to the research questions.
• The prevalence of catheter acquired urinary infections (CAUTIs) has increased on your hospital unit by 10% in the last two quarters. As a member of the Quality Improvement (QI) Committee on your unit, collaborate with your committee colleagues from other professions to develop an interprofessional action plan. Deliberate to develop a clinical question to guide the QI project.
• A nurse is in charge of discharge planning for frail older adults with congestive heart failure. The goal of the program is to promote self-care and prevent rehospitalizations. Using the PICO approach, the nurse wants to develop a clinical question for an evidence-based practice project to evaluate the effectiveness of discharge planning for this patient population. How can the nurse accomplish that objective?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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21. Silkworth A.I, Baker J, Ferrara J, et al. Nursing staff develop a video to prevent falls. A quality improvement project. Journal of Nursing Care Quality 2016;31(1):217-223.
22. Stoddard S.A, Varela J.J, Zimmerman M. Future expectations, attitude toward violence, and bullying perpetration during adolescence A mediation evaluation. Nursing Research 2015;64(6):422-433.
23. Thabault P.J, Burke P.J, Ades P.A. Intensive behavioral treatment weight loss program in an adult primary care practice. Journal of the American Association of Nurse Practitioners 2015;28:249-257.
24. Thompson C, Cullum N, McCaughan D, et al. Nurses, information use, and clinical decision-making The real world potential for evidence-based decisions in nursing. Evidence- Based Nursing 2004;7(3):68-72.
25. Traeger L, McDonnell T.M, McCarty C.E, et al. Nursing
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intervention to enhance outpatient chemotherapy symptom management Patient-reported outcomes of a randomized controlled trial. Cancer Nursing 2015;121(21):3905-3913.
26. Turner-Sack A.M, Menna R, Setchell S.R, et al. Psychological functioning, post-traumatic growth, and coping in parents and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43(1):48-56.
27. Westbrook A, Sherry D, McDermott M, et al. Examining IV insulin practice guidelines Nurses evaluating quality outcomes. Journal of Nursing Care Quality 2016;31(4):344-349.
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CHAPTER 3
Gathering and appraising the literature Barbara Krainovich-Miller
Learning outcomes
After reading this chapter, you should be able to do the following:
• Discuss the purpose of a literature review in a research study. • Discuss the purpose of reviewing the literature for an evidence- based and quality improvement (QI) project. • Differentiate the purposes of a literature review from the evidence- based practice and the research perspective. • Differentiate between primary and secondary sources. • Differentiate between systematic reviews/meta-analyses and preappraised synopses. • Discuss the purpose of reviewing the literature for developing evidence-based practice and QI projects. • Use the PICO format to guide a search of the literature. • Conduct an effective search of the literature.
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• Apply critical appraisal criteria for the evaluation of literature reviews in research studies.
KEY TERMS
Boolean operator
citation management software
controlled vocabulary
electronic databases
electronic search
Grey literature
literature review
preappraised synopses
primary source
refereed, or peer-reviewed, journals
secondary source
web browser
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
You may wonder why an entire chapter of a research text is devoted to gathering and appraising the literature. The main reason is because searching for, retrieving, and critically appraising the literature is a key step for researchers and for practitioners who are basing their practice on evidence. Searching for, retrieving, critically appraising, and synthesizing research evidence is essential to support an evidence-based practice (EBP). A question you might ask is, “Will knowing more about how to search efficiently and critically appraise research really help me as a student and as a practicing nurse?” The answer is, “Yes, it most certainly will!” Your
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ability to locate, retrieve, critically appraise, and synthesize research articles will enable you to determine whether or not you have the best available evidence to inform your clinical practice (CP).
The critical appraisal of research studies is an organized, systematic approach to evaluating a research study or group of studies using a set of standardized critical appraisal criteria. The criteria are used to objectively determine the strength, quality, quantity, and consistency of evidence provided by the available literature to determine its applicability to practice, policy, and education (see Chapters 7, 11, and 18).
The purpose of this chapter is to introduce you to how to evaluate the literature review in a research study and how to critically appraise a group of studies for EBP and quality improvement (QI) projects. This chapter provides you with the tools to (1) locate, search, and retrieve individual research studies, systematic reviews/meta-analyses, and meta-syntheses (see Chapters 6, 9, 10, and 11), and other documents (e.g., CP guidelines); (2) differentiate between a research article and a theoretical/conceptual article or book; (3) critically appraise a research study or group of research studies; and (4) differentiate between a research article and a conceptual article or book. These tools will help you develop your competencies to develop EBP and develop QI projects.
Review of the literature The literature review: The researcher’s perspective The overall purpose of the literature review in a study is to present a systematic state of the science (i.e., what research exists) on a topic. In Box 3.1, Objectives 1 to 8 and 11 present the main purposes of a literature review found in a research article. In a published study, the literature review generally appears near the beginning of the report and may or may not be labeled. It provides an abbreviated version of the literature review conducted by a researcher and represents the building blocks, or framework, of the study. Keep in mind that researchers are constrained by page limitations and so do not expect to see a comprehensive literature
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review in an article. The researcher must present in a succinct manner an overview and critical appraisal of the literature on a topic in order to generate research questions or hypotheses. A literature review is essential to all steps of the quantitative and qualitative research process, and is a broad, systematic critical review and evaluation of the literature in an area. BOX 3.1 Overall Purposes of a Literature Review Major goal To develop a strong knowledge base to conduct a research study or implement an evidence-based practice/QI project (1–3, 8–11) and carry out research (1–6, 11).
Objectives A review of the literature supports the following:
1. Determine what is known and unknown about a subject, concept, or problem.
2. Determine gaps, consistencies, and inconsistencies in the literature about a subject, concept, or problem.
3. Synthesize the strengths and weaknesses of available studies to determine the state of the science on a topic/problem.
4. Describe the theoretical/conceptual frameworks that guide a study.
5. Determine the need for replication or refinement of a study.
6. Generate research questions and hypotheses.
7. Determine an appropriate research design, methodology, and analysis for a study.
8. Provide information to discuss the findings of a study, draw conclusions, and make recommendations for future research, practice, education, and/or policy changes.
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9. Uncover a new practice intervention(s) or gain supporting evidence for revising, maintaining current intervention(s), protocols, and policies, or developing new ones.
10. Generate clinical questions that guide development of EBP/QI projects, policies, and protocols.
11. Identify recommendations from the conclusion for future research, practice, education, and/or policy actions.
QI, Quality improvement.
The following overview about use of the literature review in relation to the steps of the quantitative and qualitative research process will help you understand the researcher’s focus. In quantitative studies, the literature review is at the beginning of the published research articles, and may or may not be titled literature review (see Appendix A, B, C, and D). As you read the selected research articles found in the appendices, you will see that none of these reports have a section titled Literature Review. But each has a literature review at the beginning of the article. Example: ➤ van Dijk and colleagues (2016) labeled this beginning section with the title Introduction (see Appendix C). Hawthorne and colleagues (2016), after a brief introduction about their topic, used sublevel headings for two major concepts of their review and then provided a sublevel heading to introduce their Conceptual Framework (see Appendix B). Appendix A’s study by Nyamathi and colleagues (2015), after presenting their nonlabeled literature review, also provided a sublevel heading labeled “Theoretical Framework.”
A review of the relevant literature found in a quantitative study (Fig. 3.1) is valuable, as it provides the following:
• Theoretical or conceptual framework
• Identifies concepts/theories used as a guide or map for developing research questions or hypotheses
• Suggests the presumed relationship between the
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independent and dependent variables
• Provides a rationale and definition for the variable(s) and concepts studied (see Chapters 1 and 2)
• Primary and secondary sources
• Provides the researcher with a road map for designing the study
• Includes primary sources, which are research articles, theoretical documents, or other documents used by the author(s) who is conducting the study, developing a theory, or writing an autobiography
• Includes secondary sources, which are published articles or books written by persons other than the individual who conducted the research study or developed the theory. Table 3.1 provides definitions and examples of primary and secondary sources.
• Research question and hypothesis
• Helps the researcher identify completed studies about the research topic of interest, including gaps or inconsistencies that suggest potential research questions or hypotheses about a subject, theory, or problem
• Design and method
• Helps the researcher choose the appropriate design,
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sampling strategy, data collection methods, setting, measurement instruments, and data analysis method. Journal space guidelines limit researchers to include only abbreviated information about these areas
• Data analysis, discussion, conclusions, implications, recommendations
• Helps the researcher interpret, discuss, and explain the study results/findings
• Provides an opportunity for the researcher to return to the literature review and selects relevant studies to inform the discussion of the findings, conclusions, limitations, and recommendations. Example: ➤ Turner-Sack and colleagues’ (2016) discussion section noted several times how their findings were similar to previous studies (Appendix D)
• Useful when considering implications of research findings and making practice, education, and recommendations for practice, education, and research
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FIG 3.1 Relationship of the review of the literature to
the steps of the quantitative research process.
TABLE 3.1 Examples of Primary and Secondary Sources
Primary: Essential Secondary: Useful Publications written by the person(s) who conducted the study or developed the theory/conceptual model.
Publications written by a person(s) other than the person who conducted the study or developed the theory or model. It usually appears as a summary/critique of another author’s original work (research study, theory, or model); may appear in a study as the theoretical/conceptual framework, or paraphrased theory of the theorist.
Eyewitness accounts of historic events, autobiographies, oral histories, diaries, films, letters, artifacts, periodicals, and Internet communications on e-mail, Listservs, interviews, e- photographs, and audio/video recordings.
A biography or clinical article that cites original author’s work.
Can be published or unpublished. Can be published or unpublished. A published research study (e.g., research articles in ).
An edited textbook (e.g., LoBiondo-Wood, G., & Haber, J. [2018]. Nursing research: Methods and critical appraisal for evidence-based practice [9th ed.], Elsevier).
Theory example: Dr. Jeffries in collaboration with the National League for Nursing developed and published a monograph entitled, The NLN Jeffries Simulation Theory (2015).
Theoretical framework example: Nyamathi and colleague’s 2015 study used “comprehensive health seeking and coping paradigm” theoretical framework by Nyamathi (1989), which Nyamathi adopted from Lazarus and Folkman’s (1984) “coping model” and Schlotfeldt’s (1981) “health seeking and coping paradigm” (see study presented in Appendix A).
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HINT: Critical appraisal of primary sources is essential to a thorough and relevant literature review.
HINT: Use secondary sources sparingly; however, secondary sources, especially a study’s literature review that presents a critique of studies, are a valuable learning tool from an EBP perspective.
In contrast to the styles of quantitative studies, literature reviews of qualitative studies are usually handled differently (see Chapters 5 to 7). In qualitative studies, often little is known about the topic under study, and thus the literature review may appear more abbreviated than in a quantitative study. However, qualitative researchers use the literature review in the same manner as quantitative researchers to interpret and discuss the study findings, draw conclusions, identify limitations, and suggest recommendations for future study.
Conducting a literature review: The EBP perspective The purpose of the literature review, from an EBP perspective, focuses on the critical appraisal of research studies, systematic reviews, CP guidelines, and other relevant documents. The literature review informs the development and/or refinement of the clinical question that will guide an EBP or QI project. When a clinical problem is identified, nurses and other team members collaborate to identify a clinical question using the PICO format (Yensen, 2013; see Chapter 2).
Once your clinical question is formulated, you will need to conduct a search in electronic database(s) (you may seek the help of a librarian) to gather and critically appraise relevant studies, and synthesize the strengths and weaknesses of the studies to determine if this is the “best available” evidence to answer your clinical question. Objectives 1 to 3 and 7 to 10 in Box 3.1 specifically reflect the purposes of a literature review for these projects.
A clear and precise articulation of a clinical question is critical to finding the best evidence. Clinical questions may sound like research questions, but they are questions used to search the literature for evidence-based answers, not to test research questions or hypotheses (see Chapter 2). The PICO format is as follows:
P Problem/patient population—What is the specifically defined group?
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I Intervention—What intervention or event will be used to address the problem or population?
C Comparison—How does the intervention compare to current standards of care or another intervention?
O Outcome—What is the effect of the proposed or comparison intervention?
One group of students was interested in whether regular exercise prevented osteoporosis for postmenopausal women who had osteopenia. The PICO format for the clinical question that guided their search was as follows:
P Postmenopausal women with osteopenia (Age is part of the definition for this population.)
I Regular exercise program (How often is regular? Weekly? Twice a week?)
C No regular exercise program (comparing outcomes of regular exercise [I] and no regular exercise [C])
O Prevention of osteoporosis (How and when was this measured?)
These students’ assignment to answer the PICO question requires the following:
• Search the literature using electronic databases (e.g., Cumulative Index to Nursing and Allied Health Literature [CINAHL via EBSCO], MEDLINE, and Cochrane Database of Systematic Reviews) for the information to identify the significance of osteopenia and osteoporosis as a women’s health problem.
• Identify systematic reviews, practice guidelines, and research studies that provide the “best available evidence” related to the effectiveness of regular exercise programs for prevention of osteoporosis.
• Critically appraise information gathered using standardized
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critical appraisal criteria and tools (see Chapters 7, 11, 18, 19, and 20).
• Synthesize the overall strengths and weaknesses of the evidence provided by the literature.
• Draw a conclusion about the strength, quality, and consistency of the evidence.
• Make recommendations about applicability of evidence to CP to guide development of a health promotion project about osteoporosis risk reduction for postmenopausal women with osteopenia.
As a practicing nurse, you may be asked to work with colleagues to develop or create an EBP/QI project and/or to update current EBP protocols, CP standards/guidelines, or policies in your health care organization using the best available evidence. This will require that you know how to retrieve and critically appraise individual research articles, practice guidelines, and systematic reviews to determine each study’s overall quality and then to determine if there is sufficient support (evidence) to change a current practice and/or policy or guideline.
HELPFUL HINT Hunting for a quantitative study’s literature review? Don’t expect to find it labeled as Literature Review—many are not. Assume that the beginning paragraphs of the article comprise the literature review; the length and style will vary.
EVIDENCE-BASED PRACTICE TIPS
• Formulating a clinical question using the PICO format provides a focus that will guide an efficient electronic literature search.
• Remember, the findings of one study on a topic do not provide sufficient evidence to support a change in practice.
• The ability to critically appraise and synthesize the literature is
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essential to acquiring skills for making successful presentations, as well as participating in EBP/QI projects.
Searching for evidence Students often state, “I know how to do research; why I need to go see the librarian?” Perhaps you have thought the same thing because you too have “researched” a topic for many of your course requirements. However, it would be more accurate for you to say that you have “searched” the literature to uncover research studies and conceptual information to prepare an academic paper on a topic. During this process, you search for primary sources and secondary sources. It is best to use a primary source when available. Table 3.1 provides definitions and examples of primary and secondary sources, and Table 3.2 identifies the steps and strategies for conducting an efficient literature search. Table 3.3 indicates recommended databases. The top two, CINAHL Plus with full text and PubMed (MEDLINE), are always a must. There are multiple databases that health science libraries offer, and most offer online tutorials for how to use each database. Using the CINAHL Plus and PubMed databases and at least one additional resource database is recommended. Example: ➤ If your topic is about changing a patient’s behavior, such as promoting smoking cessation or increasing weight-bearing exercises, you would use the top two as well as PsycINFO. Another recommendation if your clinical question focuses on interventions is to use the Cochrane Library (http://www.cochranelibrary.com), which has full text systematic reviews as well as an extensive list of randomized control trials (RCTs) and other sources of studies.
TABLE 3.2 Steps and Strategies for Conducting a Literature Search: An EBP Perspective
Steps of Literature Review
Strategy
Step I: Determine clinical
Focus on the types of patients (population) of interest.
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question or research topic.
If the goal is to develop an EBP project, start with a PICO question. If the goal is to develop a research study, a researcher starts with a broad review of the literature to refine the research question or hypothesis (see Chapter 2).
Step II: Identify key variables/terms.
Review your library’s online Help and Tutorial modules related to conducting a search, including the use of each databases’ vocabulary, prior to meeting with your librarian for help. Make sure you have your PICO format completed so the librarian can help you limit the research articles that fit the parameters of your PICO question. If, after reviewing tutorials on Boolean connectors “AND, OR, and NOT” that connect your search terms when using a specific database, you don’t understand the use of these connectors, clarify with a librarian.
Step III: Conduct electronic search using at least two, preferably three if needed for your topic, recognized electronic databases.
Conduct the search, and make a decision regarding which databases, in addition to CINAHL PLUS with Full Text via EBSCO and MEDLINE via Ovid, you should search; use key mesh terms and Boolean logic (AND, OR, NOT) to address your clinical question.
Step IV: Review abstracts online and weed out irrelevant articles.
Scan through your retrieved articles, read the abstracts, mark only those that fit the topic and are research; select “references” as well as “search history” and “full-text articles” if available, before printing and saving or e-mailing your search.
Step V: Retrieve relevant sources.
Organize by type or study design and year and reread the abstracts to determine if the articles chosen are relevant research to your topic and worth retrieving.
Step VI: Store or print relevant articles; if unable to print directly from the database, order through interlibrary loan.
Download the search to a web-based bibliography and database manager/writing and collaboration tool (e.g., RefWorks, EndNote); most academic institutions have “free” management tools, such as Zotero. Using a system will ensure that you have the information for each citation (e.g., journal name, year, volume number, pages), and it will format the reference list. Download PDF versions of articles as needed.
Step VII: Conduct preliminary reading; eliminate irrelevant sources.
First read each abstract to assess if the article is relevant.
Step VIII: Critically read each source (summarize and critique each source).
Use critical appraisal strategies (e.g., use an evidence table [see Chapter 20] or a standardized critiquing tool) to summarize and critique each articles; include references in APA format.
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Step IX: Synthesize critical summaries of each article.
Decide how you will present the synthesis of overall strengths and weaknesses of the reviewed research articles (e.g., present chronologically or according to the designs); thus, the reader can review the evidence. Compare and contrast the studies in terms of the research process steps, so you conclude with the overall similarities and differences between and among studies. In the end, summarize the findings of the review—that is, determine if the strengths of the group of studies outweigh the limitations in order to determine confidence in the findings and draw a conclusion about the state of the science. Include the reference list.
CINAHL, Cumulative Index to Nursing and Allied Health Literature.
TABLE 3.3 Databases for Nursing
Database Source CINAHAL PLUS with FULL TEXT (EBSCO)
Full text database for nursing and allied health widely used by nursing and health care—a useful starting point (Source: https://health.ebsco.com/products/cinahl- plus-with-full-text)
PubMed (MEDLINE)
Provides free access to MEDLINE, NLM’s database of citations and abstracts in medicine, nursing, dentistry, veterinary medicine, health care systems, and preclinical sciences, including full text (Source: https://www.nlm.nih.gov/bsd/pmresources.html)
PsycINFO Centered on psychology, behavioral, and social sciences; interdisciplinary content, one of the most widely used databases (Source: http://www.apa.org/pubs/databases/psycinfo/)
Education Source with ERIC (EBSCO)
The largest and most complete collection of full-text education journals. This database provides research and information to meet needs of students, professionals, and policy makers, covers all levels of education—from early childhood to higher education—as well as all educational specialties such as multilingual education, health education, and testing. (Source: https://www.ebscohost.com/academic/education-source)
CINAHL, Cumulative Index to Nursing and Allied Health Literature.
Sources of literature
Preappraised literature Preappraised literature is a secondary source of evidence, sometimes referred to as preappraised synopses, or simply synopses. Reading an expert’s comment about another author’s research can help develop your critical appraisal and synthesis skills. Some synopses include a commentary about the strength and applicability of the evidence to a patient population. It is important to keep in mind that there are limitations to using preappraised sources. These sources are useful for giving you a preview about
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the potential relevance of the publication to your clinical question and the strength of the evidence. You can then make a decision about whether to search for and critically appraise the primary source. Preappraised synopses can be found in journals such as Evidence-Based Nursing (http://ebn.bmj.com) and Evidence-Based Medicine (http://ebm.bmj.com) or the Joanna Briggs Institute (JBI) EBP Database (http://joannabriggs.org).
EVIDENCE-BASED PRACTICE TIP If you find a preappraised commentary on an individual study related to your PICO question, read the preappraised commentary first. As a beginner, this strategy will make it easier for you to pick out the strengths and weaknesses in the primary source study.
Primary sources When searching the literature, primary sources should be a search strategy priority. Review Table 3.1 to identify the differences between primary and secondary sources. Then, as noted in Step VIII of Table 3.2, strategies to conduct a literature search, you need to apply your critiquing skills to determine the quality of the primary source publications. Review Chapters 7, 11, and 18 so you can apply the critical appraisal criteria outlined in these chapters to your retrieved studies. Example: ➤ For your PICO question, you searched for and found two types of primary source publications. One primary source was a rigorous systematic review related to your clinical question that provided strong evidence to support your PICO comparison intervention, the current standard of care; you also found two poorly designed RCTs that provided weak evidence supporting your proposed intervention. Which primary source would you recommend? You would need to make an evidence-based decision about the applicability of the primary source evidence supporting or not supporting the proposed or comparison intervention. The well-designed systematic review provided the highest level of evidence (Level I on the Fig. 1.1 evidence hierarchy). It also provided strong evidence that supported continuation of the current standard of care in comparison to the weak evidence supporting the proposed intervention provided by two poorly designed RCTs (Level II on
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the Fig. 1.1 evidence hierarchy). Your team would conclude that the primary source systematic review provided the strongest evidence supporting that the current standard of care be retained and recommended, and that there was insufficient evidence to recommend a practice change.
HELPFUL HINT
• If possible, consult a librarian before conducting your searches to determine which databases and keywords to use for your PICO question. Save your search history electronically.
• Learn how to use an online search management tool such as RefWorks, EndNote, or Zotero.
EVIDENCE-BASED PRACTICE TIP
• If you do not retrieve any studies from your search, review your PICO question and search strategies with a librarian.
• Every meta-analysis begins with a systematic review; however, not every systematic review results in a meta-analysis. Read Chapter 11 and find out why.
Performing an electronic search
Why use an electronic database? Perhaps you still are not convinced that electronic database searches are the best way to acquire information for a review of the literature. Maybe you have searched using Google or Yahoo! and found relevant information. This is an understandable temptation. Try to think about it from another perspective and ask yourself, “Is this the most appropriate and efficient way to find the latest and strongest research on a topic that affects patient care?” Yes, Google Scholar might retrieve some studies, but from an EBP perspective, you need to retrieve all the studies available on your topic/clinical question. The “I” and “C” of your PICO question require that you retrieve from your search all types of interventions, not just what
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you have proposed. To understand the literature in a specific area requires a review of all relevant studies. A way to decrease your frustration is to take the time to learn how to conduct an efficient database search by reviewing the steps presented in Table 3.2. Following these strategies and reviewing the Helpful Hints and EBP Tips provided in this chapter will help you gain the essential competencies needed for you to be successful in your search. The Critical Thinking Decision Path provides a means for locating evidence to support your clinical question (Kendall, 2008). Path shows a way to locate evidence to support your research or clinical question.
CRITICAL THINKING DECISION PATH
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Types of resources
Print and electronic indexes: Books and journals Most college/university libraries have management retrieval
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systems or databases to retrieve both print and online books, journals, videos, and other media items, scripts, monographs, conference proceedings, masters’ theses, doctoral dissertations, archival materials, and Grey literature (e.g., information produced by government, industry, health care organizations, and professional organizations in the form of committee reports and policy documents; dissertations are included in the Grey literature). Print indexes are useful for finding sources that have not been entered into online databases. Print resources such as the Grey literature are still necessary if a search requires materials not entered into a database before a certain year. Also, another source is the citations/reference lists from the articles you retrieved; often they contain studies not captured with your search.
Refereed journals A major portion of most literature reviews consist of journal articles. Journals are published in print and online. In contrast to textbooks, which take much longer to publish, journals are a ready source of the latest information on almost any subject. Therefore, journals are the preferred mode of communicating the latest theory or study results. You should use refereed or peer-reviewed journals as your first choice when looking for primary sources of theoretical, clinical, or research articles. A refereed or peer- reviewed journal has a panel of internal and external reviewers who review submitted manuscripts for possible publication. The external reviewers are drawn from a pool of nurse scholars and scholars from related disciplines who are experts in various specialties. In most cases, the reviews are “blind”; that is, the manuscript to be reviewed does not include the name of the author(s). The reviewers use a set of criteria to judge whether a manuscript meets the publication journal’s standards. These criteria are similar to what you will use to critically appraise the evidence you obtained in order to determine the strengths and weaknesses of a study (see Chapters 7 and 18). The credibility of a published research or theoretical/conceptual article is strengthened by the peer-review process.
Electronic: Bibliographic and abstract databases
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Electronic databases are used to find research and theoretical/conceptual articles on a variety of topics, including doctoral dissertations. Electronic databases contain bibliographic citation information such as the author name, title, journal, and indexed terms for each record. Libraries have lists of electronic databases, including the ones indicated in Table 3.3 and Table 3.4. Usually these include the abstract, and some have the full text of the article or links to the full text. If the full text is not available, look for other options such as the abstract to learn more about the article before requesting an interlibrary loan of the article. Reading the abstract (see Chapter 1) is a critical step of the process to determine if you need to retrieve the full text article through another mechanism. Use both CINAHL and MEDLINE electronic databases as well as a third database; this will facilitate all steps of critically reviewing the literature, especially identifying the gaps. Your college/university most likely enables you to access such databases electronically whether on campus or not.
TABLE 3.4 Selected Examples of Websites for Evidence-Based Practice
Website Scope Notes Virginia Henderson International Nursing Library (www.nursinglibrary.org)
Access to the Registry of Nursing Research database contains abstracts and the full text of research studies and conference papers
Offered without charge. Supported by Sigma Theta Tau International, Honor Society of Nursing.
National Guideline Clearinghouse (www.guidelines.gov)
Public resource for evidence- based CP guidelines
Offers a useful online feature of side-by-side comparison of guidelines and the ability to browse by disease/condition and treatment/intervention.
JBI (www.joannabriggs.org)
JBI is an international not-for- profit research and development center
Membership required for access. Recommended links worth reviewing, as well as descriptions on their levels of evidence and grading scale is provided.
TRIP (www.tripdatabase.com)
Content from free online resources, including synopses, guidelines, medical images, e- textbooks, and systematic reviews, organized under the TRIP search engine.
Site offers a wide sampling of available evidence and ability to filter by publication type—that is, evidence based synopses, systematic reviews, guidelines, textbooks, and research.
Agency for Health Research and Quality (www.ahrq.gov)
Evidence-based reports, statistical briefs, research findings and reports, and policy
Free source of government documents, searchable via PubMed.
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reports. Cochrane Collaboration (www. cochrane.org)
Access to abstracts from Cochrane Database of Systematic Reviews. Full text of reviews and access to databases that are part of the Cochrane Library. Information is high quality and useful for health care decision making. It is a powerful tool for enhancing health care knowledge and decision making.
Abstracts are free and can be browsed or searched; uses many databases in its reviews, including CINAHL via EBSCO and MEDLINE; some are primary sources (e.g., systematic reviews/meta-analyses); others (if commentaries of single studies) are a secondary source; important source for clinical evidence.
CP, Clinical practice; CINAHL, Cumulative Index to Nursing and Allied Health Literature; JBI, Joanna Briggs Institute; TRIP, Turning Research into Practice.
Electronic: Secondary or summary databases Some databases contain more than journal article information. These resources contain either summaries or synopses of studies, overviews of diseases or conditions, or a summary of the latest evidence to support a particular treatment. Table 3.4 provides a few examples.
Internet: Search engines You are probably familiar with accessing a web browser (e.g., Internet Explorer, Mozilla Firefox, Chrome, Safari) to conduct searches, and with using search engines such as Google or Google Scholar to find information. However, “surfing” the web is not a good use of your time when searching for scholarly literature. Table 3.4 indicates sources of online information; all are free except JBI. Most websites are not a primary source for research studies.
HELPFUL HINTS Be sure to discuss with your instructor regarding the use of theoretical/conceptual articles and other Grey literature in your EBP/QI project or a review of the literature paper.
Less common and less used sources of scholarly material are audio, video, personal communications (e.g., letters, telephone or in-person interviews), unpublished doctoral dissertations, masters’ theses, and conference proceedings.
EVIDENCE-BASED PRACTICE TIP
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Reading systematic reviews, if available, on your clinical question/topic will enhance your ability to implement evidence- based nursing practice because they generally offer the strongest and most consistent level of evidence and can provide helpful search terms. A good first step for any question is to search the Cochrane Database of Systematic Reviews to see if someone has already completed a systematic review addressing your clinical question.
How far back must the search go? Students often ask questions such as, “How many articles do I need?”; “How much is enough?”; “How far back in the literature do I need to go?” When conducting a search, you should use a rigorous focused process or you may end up with hundreds or thousands of citations. Retrieving too many citations is usually a sign that there was something wrong with your search technique, or you may not have sufficiently narrowed your clinical question.
Each electronic database offers an explanation of its features; take the time and click on each icon and explore the explanations offered, because this will increase your confidence. Also, take advantages of tutorials offered to improve your search techniques. Keep in mind the types of articles you are retrieving. Many electronic resources allow you to limit your search to the article type (e.g., systematic reviews/meta-analyses, RCTs). Box 3.2 provides a number of features through which CINAHL Plus with Full Test allows you to choose and/or insert information so that your search can be targeted. BOX 3.2 Tips: Using Cumulative Index to Nursing and Allied Health Literature via EBSCO
• Locate CINAHL from your library’s home page. It may be located under databases, online resources, or nursing resources.
• In the Advanced Search, type in your keyword, subject heading, or phrase (e.g., maternal-fetal attachment, health behavior). Do not use complete sentences. (Ask your librarian for any tip sheets,
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or online tutorials or use the HELP feature in the database.)
• Before choosing “Search,” make sure you mark “Research Articles” to ensure that you have retrieved articles that are actually research.
• In the “Limit Your Results” section, you can limit by year, age group, clinical queries, and so on.
• Using the Boolean connector “AND” between each of the words of your PICO variables narrows your search—that is, it will exclude an article that doesn’t use both terms; using “OR” broadens your search.
• Once the search results appear, save them, review titles and abstracts online, export to your management system (e.g., RefWorks), and/or e-mail the results to yourself.
CINAHL, Cumulative Index to Nursing and Allied Health Literature.
When conducting a literature review for any purpose, there is always a question of how far back one should search. There is no general time period. But if in your search you find a well-done meta-analysis that was published 6 years ago, you could continue your search, moving forward from that time period. Some research and EBP projects may warrant going back 10 or more years. Extensive literature reviews on particular topics or a concept clarification helps you limit the length of your search.
As you scroll through and mark the citations you wish to include in your downloaded or printed search, make sure you include all relevant fields when you save or print. In addition to indicating which citations you want and choosing which fields, there is an opportunity to indicate if you want the “search history” included. It is always a good idea to include this information. It is especially helpful if you feel that some citations were missed; then you can replicate your search and determine which variable(s) you missed. This is also your opportunity to indicate if you want to e-mail the search to yourself. If you are writing a paper and need to develop a reference list, you can export your citations to citation management
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software, which formats and stores your citations so that they are available for electronic retrieval when they are needed for a paper. Quite a few of these software programs are available; some are free, such as Zotero, and others your institution has most likely purchased, including EndNote and RefWorks.
HELPFUL HINT Ask your faculty for guidance if you are uncertain how far back you need to conduct your search. If you come across a systematic review/meta-analysis on your specific topic, review it to see what years the review covers; then begin your search from the last year of the studies included in the review and conduct your search from that year forward to the present to fill in the gap.
EVIDENCE-BASED PRACTICE TIP You will be tempted to use Google, Google Scholar, or even Wikipedia instead of going through Steps I through III of Table 3.2 and using the databases suggested, but this will most likely result in thousands of citations that aren’t classified as research and are not specific to your PICO question. Instead, use the specific parameters of your electronic database.
What do I need to know? Each database usually has a specific search guide that provides information on the organization of the entries and the terminology used. Academic and health science libraries continually update their websites in order to provide tutorials, guides, and tips for those who are using their databases. The strategies in Table 3.2 incorporate general search strategies, as well as those related to CINAHL and MEDLINE. Finding the right terms to “plug in” as keywords for a computer search is important for conducting an efficient search. In many electronic databases you can browse the controlled vocabulary terms and see how the terms of your question match up and then add them before you search. If you encounter a problem, ask your librarian for assistance.
HELPFUL HINT One way to discover new terms for searching is to find a systematic
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review that includes the search strategy. Match your PICO words with the controlled vocabulary terms of each database.
In CINAHL the Full Text via EBSCO host provides you with the option of conducting a basic or advanced search using the controlled vocabulary of CINAHL headings. This user-friendly feature has a built-in tutorial that reviews how to use this option. You also can click on the “Help” feature at any time during your search. It is recommended that you conduct an Advanced Search with a Guided Style tutorial that outlines the steps for conducing your search. If you wanted to locate articles about maternal-fetal attachment as they relate to the health practices or health behaviors of low-income mothers, you would first want to construct your PICO:
P Maternal-fetal attachment in low-income mothers (specifically defined group)
I Health behaviors or health practices (event to be studied)
C None (comparison of intervention)
O Neonatal outcomes (outcome)
In this example, the two main concepts are maternal-fetal attachment and health practices and how these impact neonatal outcomes. Many times when conducting a search, you only enter in keywords or controlled vocabulary for the first two elements of your PICO—in this case, maternal-fetal attachment and health practices or behaviors. The other elements can be added if your list of results is overwhelming (review the Critical Thinking Decision Path).
Maternal-fetal attachment should be part of your keyword search; however, when you click the CINAHL heading, it indicates that you should use “prenatal bonding.” To be comprehensive, you should use the Boolean operator of “OR” to link these terms together. The second concept, of health practices OR health behavior, is accomplished in a similar manner. The subject heading or controlled vocabulary assigned by the indexers could be added
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in for completeness. Boolean operators are “AND,” “OR,” and “NOT,” and they dictate the relationship between words and concepts. Note that if you use “AND,” then this would require that both concepts be located within the same article, while “OR” allows you to group together like terms or synonyms, and “NOT” eliminates terms from your search. It is suggested that you limit your search to “peer-reviewed” and “research” articles. Refine the publication range date to 10 years, or whatever the requirement is for your search, and save your search. Once these limits were chosen for the PICO search related to maternal-fetal attachment described previously, the search results decreased from an unmanageable 294 articles to 6 research articles. The key to understanding how to use this process is to try the search yourself using the terms just described. Developing search skills takes time, even if you complete the library tutorials and meet with a librarian to refine your PICO question, search terms, and limits. You should search several databases. Library database websites are continually being updated, so it is important to get to know your library database site.
HELPFUL HINT When combining synonyms for a concept, use the Boolean operator “OR”—OR is more!
Review your library’s tutorials on conducting a search for each type database (e.g., CINAHL and MEDLINE).
Use features in your database such as “limit search to” and choose peer review journal, research article, date range, age group, and country (e.g., United States).
How do I complete the search? Once you are confident about your search strategies for identifying key articles, it is time to critically read what you have found. Critically reading research articles requires several readings and the use of critical appraisal criteria (see Chapters 1, 7, and 18). Do not be discouraged if all of the retrieved articles are not as useful as you first thought, even though you limited your search to “research.” This happens to even the most experienced searcher. If most of the articles you retrieved were not useful, be prepared to do another
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search, but before you do, discuss the search terms with your librarian and faculty. You may also want to add a fourth database. It is a good practice to always save your search history when conducting a search. It is very helpful if you provide a printout of the search you have completed when consulting with your librarian or faculty. Most likely your library will have the feature that allows you to save your search, and it can be retrieved during your meeting. In the example of maternal-fetal bonding and health behaviors in low-income women, the third database of choice may be PsycINFO (see Table 3.3).
HELPFUL HINT Read the abstract carefully to determine if it is a research article; you will usually see the use of headings such as “Methodology” and “Results” in research articles. It is also a good idea to review the reference list of the research articles you retrieved, as this strategy might uncover additional related articles you missed in your database search, and then you can retrieve them.
Literature review format: What to expect Becoming familiar with the format of a literature review in the various types of review articles and the literature review section of a research article will help you use critical appraisal criteria to evaluate the review. To decide which style you will use so that your review is presented in a logical and organized manner, you must consider:
• The research or clinical question/topic
• The number of retrieved sources reviewed
• The number and type of research versus theoretical/conceptual materials and/or Grey literature
Some reviews are written according to the variables or concepts being studied and presented chronologically under each variable. Others present the material chronologically with subcategories or variables discussed within each time period. Still others present the
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variables and include subcategories related to the study’s type or designs or related variables.
Hawthorne and colleagues (2016) (see Appendix B) stated that the purpose of their “longitudinal study was to test the relationships between spirituality/religious coping strategies and grief, mental health (depression and post-traumatic stress disorder), and mothers and fathers” at selected time periods after experiencing the death of an infant in the neonatal intensive care unit (NICU) or pediatric intensive care unit (PICU). At the beginning of their article, after some basic overall facts on infant deaths and parents’ grieving, they logically presented the concepts they addressed in their quantitative study (see Appendix B). The researchers did not title the beginning of their article with a section labeled Literature Review. However, it is clear that the beginning of their article is a literature review. Example: ➤ After presenting general facts on infant deaths and parents grieving and related research, the authors title a section Use of Spirituality/Religion as a Coping Strategy and the next section Parent Mental Health and Personal Growth. In these sections they discuss studies related to each topic. Then, they present a section labeled Conceptual Framework, indicating that will use a specific grief framework to guide their study.
HIGHLIGHT Each member of your QI committee should be responsible for searching for one research study, using the agreed upon search terms and reviewing the abstract to determine its relevance to your QI project’s clinical question.
HELPFUL HINT The literature review for an EBP/QI project or another type of scholarly paper is different than one found in a research article.
Make an outline that will later become the level headings in your paper (i.e., title the concepts of your literature review). This is a good way to focus your writing and will let the reader know what to expect to read and demonstrate your logic and organization.
Include your search strategies so that a reader can re-create your search and come up with the same results. Include information on
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databases searched, time frame of studies chosen, search terms used, and any limits used to narrow the search.
Include any standardized tools used to critically appraise the retrieved literature.
Appraisal for evidence-based practice When writing a literature review for an EBP/QI project, you need to critically appraise all research reports using appropriate criteria. Once you have conducted your search and obtained all your references, you need to evaluate the articles using standardized critical appraisal criteria (see Chapters 7, 11, and 18). Using the criteria, you will be able to identify the strengths and weaknesses of each study.
Critiquing research or theoretical/conceptual reports is a challenging task for seasoned consumers of research, so do not be surprised if you feel a little intimidated by the prospect of critiquing and synthesizing research. The important issue is to determine the overall value of the literature review, including both research and theoretical/conceptual materials. The purposes of a literature review (see Box 3.1) and the characteristics of a well-written literature review (Box 3.3) provide the framework for evaluating the literature. BOX 3.3 Characteristics of a Well-Written Review of the Literature—An EBP Perspective Each reviewed source reflects critical thinking and writing and is relevant to the study/topic/project, and the content meets the following criteria:
• Uses mainly primary sources—that is, a sufficient number of research articles for answering a clinical question with a justification of the literature search dates and search terms used
• Organizes the literature review using a systematic approach
• Uses established critical appraisal criteria for specific study designs to evaluate strengths, weaknesses, conflicts, or gaps
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related to the PICO question
• Provides a synthesis and critique of the references indicating similarities, differences, strengths, and weaknesses between and among the studies
• Concludes with a summary that provides recommendations for practice and research
• In a table format, summarizes each article succinctly with references
The literature review should be presented in an organized manner. Theoretical/conceptual and research literature can be presented chronologically from earliest work of the theorist or first studies on a topic to most recent; sometimes the theoretical/conceptual literature that provided the foundation for the existing research will be presented first, followed by the research studies that were derived from this theoretical/conceptual base. Other times, the literature can be clustered by concepts, pro or con positions, or evidence that highlights differences in the theoretical/conceptual and/or research findings. The overall question to be answered from an EBP perspective is, “Does the review of the literature develop and present a knowledge base to provide sufficient evidence for an EBP/QI project?” Objectives 1 to 3, 5, 8, 10, and 11 in Box 3.1 specifically reflect the purposes of a literature review for EBP/QI project. Objectives 1 to 8 and 11 reflect the purposes of a literature review when conducting a research study.
Regardless of how the literature review is organized, it should provide a strong knowledge base for a CP or a research project. When a literature review ends with insufficient evidence, this provides a gap in knowledge and requires further research. The more you read published systematic and integrative reviews, as well as studies, the more competent you become at differentiating a well-organized literature review from one that has a limited organizing framework.
Another key to developing your competency in this area is to read both quantitative (meta-analyses) and qualitative (meta-
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syntheses) systematic reviews. A well-done meta-analysis adheres to the rigorous search, appraisal, and synthesis process for a group of like studies to answer a question and to meet the required guidelines, which include that it should be conducted by a team.
The systematic review on how nurses who lead clinics for patients with cardiovascular disease found in Appendix E is an example of a well-done quantitative systematic review that critically appraises and synthesizes the evidence from research studies related to the effect of the mortality and morbidity rates of patients with cardiovascular disease who are followed in nurse-led clinics.
The Critical Appraisal Criteria box summarizes general critical appraisal criteria for a review of the literature. Other sets of critical appraisal criteria may phrase these questions differently or more broadly. Example: ➤ “Does the literature search seem adequate?” “Does the report demonstrate scholarly writing?” These may seem to be difficult questions for you to answer; one place to begin, however, is by determining whether the source is a refereed journal. It is reasonable to assume that a refereed journal publishes manuscripts that are adequately searched, use mainly primary sources, and are written in a scholarly manner. This does not mean, however, that every study reported in a refereed journal will meet all of the critical appraisal criteria for a literature review and other components of the study in an equal manner. Because of style differences and space constraints, each citation summarized is often very brief, or related citations may be summarized as a group and lack a critique. You still must answer the critiquing questions. Consultation with a faculty advisor may be necessary to develop skill in answering these questions.
The key to a strong literature review is a careful search of published and unpublished literature. When critically appraising a literature review written for a published research study, it should reflect a synthesis or pulling together of the main points or value of all of the sources reviewed in relation to your research question, hypothesis, or clinical question (see Box 3.1). The relationship between and among these studies must be explained. The summary synthesis of a review of the literature in an area should appear at the end of a paper or article. When reading a research article, the
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summary of the literature appears before the methodology section and is referred to again when reviewing the results of the study.
CRITICAL APPRAISAL CRITERIA Literature Review
1. Are all of the relevant concepts and variables included in the literature review?
2. Is the literature review presented in an organized format that flows logically (e.g., chronologically, clustered by concept or variables), enhancing the reader’s ability to evaluate the need for the particular research study or evidence-based practice project?
3. Does the search strategy include an appropriate and adequate number of databases and other resources to identify key published and unpublished research and theoretical/conceptual sources?
4. Are both theoretical/conceptual and research sources used?
5. Are primary sources mainly used?
6. What gaps or inconsistencies in knowledge does the literature review uncover?
7. Does the literature review build on earlier studies?
8. Does the summary of each reviewed study reflect the essential components of the study design (e.g., type and size of sample, reliability and validity of instruments, consistency of data collection procedures, appropriate data analysis, identification of limitations)?
9. Does the critique of each reviewed study include strengths, weaknesses, or limitations of the design, conflicts, and gaps in information related to the area of interest?
10. Does the synthesis summary follow a logical sequence that presents the overall strengths and weaknesses of the reviewed
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studies and arrive at a logical conclusion on its topic?
11. Does the literature review for an evidence-based practice project answer a clinical question?
12. Is the literature review presented in an organized format that flows logically (e.g., chronologically, clustered by concepts or variables), enhancing the reader’s ability to evaluate the need for the particular research study or evidence-based practice project?
HELPFUL HINT
• If you are doing an academic assignment, make sure you check with your instructor as to whether or not the following sources may be used: (1) unpublished material, (2) theoretical/conceptual articles, and (3) Grey literature.
• Use a standardized critical appraisal criteria appropriate to the study’s design to evaluate research articles.
• Make a table of the studies found (see Chapter 20 for an example of a summary table).
• Synthesize the results of your analysis by comparing and contrasting the similarities and differences between the studies on your topic/clinical question and draw a conclusion.
Key points • Review of the literature is defined as a broad, comprehensive, in-
depth, systematic critique and synthesis of publications, unpublished print and online materials, audiovisual materials, and personal communication.
• Review of the literature is used for the development of EBP/QI clinical projects as well as research studies.
• There are differences between a review of the literature for research and for EBP/QI projects. For an EBP/QI project, your
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search should focus on the highest level of primary source literature available per the hierarchy of evidence, and it should relate to the specific clinical problem.
• The main objectives for conducting and writing a literature review are to acquire the ability to (1) conduct a comprehensive and efficient electronic research and/or print research search on a topic; (2) efficiently retrieve a sufficient amount of materials for a literature review in relation to the topic and scope of project; (3) critically appraise (i.e., critique) research and theoretical/conceptual material based on accepted critical appraisal criteria; (4) critically evaluate published reviews of the literature based on accepted standardized critical appraisal criteria; (5) synthesize the findings of the critique materials for relevance to the purpose of the selected scholarly project; and (6) determine applicability to answer your clinical question.
• Primary research and theoretical/conceptual resources are essential for literature reviews.
• Review the Grey literature for white papers and theoretical/conceptual materials not published in journals, and conduct “hand searches” of the reference list of your retrieved research articles as both provide background as well as uncover other studies.
• Secondary sources, such as commentaries on research articles from peer-reviewed journals, are part of a learning strategy for developing critical critiquing skills.
• It is more efficient to use electronic databases rather than print resources or general web search engines such as Google for retrieving materials.
• Strategies for efficiently retrieving literature for nursing include consulting the librarian and using at least three online sources (e.g., CINAHL, MEDLINE, and one that relates more specifically to your clinical question or topic).
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• Literature reviews are usually organized according to variables, as well as chronologically.
• Critiquing and synthesizing a number of research articles, including systematic reviews, is essential to implementing evidence-based nursing practice.
Critical thinking challenges • Why is it important for your QI team colleagues to be able to
challenge each other about the overall strength and quality of evidence provided by the group of studies retrieved from your search?
• For an EBP project, why is it necessary to critically appraise studies that are published in a refereed journal?
• How does reading preappraised commentaries of a study and systematic reviews/meta-analyses develop your critical appraisal skills?
• A general guideline for a literature search is to use a timeline of 5 years or more. Would your timeline possibly differ if you found a well-done systematic review?
• What is the relationship of the research article’s literature review to the theoretical or conceptual framework?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Hawthorne D.M, Youngblut J.M, Brooten D. Parent
spirituality, grief, and mental health at 1 year and 3 months after their infants/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;31:73-80.
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2. Jeffries P, National League for Nursing (NLN). The NLN Jeffries simulation theory. Philadelphia, PA: Wolters Kluwer;2015.
3. Kendall S. Evidence-based resources simplified. Canadian Family Physician 2008;54(2):241-243.
4. Nyamathi A, Salem B.E, Zhang S, et al. Nursing care management, peer coaching, and Hepatitis A and B vaccine completion among homeless men recently released on parole. Nursing Research 2015;64(3):177-189.
5. Turner-Sack A.M, Menna R, Setchell S.R, et al. Psychological functioning, post traumatic growth, and coping in parent and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43:48-56.
6. van Dijk J.F, Vervoort S.C, van Wijck A.J, et al. Postoperative patients’ perspective on rating pain A qualitative study. International Journal of Nursing Studies 2016;53:260- 269.
7. Yensen J. PICO search strategies. Online Journal of Nursing Informatics 2013;17(3) Retrieved from http://ojni.org/issues/? p=2860
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CHAPTER 4
Theoretical frameworks for research Melanie McEwen
Learning outcomes
After reading this chapter, you should be able to do the following:
• Describe the relationship among theory, research, and practice. • Identify the purpose of conceptual and theoretical frameworks for nursing research. • Differentiate between conceptual and operational definitions. • Identify the different types of theories used in nursing research. • Describe how a theory or conceptual framework guides research. • Explain the points of critical appraisal used to evaluate the appropriateness, cohesiveness, and consistency of a framework guiding research.
KEY TERMS
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concept
conceptual definition
conceptual framework
construct
deductive
grand theory
inductive
middle range theory
model
operational definition
situation-specific theory
theoretical framework
theory
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
To introduce the discussion of the use of theoretical frameworks for nursing research, consider the example of Emily, a novice oncology nurse. From this case study, reflect on how nurses can understand the theoretical underpinnings of both nursing research and evidence-based nursing practice, and re-affirm how nurses should integrate research into practice.
Emily graduated with her bachelor of science in nursing (BSN) a little more than a year ago, and she recently changed positions to work on a pediatric oncology unit in a large hospital. She quickly learned that working with very ill and often dying children is tremendously rewarding, even though it is frequently heartbreaking.
One of Emily’s first patients was Benny, a 14-year-old boy admitted with a recurrence of leukemia. When she first cared for
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Benny, he was extremely ill. Benny’s oncologist implemented the protocols for cases such as his, but the team was careful to explain to Benny and his family that his prognosis was guarded. In the early days of his hospitalization, Emily cried with his mother when they received his daily lab values and there was no apparent improvement. She observed that Benny was growing increasingly fatigued and had little appetite. Despite his worsening condition, however, Benny and his parents were unfailingly positive, making plans for a vacation to the mountains and the upcoming school year.
At the end of her shift one night before several days off, Emily hugged Benny’s parents, as she feared that Benny would die before her next scheduled workday. Several days later, when she listened to the report at the start of her shift, Emily was amazed to learn that Benny had been heartily eating a normal diet. He was ambulatory and had been cruising the halls with his baseball coach and playing video games with two of his cousins. When she entered Benny’s room for her initial assessment, she saw the much-improved teenager dressed in shorts and a T-shirt, sitting up in bed using his iPad. A half-finished chocolate milkshake was on the table in easy reaching distance. He joked with Emily about Angry Birds as she performed her assessment. Benny steadily improved over the ensuing days and eventually went home with his leukemia again in remission.
As Emily became more comfortable in the role of oncology nurse, she continued to notice patterns among the children and adolescents on her unit. Many got better, even though their conditions were often critical. In contrast, some of the children who had better prognoses failed to improve as much, or as quickly, as anticipated. She realized that the kids who did better than expected seemed to have common attributes or characteristics, including positive attitudes, supportive family and friends, and strong determination to “beat” their cancer. Over lunch one day, Emily talked with her mentor, Marie, about her observations, commenting that on a number of occasions she had seen patients rebound when she thought that death was imminent.
Marie smiled. “Fortunately this is a pattern that we see quite frequently. Many of our kids are amazingly resilient.” Marie told
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Emily about the work of several nurse researchers who studied the phenomenon of resilience and gave her a list of articles reporting on their findings. Emily followed up with Marie’s prompting and learned about “psychosocial resilience in adolescents” (Tusaie et al., 2007) and “adolescent resilience” (Ahern, 2006; Ahern et al., 2008). These works led her to a “middle range theory of resilience” (Polk, 1997). Focusing her literature review even more, Emily was able to discover several recent research studies (Chen et al., 2014; Ishibashi et al., 2015; Wu et al., 2015) that examined aspects of resilience among adolescents with cancer, further piquing her interest in the subject.
From her readings, she gained insight into resilience, learning to recognize it in her patients. She also identified ways she might encourage and even promote resilience in children and teenagers. Eventually, she decided to enroll in a graduate nursing program to learn how to research different phenomena of concern to her patients and discover ways to apply the evidence-based findings to improve nursing care and patient outcomes.
Practice-theory-research links Several important aspects of how theory is used in nursing research are embedded in Emily’s story. First, it is important to notice the links among practice, theory, and research. Each is intricately connected with the others to create the knowledge base for the discipline of nursing (Fig. 4.1). In her practice, Emily recognized a pattern of characteristics in some patients that appeared to enhance their recovery. Her mentor directed her to research that other nurses had published on the phenomenon of “resilience.” Emily was then able to apply the information on resilience and related research findings as she planned and implemented care. Her goal was to enhance each child’s resilience as much as possible and thereby improve their outcomes.
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FIG 4.1 Discipline knowledge: Theory-practice-
research connection.
Another key message from the case study is the importance of reflecting on an observed phenomenon and discussing it with colleagues. This promotes questioning and collaboration, as nurses seek ways to improve practice. Finally, Emily was encouraged to go to the literature to search out what had been published related to the phenomenon she had observed. Reviewing the research led her to a middle range theory on resilience as well as current nursing research that examined its importance in caring for adolescents with cancer. This then challenged her to consider how she might ultimately conduct her own research.
Overview of theory Theory is a set of interrelated concepts that provides a systematic view of a phenomenon. A theory allows relationships to be proposed and predictions made, which in turn can suggest potential actions. Beginning with a theory gives a researcher a logical way of collecting data to describe, explain, and predict nursing practice, making it critical in research.
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In nursing, science is the result of the interchange between research and theory. The purpose of research is to build knowledge through the generation or testing of theory that can then be applied in practice. To build knowledge, research should develop within a theoretical structure or blueprint that facilitates analysis and interpretation of findings. The use of theory provides structure and organization to nursing knowledge. It is important that nurses understand that nursing practice is based on the theories that are generated and validated through research (McEwen & Wills, 2014).
In an integrated, reciprocal manner, theory guides research and practice; practice enables testing of theory and generates research questions; and research contributes to theory building and establishing practice guidelines (see Fig. 4.1). Therefore, what is learned through practice, theory, and research interweaves to create the knowledge fabric of nursing. From this perspective, like Emily in the case study, each nurse should be involved in the process of contributing to the knowledge or evidence-based practice of nursing.
Several key terms are often used when discussing theory. It is necessary to understand these terms when considering how to apply theory in practice and research. They include concept, conceptual definition, conceptual/theoretical framework, construct, model, operational definition, and theory. Each term is defined and summarized in Box 4.1. Concepts and constructs are the major components of theories and convey the essential ideas or elements of a theory. When a nurse researcher decides to study a concept/construct, the researcher must precisely and explicitly describe and explain the concept, devise a mechanism to identify and confirm the presence of the concept of interest, and determine a method to measure or quantify it. To illustrate, Table 4.1 shows the key concepts and conceptual and operational definitions provided by Turner-Sack and colleagues (2016) in their study on psychological issues among parents and siblings of adolescent cancer survivors (see Appendix D).
TABLE 4.1 Concepts and Variables: Conceptual and Operational Definitions
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BOX 4.1 Definitions Concept Image or symbolic representation of an abstract idea; the key identified element of a phenomenon that is necessary to understand it. Concept can be concrete or abstract. A concrete concept can be easily identified, quantified, and measured, whereas an abstract concept is more difficult to quantify or measure. For example, weight, blood pressure, and body temperature are concrete concepts. Hope, uncertainty, and spiritual pain are more abstract concepts. In a study, resilience is a relatively abstract concept.
Conceptual definition Much like a dictionary definition, a conceptual definition conveys the general meaning of the concept. However, the conceptual definition goes beyond the general language meaning found in the dictionary by defining or explaining the concept as it is rooted in theoretical literature.
Conceptual framework/theoretical framework A set of interrelated concepts that represents an image of a phenomenon. These two terms are often used interchangeably. The conceptual/theoretical framework refers to a structure that provides guidance for research or practice. The framework identifies the key concepts and describes their relationships to each other and to the phenomena (variables) of concern to nursing. It serves as the foundation on which a study can be developed or as a
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map to aid in the design of the study.
Construct Complex concept; constructs usually comprise more than one concept and are built or “constructed” to fit a purpose. Health promotion, maternal-infant bonding, health-seeking behaviors, and health-related quality of life are examples of constructs.
Model A graphic or symbolic representation of a phenomenon. A graphic model is empirical and can be readily represented. A model of an eye or a heart is an example. A symbolic or theoretical model depicts a phenomenon that is not directly observable and is expressed in language or symbols. Written music or Einstein’s theory of relativity are examples of symbolic models. Theories used by nurses or developed by nurses frequently include symbolic models. Models are very helpful in allowing the reader to visualize key concepts/constructs and their identified interrelationships.
Operational definition Specifies how the concept will be measured. That is, the operational definition defines what instruments will be used to assess the presence of the concept and will be used to describe the amount or degree to which the concept exists.
Theory Set of interrelated concepts that provides a systematic view of a phenomenon.
Types of theories used by nurses As stated previously, a theory is a set of interrelated concepts that provides a systematic view of a phenomenon. Theory provides a foundation and structure that may be used for the purpose of explaining or predicting another phenomenon. In this way, a theory is like a blueprint or a guide for modeling a structure. A blueprint depicts the elements of a structure and the relationships among the elements; similarly, a theory depicts the concepts that compose it and suggests how the concepts are related.
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Nurses use a multitude of different theories as the foundation or structure for research and practice. Many have been developed by nurses and are explicitly related to nursing practice; others, however, come from other disciplines. Knowledge that draws upon both nursing and non-nursing theories is extremely important in order to provide excellent, evidence-based care.
Theories from related disciplines used in nursing practice and research Like engineering, architecture, social work, and teaching, nursing is a practice discipline. That means that nurses use concepts, constructs, models, and theories from many disciplines in addition to nursing-specific theories. This is, to a large extent, the rationale for the “liberal arts” education that is required before entering a BSN program. Exposure to knowledge and theories of basic and natural sciences (e.g., mathematics, chemistry, biology) and social sciences (e.g., psychology, sociology, political science) provides a fundamental understanding of those disciplines and allows for application of key principles, concepts, and theories from each, as appropriate.
Likewise, BSN-prepared nurses use principles of administration and management and learning theories in patient-centered, holistic practices. Table 4.2 lists a few of the many theories and concepts from other disciplines that are commonly used by nurses in practice and research that become part of the foundational framework for nursing.
TABLE 4.2 Theories Used in Nursing Practice and Research
Discipline Examples of Theories/Concepts Used by Nurses Biomedical sciences Germ theory (principles of infection), pain theories, immune
function, genetics/genomics, pharmacotherapeutics Sociologic sciences Systems theory (e.g., VonBertalanffy), family theory (e.g., Bowen),
role theory (e.g., Merton), critical social theory (e.g., Habermas), cultural diversity (e.g., Leininger)
Behavioral sciences Developmental theories (e.g., Erikson), human needs theories (e.g., Maslow), personality theories (e.g., Freud), stress theories (e.g., Lazarus & Folkman), health belief model (e.g., Rosenstock)
Learning theories Behavioral learning theories (e.g., Pavlov, Skinner), cognitive development/interaction theories (e.g., Piaget), adult learning
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theories (e.g., Knowles) Leadership/management Change theory (e.g., Lewin), conflict management (e.g., Rapaport),
quality framework (e.g., Donabedian)
Nursing theories used in practice and research In addition to the theories and concepts from disciplines other than nursing, the nursing literature presents a number of theories that were developed specifically by and for nurses. Typically, nursing theories reflect concepts, relationships, and processes that contribute to the development of a body of knowledge specific to nursing’s concerns. Understanding these interactions and relationships among the concepts and phenomena is essential to evidence-based nursing care. Further, theories unique to nursing help define how it is different from other disciplines.
HELPFUL HINT In research and practice, concepts often create descriptions or images that emerge from a conceptual definition. For instance, pain is a concept with different meanings based on the type or aspect of pain being referred to. As such, there are a number of methods and instruments to measure pain. So a nurse researching postoperative pain would conceptually define pain based on the patient’s perceived discomfort associated with surgery, and then select a pain scale/instrument that allows the researcher to operationally define pain as the patient’s score on that scale.
Nursing theories are often described based on their scope or degree of abstraction. Typically, these are reported as “grand,” “middle range,” or “situation specific” (also called “microrange”) nursing theories. Each is described in this section.
Grand nursing theories Grand nursing theories are sometimes referred to as nursing conceptual models and include the theories/models that were developed to describe the discipline of nursing as a whole. This comprises the works of nurse theorists such as Florence Nightingale, Virginia Henderson, Martha Rogers, Dorthea Orem, and Betty Neuman. Grand nursing theories/models are all-inclusive
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conceptual structures that tend to include views on persons, health, and environment to create a perspective of nursing. This most abstract level of theory has established a knowledge base for the discipline. These works are used as the conceptual basis for practice and research, and are tested in research studies.
One grand theory is not better than another with respect to research. Rather, these varying perspectives allow a researcher to select a framework for research that best depicts the concepts and relationships of interest, and decide where and how they can be measured as study variables. What is most important about the use of grand nursing theoretical frameworks for research is the logical connection of the theory to the research question and the study design. Nursing literature contains excellent examples of research studies that examine concepts and constructs from grand nursing theories. See Box 4.2 for an example. BOX 4.2 Grand Theory Example Wong and colleagues (2015) used Orem’s self-care deficit nursing theory to examine the relationships among several factors such as parental educational levels, pain intensity, and self-medication on self-care behaviors among adolescent girls with dysmenorrhea. The researchers used a correlational study design that surveyed 531 high school–aged girls. Using constructs from Orem’s theory, they determined health care providers should design interventions that promote self-care behaviors among adolescents with dysmenorrhea, specifically targeting those who are younger, those who report higher pain intensity, and those who do not routinely self-medicate for menstrual pain.
Middle range nursing theories Beginning in the late 1980s, nurses recognized that grand theories were difficult to apply in research, and considerable attention moved to the development and research of “middle range” nursing theories. In contrast to grand theories, middle range nursing theories contain a limited number of concepts and are focused on a limited aspect of reality. As a result, they are more easily tested through research and more readily used as frameworks for research
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studies (McEwen & Wills, 2014). A growing number of middle range nursing theories have been
developed, tested through research, and/or are used as frameworks for nursing research. Examples are Pender’s Health Promotion Model (Pender et al., 2015), the Theory of Uncertainty in Illness (Mishel, 1988, 1990, 2014), the Theory of Unpleasant Symptoms (Lenz, Pugh, et al., 1997; Lenz, Gift, et al., 2017), and the Theory of Holistic Comfort (Kolcaba, 1994, 2017).
Examples of development, use, and testing of middle range theories and models are becoming increasingly common in the nursing literature. The comprehensive health-seeking and coping paradigm (Nyamathi, 1989) is one example. Indeed, Nyamathi’s model served as the conceptual framework of a recent research study that examined interventions to improve hepatitis A and B vaccine completion among homeless men (Nyamathi et al., 2015) (see Box 4.3 and Appendix A). In this study, the findings were interpreted according to the model. The researchers identified several predictors of vaccine completion and concluded that providers work to recognize factors that promote health-seeking and coping behaviors among high-risk populations. BOX 4.3 Middle Range Theory Exemplars An integrative research review was undertaken to evaluate the connection between symptom experience and illness-related uncertainty among patients diagnosed with brain tumors. The Theory of Uncertainty in Illness (Mishel, 1988, 1990, 2014) was the conceptual framework for interpretation of the review’s findings. The researchers concluded that somatic symptoms are antecedent to uncertainty among brain tumor patients, and that nursing strategies should attempt to understand and manage symptoms to reduce anxiety and distress by mitigating illness-related uncertainty (Cahill et al., 2012).
Bryer and colleagues (2013) conducted a study of health promotion behaviors of undergraduate nursing students. This study was based on Pender’s HPM (Pender et al., 2015). Several variables for the study were operationalized and measured using the Health Promotion Lifestyle Profile II, a survey instrument that
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was developed to be used in studies that focus on HPM concepts.
HPM, Health Promotion Model.
Situation-specific nursing theories: Microrange, practice, or prescriptive theories Situation-specific nursing theories are sometimes referred to as microrange, practice, or prescriptive theories. Situation-specific theories are more specific than middle range theories and are composed of a limited number of concepts. They are narrow in scope, explain a small aspect of phenomena and processes of interest to nurses, and are usually limited to specific populations or field of practice (Chinn & Kramer, 2015; Im, 2014; Peterson, 2017). Im and Chang (2012) observed that as nursing research began to require theoretical bases that are easily operationalized into research, situation-specific theories provided closer links to research and practice. The idea and practice of identifying a work as a situation-specific theory is still fairly new. Often what is noted by an author as a middle range theory would more appropriately be termed situation specific. Most commonly, however, a theory is developed from a research study, and no designation (e.g., middle range, situation specific) is attached to it.
Examples of self-designated, situation-specific theories include the theory of men’s healing from childhood maltreatment (Willis et al., 2015) and a situation-specific theory of health-related quality of life among Koreans with type 2 diabetes (Chang & Im, 2014). Increasingly, qualitative studies are being used by nurses to develop and support theories and models that can and should be expressly identified as situation specific. This will become progressively more common as more nurses seek graduate study and are involved in research, and increasing attention is given to the importance of evidence-based practice (Im & Chang, 2012; McEwen & Wills, 2014).
Im and Chang (2012) conducted a comprehensive research review that examined how theory has been described in nursing literature for the last decade. They reported a dramatic increase in the number of grounded theory research studies, along with increases in studies using both middle range and situation-specific
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theories. In contrast, the number and percentage directly dealing with grand nursing theories have fluctuated. Table 4.3 provides examples of grand, middle range, and situation-specific nursing theories used in nursing research.
TABLE 4.3 Levels of Nursing Theory: Examples of Grand, Middle Range, and Situation-Specific Nursing Theories
Grand Nursing Theories Middle Range NursingTheories Situation-Specific (or Micro) Nursing Theories
Florence Nightingale: Notes on Nursing (1860)
Dorothy Johnson: The Behavioral Systems Model for Nursing (1990)
Martha Rogers: Nursing: A Science of Unitary Human Beings (1970, 1990)
Betty Neuman: The Neuman Systems Model (2009)
Dorthea Orem: The Self Care Deficit Nursing Theory (2001)
Callista Roy: Roy Adaptation Model (2009)
Health promotion model (Pender et al., 2015)
Uncertainty in illness theory (Mishel, 1988, 1990, 2014)
Theory of unpleasant symptoms (Lenz, Gift, et al., 2017)
Theory of holistic comfort/theory of comfort (Kolcaba, 1994, 2017)
Theory of resilience (Polk, 1997)
Theory of health promotion in preterm infants (Mefford, 2004)
Theory of flight nursing expertise (Reimer & Moore, 2010)
Theory of the peaceful end of life (Ruland & Moore, 1998)
Theory of chronic sorrow (Eakes, 2017; Eakes et al., 1998)
Asian immigrant women’s menopausal symptom experience in the United States (Im, 2012)
Theory of Caucasians’ cancer pain experience (Im, 2006)
Becoming a mother (Mercer, 2004)
How theory is used in nursing research Nursing research is concerned with the study of individuals in interaction with their environments. The intent is to discover interventions that promote optimal functioning and self-care across the life span; the goal is to foster maximum wellness (McEwen & Wills, 2014). In nursing research, theories are used in the research process in one of three ways:
• Theory is generated as the outcome of a research study (qualitative designs).
• Theory is used as a research framework, as the context for a study (qualitative or quantitative designs).
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• Research is undertaken to test a theory (quantitative designs).
Theory-generating nursing research When research is undertaken to create or generate theory, the idea is to examine a phenomenon within a particular context and identify and describe its major elements or events. Theory- generating research is focused on “What” and “How,” but does not usually attempt to explain “Why.” Theory-generating research is inductive; that is, it uses a process in which generalizations are developed from specific observations. Research methods used by nurses for theory generation include concept analysis, case studies, phenomenology, grounded theory, ethnography, and historical inquiry. Chapters 5, 6, and 7 describe these research methods. As you review qualitative methods and study examples in the literature, be attuned to the stated purpose(s) or outcomes of the research and note whether a situation-specific (practice or micro) theory or model or middle range theory is presented as a finding or outcome.
Theory as framework for nursing research In nursing research, theory is most commonly used as the conceptual framework, theoretical framework, or conceptual model for a study. Frequently, correlational research designs attempt to discover and specify relationships between characteristics of individuals, groups, situations, or events. Correlational research studies often focus on one or more concepts, frameworks, or theories to collect data to measure dimensions or characteristics of phenomena and explain why and the extent to which one phenomenon is related to another. Data is typically gathered by observation or self-report instruments (see Chapter 10 for nonexperimental designs).
HELPFUL HINT When researchers use conceptual frameworks to guide their studies, you can expect to find a system of ideas synthesized for the purpose of organizing, thinking, and providing study direction. Whether the researcher is using a conceptual or a theoretical framework, conceptual and then operational definitions will
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emerge from the framework.
Often in correlational (nonexperimental/quantitative) research, one or more theories will be used as the conceptual/theoretical framework for the study. In these cases, a theory is used as the context for the study and basis for interpretation of the findings. The theory helps guide the study and enhances the value of its findings by setting the findings within the context of the theory and previous works, describing use of the theory in practice or research. When using a theory as a conceptual framework for research, the researcher will:
• Identify an existing theory (or theories) and designate and explain the study’s theoretical framework.
• Develop research questions/hypotheses consistent with the framework.
• Provide conceptual definitions taken from the theory/framework.
• Use data collection instrument(s) (and operational definitions) appropriate to the framework.
• Interpret/explain findings based on the framework.
• Determine support for the theory/framework based on the study findings.
• Discuss implications for nursing and recommendations for future research to address the concepts and relationships designated by the framework.
Theory-testing nursing research Finally, nurses may use research to test a theory. Theory testing is deductive—that is, hypotheses are derived from theory and tested, employing experimental research methods. In experimental research, the intent is to move beyond explanation to prediction of relationships between characteristics or phenomena among different groups or in various situations. Experimental research
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designs require manipulation of one or more phenomena to determine how the manipulation affects or changes the dimension or characteristics of other phenomena. In these cases, theoretical statements are written as research questions or hypotheses. Experimental research requires quantifiable data, and statistical analyses are used to measure differences (see Chapter 9).
In theory-testing research, the researcher (1) chooses a theory of interest and selects a propositional statement to be examined; (2) develops hypotheses that have measurable variables; (3) conducts the study; (4) interprets the findings considering the predictive ability of the theory; and (5) determines if there are implications for further use of the theory in nursing practice and/or whether further research could be beneficial.
EVIDENCE-BASED PRACTICE TIP In practice, you can use observation and analysis to consider the nuances of situations that matter to patient health. This process often generates questions that are cogent for improving patient care. In turn, following the observations and questions into the literature can lead to published research that can be applied in practice.
HIGHLIGHT When an interprofessional QI team launches a QI project to develop evidence-based behavior change self-management strategies for a targeted patient population, it may be helpful to think about the Transtheoretical Model of Change and health self- efficacy as an appropriate theoretical framework to guide the project.
Application to research and evidence-based practice To build knowledge that promotes evidence-based practice, research should develop within a theoretical structure that facilitates analysis and interpretation of findings. When a study is placed within a theoretical context, the theory guides the research process, forms the questions, and aids in design, analysis, and
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interpretation. In that regard, a theory, conceptual model, or conceptual framework provides parameters for the research and enables the researcher to weave the facts together.
As a consumer of research, you should know how to recognize the theoretical foundation of a study. Whether evaluating a qualitative or a quantitative study, it is essential to understand where and how the research can be integrated within nursing science and applied in evidence-based practice. As a result, it is important to identify whether the intent is to (1) generate a theory, (2) use the theory as the framework that guides the study, or (3) test a theory. This section provides examples that illustrate different types of theory used in nursing research (e.g., non-nursing theories, middle range nursing theories) and examples from the literature highlighting the different ways that nurses can use theory in research (e.g., theory-generating study, theory testing, theory as a conceptual framework).
Application of theory in qualitative research As discussed, in many instances, a theory, framework, or model is the outcome of nursing research. This is often the case in research employing qualitative methods such as grounded theory. From the study’s findings, the researcher builds either an implicit or an explicit structure explaining or describing the findings of the research.
Example: ➤ van Dijk and colleagues (2016) (see Appendix C) reported findings from a study examining how postoperative patients rated their pain experiences. The researchers were interested in understanding potential differences in how postoperative patients interpret numeric pain rating scales. Using a qualitative approach to data collection, the team interviewed 27 patients 1 day after surgery. They discovered three themes (score- related factors, intrapersonal factors, and anticipated consequences of a pain score). The result of the research was a model that may be used by health providers to understand the factors that influence how pain scales may be interpreted by patients. Appropriate questions for calcification were also suggested.
Generally, when the researcher is using qualitative methods and inductive reasoning, you will find the framework or theory at the
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end of the manuscript in the discussion section (see Chapters 5 to 7). You should be aware that the framework may be implicitly suggested rather than explicitly diagrammed (Box 4.4). BOX 4.4 Research Martz (2015) used grounded theory research methods to examine actions taken by hospice nurses to alleviate the feelings of guilt often experienced by caregivers. In this study, 16 hospice providers (most were nurses) were interviewed to identify interventions they used to reduce feelings of guilt among family caregivers during the transition from caring for their loved one at home to enlisting their loved one in an assisted living facility. The hospice nurses explained that the family caregivers worked through a five-stage process in their guilt experiences, moving from “feeling guilty” to “resolving their guilt” during the transition period. The actions of the hospice nurses varied based on the stage of the family caregiver’s feelings of guilt. These actions included supporting, managing, navigating, negotiating, encouraging, monitoring, and coaching. A situation-specific model was proposed to explain the relationships among these processes and suggesting congruent hospice nursing interventions.
The nursing literature is full of similar examples in which inductive, qualitative research methods were used to develop theory. Example: ➤ A team headed by Oneal and colleagues (2015) used grounded theory methods to conduct interviews with 10 low- income families who were involved in a program to reduce environmental risks to their children. Their findings were developed into the “theory of re-forming the risk message,” which can be used by designing nursing interventions to reduce environmental risk. It was concluded that nurses working with low-income families should seek to discover how risk messages are heard and interpreted and develop interventions accordingly. Finally, a team led by Taplay and colleagues (2015) used grounded theory methods to develop a model to describe the process of adopting and incorporating simulation into nursing education. The researchers interviewed 27 nursing faculty members from several
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schools to learn about their experiences incorporating simulation activities into their nursing programs. From the interviews, the researchers identified a seven-phase process of simulation adoption: securing resources, leaders working in tandem, “getting it out of the box,” learning about simulation and its potential, trialing the equipment, finding a fit, and integrating simulation into the curriculum.
Examples of theory as research framework When the researcher uses quantitative methods, the framework is typically identified and explained at the beginning of the paper, before the discussion of study methods. Example: ➤ In their study examining the relationships among spirituality, coping strategies, grief, and mental health in bereaved parents, Hawthorne and colleagues (2016) (see Appendix B) indicated that their “conceptual framework” was derived from a Theory of Bereavement developed by Hogan and colleagues (1996). Specifically, Hawthorne’s team used tools developed to measure variables from the Theory of Bereavement. In addition to grief, their research examined spiritual coping, mental health, and personal growth—all variables implicit or explicit in the bereavement theory. Their conclusions were interpreted with respect to the theory, suggesting that nurses and other health care providers promote coping strategies, including religious and spiritual activities, as these appear to be helpful for mental health and personal growth in many bereaved parents.
In another example, one of the works read by Emily from the case study dealt with resilience in adolescents (Tusaie et al., 2007). The researchers in this work used Lazarus and Folkman’s (1984) theory of stress and coping as part of the theoretical framework, researching factors such as optimism, family support, age, and life events.
Examples of theory-testing research Although many nursing studies that are experimental and quasi- experimental (see Chapter 9) are frequently conducted to test interventions, examples of research expressly conducted to test a theory are relatively rare in nursing literature. One such work is a multisite, multimethods study examining women’s perceptions of
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cesarean birth (Fawcett et al., 2012). This work tested multiple relationships within the Roy Adaptation Model as applied to the study population.
CRITICAL APPRAISAL CRITERIA Critiquing Theoretical Framework
1. Is the framework for research clearly identified?
2. Is the framework consistent with a nursing perspective?
3. Is the framework appropriate to guide research on the subject of interest?
4. Are the concepts and variables clearly and appropriately defined?
5. Was sufficient literature presented to support study of the selected concepts?
6. Is there a logical, consistent link between the framework, the concepts being studied, and the methods of measurement?
7. Are the study findings examined in relationship to the framework?
Critiquing the use of theory in nursing research It is beneficial to seek out, identify, and follow the theoretical framework or source of the background of a study. The framework for research provides guidance for the researcher as study questions are fine-tuned, methods for measuring variables are selected, and analyses are planned. Once data are collected and analyzed, the framework is used as a base of comparison. Ideally, the research should explain: Did the findings coincide with the framework? Did the findings support or refute findings of other researchers who used the framework? If there were discrepancies, is there a way to explain them using the framework? The reader of research needs to know how to critically appraise a framework for research (see the Critical Appraisal Criteria box).
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The first question posed is whether a framework is presented. Sometimes a structure may be guiding the research, but a diagrammed model is not included in the manuscript. You must then look for the theoretical framework in the narrative description of the study concepts. When the framework is identified, it is important to consider its relevance for nursing. The framework does not have to be one created by a nurse, but the importance of its content for nursing should be clear. The question of how the framework depicts a structure congruent with nursing should be addressed. For instance, although the Lazarus Transaction Model of Stress and Coping was not created by a nurse, it is clearly related to nursing practice when working with people facing stress. Sometimes frameworks from different disciplines, such as physics or art, may be relevant. It is the responsibility of the author to clearly articulate the meaning of the framework for the study and to link the framework to nursing.
Once the meaning and applicability of the theory (if the objective of the research was theory development) or the theoretical framework to nursing are articulated, you will be able to determine whether the framework is appropriate to guide the research. As you critically appraise a study, you would identify a mismatch, for example, in which a researcher presents a study of students’ responses to the stress of being in the clinical setting for the first time within a framework of stress related to recovery from chronic illness. You should look closely at the framework to determine if it is “on target” and the “best fit” for the research question and proposed study design.
Next, the reader should focus on the concepts being studied. Does the researcher clearly describe and explain concepts that are being studied and how they are defined and translated into measurable variables? Is there literature to support the choice of concepts? Concepts should clearly reflect the area of study. Example: ➤ Using the concept of “anger,” when “incivility” or “hostility” is more appropriate to the research focus creates difficulties in defining variables and determining methods of measurement. These issues have to do with the logical consistency among the framework, the concepts being studied, and the methods of measurement.
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Throughout the entire critiquing process, from worldview to operational definitions, the reader is evaluating the fit. Finally, the reader will expect to find a discussion of the findings as they relate to the theory or framework. This final point enables evaluation of the framework for use in further research. It may suggest necessary changes to enhance the relevance of the framework for continuing study, and thus serves to let others know where one will go from here.
Evaluating frameworks for research requires skills that must be acquired through repeated critique and discussion with others who have critiqued the same work. As with other abilities and skills, you must practice and use the skills to develop them further. With continuing education and a broader knowledge of potential frameworks, you will build a repertoire of knowledge to assess the foundation of a research study and the framework for research, and/or to evaluate findings where theory was generated as the outcome of the study.
Key points • The interaction among theory, practice, and research is central to
knowledge development in the discipline of nursing.
• The use of a framework for research is important as a guide to systematically identify concepts and to link appropriate study variables with each concept.
• Conceptual and operational definitions are critical to the evolution of a study.
• In developing or selecting a framework for research, knowledge may be acquired from other disciplines or directly from nursing. In either case, that knowledge is used to answer specific nursing questions.
• Theory is distinguished by its scope. Grand theories are broadest in scope and situation-specific theories are the narrowest in scope and at the lowest level of abstraction; middle range theories are
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in the middle.
• In critiquing a framework for research, it is important to examine the logical, consistent link among the framework, the concepts for study, and the methods of measurement.
Critical thinking challenges • Search recent issues of a prominent nursing journal (e.g., Nursing
Research, Research in Nursing & Health) for notations of conceptual frameworks of published studies. How many explicitly discussed the theoretical framework? How many did not mention any theoretical framework? What kinds of theories were mentioned (e.g., grand nursing theories, middle range nursing theories, non- nursing theories)? How many studies were theory generating? How many were theory testing?
• Identify a non-nursing theory that you would like to know more about. How could you find out information on its applicability to nursing research and nursing practice? How could you identify whether and how it has been used in nursing research?
• Select a nursing theory, concept, or phenomenon (e.g., resilience from the case study) that you are interested in and would like to know more about and consider: How could you find studies that have used that theory in research and practice? How could you locate published instruments and tools that reportedly measure concepts and constructs of the theory?
• You have just joined an interprofessional primary care QI Team focused on developing evidence-based self-management strategies to decrease hospital admissions for the practice’s heart failure patients. Which theoretical framework could be used to guide your project?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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The author would like to acknowledge the contribution of Patricia Liehr, who contributed this chapter in a previous edition.
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47. van Dijk J.F.M, Vervoort S.C.J.M, van Wijck A.J.M, et al. Postoperative patients’ perspectives on rating pain A qualitative study. International Journal of Nursing Studies 2016;53:260- 269.
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49. Wong C.L, Ip W.Y, Choi K.C, Lam L.W. Examining self-care behaviors and their associated factors among adolescent girls with dysmenorrhea An application of Orem’s Self-care Deficit Nursing Theory. Journal of Nursing Scholarship 2015;47(3):219-227.
50. Wu W.W, Tsai S.Y, Liang S.Y, et al. The mediating role of resilience on quality of life and cancer symptom distress in adolescent patients with cancer. Journal of Pediatric Oncology
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Nursing 2015;32(5):304-313.
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PART I I
Processes and Evidence Related to Qualitative Research Research Vignette: Gail D’Eramo Melkus
OUTLINE
Introduction
5. Introduction to qualitative research
6. Qualitative approaches to research
7. Appraising qualitative research
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Introduction
Research vignette
Type 2 diabetes: Journey from description to biobehavioral intervention
Gail D’Eramo Melkus, EdD, ANP, FAAN
Florence and William Downs Professor in Nursing Research
Director, Muriel and Virginia Pless Center for Nursing Research
Associate Dean for Research
New York University Rory Meyers College of Nursing
My nursing career began at a time when there was an emphasis on health promotion, disease prevention, and active participation of patients and families in health care decision making and interactions. This emphasis was consistent with an ever-increasing incidence and prevalence of chronic conditions, particularly diabetes and cardiovascular disease. It became apparent in time through epidemiological studies that certain populations had a disproportionate burden of these chronic conditions that resulted in premature morbidity and mortality. It also became apparent that the health care workforce was not prepared to deal with the changing paradigm of chronic disease management that necessitated active patient involvement. Thus I came to understand the best way to enhance diabetes care for all persons was to
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improve clinical practice through research and professional education.
Diabetes is a prevalent chronic illness affecting approximately 29 million individuals in the United States and 485 million globally. Thus the dissemination and translation of research findings to clinical practice is necessary to decrease the personal and economic burden of disease. In order to contribute to the improvement of diabetes care and outcomes, my role as a direct care provider extended to and encompassed clinical research and education and served as a model for my mentees. My integrated scholarship addresses the quality and effectiveness of diabetes behavioral interventions and care in the context of the patient and culture, primary care, and professional practice while also serving as a training ground for clinical practice and clinical research. This work has extended to collaborations with colleagues nationally and internationally. My research collectively demonstrated the beneficial effects of behavioral self-management interventions combined with diabetes care in primary care.
My program of research has contributed to the body of literature that has demonstrated the effectiveness of behavioral interventions in improving metabolic control (hemoglobin A1c [HbA1c], BP, lipids, and weight) and diabetes-related emotional distress. One of my early studies tested a comprehensive intervention for obese men and women with type 2 diabetes that demonstrated efficacy in significantly improving diabetes control and weight loss compared to a control group that received a customary intervention of diabetes patient education (D’Eramo-Melkus et al., 1992). Post-hoc analysis of study participants with equal weight loss yet disparate HbA1c levels revealed that persons with elevated HbA1c levels had decreased insulin secretion capacity that was associated with a 10 years or greater duration of type 2 diabetes. This study contributed to clinical practice recommendations that called for assessment of insulin secretion capacity to direct therapeutic interventions such that persons with low insulin secretory reserve should be started on insulin rather than continued weight loss intervention alone. It became apparent during the implementation of the intervention study that the majority of participants received diabetes care in primary care settings where diabetes care and self-management
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resources were scarce or nonexistent. In an effort to better understand the delivery of diabetes care within primary care settings so that we could best develop effective patient centered interventions, my research turned to assessing nurse practitioner (NP) and physician diabetes care practice patterns in a large urban primary care center. This study showed that both primary NPs and physicians were not providing diabetes care according to the American Diabetes Association clinical care guidelines. In fact, screening for diabetes complications occurred in fewer than 50% of cases, and NPs performed foot exams less often than physicians (Fain & D’Eramo-Melkus, 1994). These findings along with other studies that found similar results provided an impetus to develop and implement a model program of advanced practice nursing education and subspecialty training in diabetes care (D’Eramo- Melkus & Fain, 1995). Graduates of this program (over 300 to date) have assumed leadership roles in facilitating diabetes care in generalist and specialty settings throughout the United States, Canada, and various international sites. During this education and training program, many of the students participated in my program of research and contributed to a growing body of literature on diabetes care.
Epidemiological studies in the early 1990s showed that increasingly ethnic minorities suffered a disproportionate burden of type 2 diabetes and related complications. In particular, black women had and continue to have the highest rate of disease and diabetes-related complications, with the poorest health outcomes, and a 40% greater mortality compared to black men and white men and women. Therefore my program of research came to focus on this group, beginning with descriptive studies that described the context of type 2 diabetes for black women. The first study of a small convenience sample of volunteers from an urban center revealed a group of midlife black women, the majority of whom were employed and customary utilizers of primary care. Despite their poor glycemic control (average HbA1c 12.8%), only 68% received diabetes medications, and less than 50% of the time were they screened for diabetes complications. In order to better understand factors contributing to such findings, we conducted focus groups to elicit information on diabetes beliefs and practices
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of black women with type 2 diabetes. Key themes that emerged were a need for diabetes education and health care provider rapport, importance of culturally appropriate diabetes education materials, and the importance of family support (Maillet et al., 1996; Melkus et al., 2002).
Based on an informant survey and focus group data, using social learning theory and cognitive behavioral methods that incorporated the context of culture for black women with type 2 diabetes and input from a community advisory board, we developed and tested a culturally relevant intervention of group diabetes self- management education and skills training (DSME/T), along with nurse practitioner care. This intervention was first tested for feasibility using a one group repeated measures pretest, posttest design that demonstrated participant acceptability based on high rates of attendance at both group sessions and NP care visits, and feasibility of methods based on formative and summative process and fidelity measures. Further glycemic control was significantly improved baseline to 3 months and maintained at 6 months (p =.008), and the psychosocial outcome of diabetes-related emotional distress was also greatly reduced (p =.06) (Melkus et al., 2004). Given these promising results, we went on to test the efficacy of the DSME/T intervention using a two-group repeated measures design with a comparison group (control) that received customary group diabetes education; time and attention were controlled for in both groups. The primary outcome of glycemic control as measured by HbA1c was significantly improved from baseline to 3 and 6 months (p =.01, F = 6.15). The gold standard for glycemic control is HbA1c. HbA1c, when maintained in a normal range (≥7.0%), has been shown to prevent or slow the progression of diabetes-related complications (The Diabetes Control and Complications Trial Research Group, 1993).
One of the salient findings in all of the work-up to this point was that the women reported high levels of diabetes-related emotional distress, given the demands of diabetes self-management and complex lives that often included multigenerational family caregiving and work. The majority were grandmothers responsible for some extent of child care, which for many negatively affected their diabetes control (Balukonis et al., 2008). Recognizing the need
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to address this concern, we added a coping skills training component that followed DSME/T when we conducted a prospective randomized clinical trial (RCT) to test intervention effectiveness. The control/comparison group received a customary diabetes education program followed by drop-in question and answer sessions equivalent in time so to control for a potential attention effect. The experimental (n = 52) and control group (n = 57) participants were in active intervention for 12 months, consisting of assigned group sessions and monthly NP visits for the first 2 months and quarterly thereafter; they were followed for a total of 24 months. As with any prospective behavioral intervention, trial attrition occurred resulting in a sample of 77 study completers. An intention to treat analysis that included all participants as randomly assigned showed that the primary outcome of HbA1c was significantly improved over time for both groups (p <.0001) up to 12 months, after which time control group levels showed an increase from 12 to 24 months while the intervention group remained stable (Melkus et al., 2010). This finding demonstrates the importance of active intervention that includes numerous contacts and feedback in order to facilitate optimal diabetes self-management and glycemic control. When data of completers (n = 77) were analyzed, the same significant finding resulted over time for HbA1c at 12 and 24 months. Low-density and high-density lipoprotein cholesterol levels also significantly improved over time for both groups. Quality of life (MOS-36) vitality domain, social support, and diabetes-related emotional distress were all significantly changed in the intervention group at 24 months compared to the control group. The results showed that we reached the intended target group of black women with suboptimal glycemic control, cardiovascular risk factors, poor quality of life, and high levels of emotional distress, in need of social support. Moreover, it is important to note that both groups received intervention beyond standard “real world” primary care. Thus patients with type 2 diabetes cared for in primary care settings when given the opportunity to participate in DSME/T may improve in both physiological and psychosocial outcomes. Further evidence is needed to promote the need for chronic disease self-management programs and psychosocial care beyond the medical visit that focuses on physiological parameters
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and prescribing of therapeutic regimens.
References 1. Balukonis J., Melkus G. D., Chyun D. Grandparenthood
status and health outcomes in midlife African American women with type 2 diabetes. Ethnicity and Disease 2008;18(2):141-146.
2. D’Eramo Melkus G., Fain J. A. Diabetes care concentration a program of study for advanced practice nurses. Clinical Nurse Specialist 1995;9(6):313-316.
3. D’Eramo-Melkus G., Wylie-Rosett J., Hagan J. Metabolic impact of education on NIDDM. Diabetes Care 1992;15(7):864- 869.
4. The Diabetes Control and Complications Trial Research Group. The effect of intensive treatment of diabetes on the development and progression of long-term complications in insulin-dependent diabetes mellitus. New England Journal of Medicine 1993;329:977-986.
5. Fain J. A., D’Eramo G. Nurse practitioner practice patterns based on standards of medical care for patients with diabetes. Diabetes Care 1994;17(8):879-881.
6. Maillet N. A., D’Eramo Melkus G., Spollett G. Using focus groups to characterize beliefs and practices of African American women with NIDDM. The Diabetes Educator 1996;22(1):39-45.
7. Melkus G. D., Chyun D., Newlin K., et al. Effectiveness of a diabetes self-management intervention on physiological and psychosocial outcomes. Biological Research in Nursing 2010;12(1):7-19.
8. Melkus G. D., Maillet N., Novak J., et al. Primary care cancer screening and diabetes complications screening for black women with type 2 diabetes. Journal of the American Academy of Nurse Practitioners 2002;4(1):43-48.
9. Melkus G. D., Spollett G., Jefferson V., et al. Feasibility testing of a culturally competent intervention of education and care for black women with type 2 diabetes. Applied Nursing Research 2004;17(1):10-20.
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CHAPTER 5
Introduction to qualitative research Mark Toles, Julie Barroso
Learning outcomes
After reading this chapter, the student should be able to do the following:
• Describe the components of a qualitative research report. • Describe the beliefs generally held by qualitative researchers. • Identify four ways qualitative findings can be used in evidence- based practice.
KEY TERMS
context dependent
data saturation
grand tour question
inclusion and exclusion criteria
inductive
naturalistic setting
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paradigm
qualitative research
theme
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Let’s say that you are reading an article that reports findings that HIV-infected men are more adherent to their antiretroviral regimens than HIV-infected women. You wonder, “Why is that? Why would women be less adherent in taking their medications? Certainly, it is not solely due to the fact that they are women.” Or say you are working in a postpartum unit and have just discharged a new mother who has debilitating rheumatoid arthritis. You wonder, “What is the process by which disabled women decide to have children? How do they go about making that decision?” These, like so many other questions we have as nurses, can be best answered through research conducted using qualitative methods. Qualitative research gives us the answers to those difficult “why?” questions. Although qualitative research can be used at many different places in a program of research, you will most often find it answering questions that we have when we understand very little about some phenomenon in nursing.
What is qualitative research? Qualitative research is a broad term that encompasses several different methodologies that share many similarities. Qualitative studies help us formulate an understanding of a phenomenon. Nurse scholars who are trained in qualitative methods use these methods to best answer discovery-oriented research questions.
Qualitative research is explanatory, descriptive, and inductive in nature. It uses words, as opposed to numbers, to explain a phenomenon. Qualitative research lets us see the world through the eyes of another—the woman who struggles to take her antiretroviral medication, or the woman who has carefully thought
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through what it might be like to have a baby despite a debilitating illness. Qualitative researchers assume that we can only understand these things if we consider the context in which they take place, and this is why most qualitative research takes place in naturalistic settings. Qualitative studies make the world of an individual visible to the rest of us. Qualitative research involves an “interpretative, naturalistic approach to the world; meaning that qualitative researchers study things in their natural settings, attempting to make sense of or interpret phenomena in terms of the meaning people bring to them” (Denzin & Lincoln, 2011, p. 3).
What do qualitative researchers believe? Qualitative researchers believe that there are multiple realities that can be understood by carefully studying what people can tell us or what we can observe as we spend time with them. Example: ➤ The experience of having a baby, while it has some shared characteristics, is not the same for any two women, and it is definitely different for a disabled mother. Thus qualitative researchers believe that reality is socially constructed and context dependent. Even the experience of reading this book is different for any two students; one may be completely engrossed by the content, while another is reading but at the same time worrying about whether or not her financial aid will be approved soon.
Because qualitative researchers believe that the discovery of meaning is the basis for knowledge, their research questions, approaches, and activities are often quite different from quantitative researchers (see the Critical Thinking Decision Path). Qualitative researchers seek to understand the “lived experience” of the research participants. They might use interviews or observations to gather new data, and use new data to create narratives about research phenomena. Thus qualitative researchers know that there is a very strong imperative to clearly describe the phenomenon under study. Ideally, the reader of a qualitative research report, if even slightly acquainted with the phenomenon, would have an “aha!” moment in reading a well-written qualitative report.
So, you may now be saying, “Wow! This sounds great!
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Qualitative research is for me!” Many nurses feel very comfortable with this approach because we are educated with regard to how to speak with people about the health issues concerning them; we are used to listening, and listening well. But the most important consideration for any research study is whether or not the methodology fits the question. This means that qualitative researchers must select an approach for exploring phenomena that will actually answer their research questions. Thus, as you read studies and are considering them as evidence on which to base your practice, you should ask yourself, “Does the methodology fit with the research question under study?”
HELPFUL HINT All research is based on a paradigm, but this is seldom specifically stated in a research report.
Does the methodology fit with the research question being asked? As we said before, qualitative methods are often best for helping us determine the nature of a phenomenon and the meaning of experience. Sometimes authors will state that they are using qualitative methods because little is known about a phenomenon, but that alone is not a good reason for conducting a study. Little may be known about a phenomenon because it does not matter! When researchers ask people to participate in a study, to open themselves and their lives for analysis, they should be asking about things that will help make a difference in people’s lives or help provide more effective nursing care. You should be able to articulate a valid reason for conducting a study, beyond “little is known about this topic.”
Considering the examples at the start of this chapter, we may want to know why HIV-infected women are less adherent to their medication regimens, so we can work to change these barriers and anticipate them when our patients are ready to start taking these pills. Similarly, we need to understand the decision-making processes women use to decide whether or not to have a child when they are disabled, so we can guide or advise the next woman who is
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going through this process. To summarize, a qualitative approach “fits” a research question when the researchers seek to understand the nature or experience of phenomena by attending to personal accounts of those with direct experiences related to the phenomena. Keeping in mind the purpose of qualitative research, let’s discuss the parts of a qualitative research study.
CRITICAL THINKING DECISION PATH Selecting a Research Process
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Components of a qualitative research study The components of a qualitative research study include the review of literature, study design, study setting and sample, approaches for data collection and analysis, study findings, and conclusions with implications for practice and research. As we reflect on these parts of qualitative studies, we will see how nurses use the qualitative research process to develop new knowledge for practice
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(Box 5.1). BOX 5.1 Steps in the Research Process
• Review of the literature
• Study design
• Sample
• Setting: Recruitment and data collection
• Data collection
• Data analysis
• Findings
• Conclusions
Review of the literature When researchers are clear that a qualitative approach is the best way to answer the research question, their first step is to review the relevant literature and describe what is already known about the phenomena of interest. This may require creativity on the researcher’s part, because there may not be any published research on the phenomenon in question. Usually there are studies on similar subjects, or with the same patient population, or on a closely related concept. Example: ➤ Researchers may want to study how women who have a disabling illness make decisions about becoming pregnant. While there may be no other studies in this particular area, there may be some on decision making in pregnancy when a woman does not have a disabling illness. These studies would be important in the review of the literature because they identify concepts and relationships that can be used to guide the research process. Example: ➤ Findings from the review can show us the precise need for new research, what participants should be in the study sample, and what kinds of questions should
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be used to collect the data. Let’s consider an example. Say a group of researchers wanted to
examine HIV-infected women’s adherence to antiretroviral therapy. If there was no research on this exact topic, the researcher might examine studies on adherence to therapy in other illnesses, such as diabetes or hypertension. They might include studies that examine gender differences in medication adherence. Or they might examine the literature on adherence in a stigmatizing illness, or look at appointment adherence for women, to see what facilitates or acts as a barrier to attending health care appointments. The major point is that even though there may be no literature on the phenomenon of interest, the review of the literature will identify existing related studies that are useful for exploring the new questions. At the conclusion of an effective review, you should be able to easily identify the strengths and weaknesses in prior research and a clear understanding of the new research questions, as well as the significance of studying them.
Study design The study design is a description of how the qualitative researcher plans to go about answering the research questions. In qualitative research, there may simply be a descriptive or naturalistic design in which the researchers adhere to the general tenets of qualitative research but do not commit to a particular methodology. There are many different qualitative methods used to answer the research questions. Some of these methods will be discussed in the next chapter. What is important, as you read from this point forward, is that the study design must be congruent with the philosophical beliefs that qualitative researchers hold. You would not expect to see a qualitative researcher use methods common to quantitative studies, such as a random sample, a battery of questionnaires administered in a hospital outpatient clinic, or a multiple regression analysis. Rather, you would expect to see a design that includes participant interviews or observation, strategies for inductive analysis, and plans for using data to develop narrative summaries with rich description of the details from participants’ experiences. You may also read about a pilot study in the description of a study design; this is work the researchers did before undertaking the
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main study to make sure that the logistics of the proposed study were reasonable. For example, pilot data may describe whether the investigators were able to recruit participants and whether the research design led them to the information they needed.
Sample The study sample refers to the group of people that the researcher will interview or observe in the process of collecting data to answer the research questions. In most qualitative studies, the researchers are looking for a purposeful or purposively selected sample (see Chapter 10). This means that they are searching for a particular kind of person who can illuminate the phenomenon they want to study. Example: ➤ The researchers may want to interview women with multiple sclerosis or rheumatoid arthritis. There may be other parameters—called inclusion and exclusion criteria—that the researchers impose as well, such as requiring that participants be older than 18 years, not under the influence of illicit drugs, or experiencing a first pregnancy (as opposed to subsequent pregnancies). When researchers are clear about these criteria, they are able to identify and recruit participants with the experiences needed to shed light on the phenomenon in question. Often the researchers make decisions such as determining who might be a “long-term survivor” of a certain illness. In this case, they must clearly describe why and how they decided who would fit into this category. Is a long-term survivor someone who has had an illness for 5 years or 10 years? What is the median survival time for people with this diagnosis? Thus, as a reader of nursing research, you are looking for evidence of sound scientific reasoning behind the sampling plan.
When the researchers have identified the type of person to include in the research sample, the next step is to develop a strategy for recruiting participants, which means locating and engaging them in the research. Recruitment materials are usually very specific. Example: ➤ If the researchers want to talk to HIV-infected women about adherence to their medication regimen, they may distribute flyers or advertise their interest in recruiting women who consistently take their medication as indicated, as well as those who do not. Or, they may want to talk to women who fit into only one of
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those categories. Similarly, the researchers who are examining decision making in pregnancy among women with disabling conditions would develop recruitment strategies that identify subjects with the conditions or characteristics they want to study.
In a research report, the researcher may include a description of the study sample in the findings. (This can also be reported in the description of the sample.) In any event, besides a demographic description of the study participants, a qualitative researcher should also report on key axes of difference in the sample. Example: ➤ In a sample of HIV-infected women, there should be information about the stage of illness, what kind/how many pills they must take, how many children they have, and so on. This information helps you place the findings into a context.
Setting: Recruitment and data collection The study setting refers to the places where participants are recruited and the data are collected. Settings for recruitment are usually a point of contact for people of common social, medical, or other individual traits. In the example of HIV-infected women who are having difficulties adhering to their antiretroviral regimens, researchers might distribute flyers describing the study at AIDS service organizations, support groups for HIV-infected women, clinics, online support groups, and other places people with HIV may seek services. The settings for data collection are another critical area of difference between quantitative and qualitative studies. Data collection in a qualitative study is usually done in a naturalistic setting, such as someone’s home, not in a clinic interview room or researcher’s office. This is important in qualitative research because the researcher’s observations can inform the data collection. To be in someone else’s home is a great advantage, as it helps the researcher to understand what that participant values. An entire wall in a participant’s living room might contain many pictures of a loved one, so anyone who enters the home would immediately understand the centrality of that person in the participant’s life. In the home of someone who is ill, many household objects may be clustered around a favorite chair: perhaps an oxygen tank, a glass of water, medications, a telephone, tissues, and so on. A good qualitative researcher will use clues like
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these in the study setting to complete the complex, rich drawing that is being rendered in the study.
HIGHLIGHT Reading and critically appraising qualitative research studies may be the best way for interprofessional teams to understand the experience of living with a chronic illness so they can provide more effective whole person care.
Data collection The procedures for data collection differ significantly in qualitative and quantitative studies. Where quantitative researchers focus on statistics and numbers, qualitative researchers are usually concerned with words: what people can tell them and the narratives about meaning or experience. Qualitative researchers interview participants; they may interview an individual or a group of people in what is called a focus group. They may observe individuals as they go about daily tasks, such as sorting medications into a pill minder or caring for a child. But in all cases, the data collected are expressed in words. Most qualitative researchers use voice recorders so that they can be sure that they have captured what the participant says. This reduces the need to write things down and frees researchers to listen fully. Interview recordings are usually transcribed verbatim and then listened to for accuracy. In a research report, investigators describe their procedures for collecting the data, such as obtaining informed consent, the steps from initial contact to the end of the study visit, and how long each interview or focus group lasted or how much time the researcher spent “in the field” collecting data.
A very important consideration in qualitative data collection is the researcher’s decision that they have a sufficient sample and that data collection is complete. Researchers generally continue to recruit participants until they have reached redundancy or data saturation, which means that nothing new is emerging from the interviews. There usually is not a predetermined number of participants to be selected as there is in quantitative studies; rather, the researcher keeps recruiting until she or he has all of the data needed. One important exception to this is if the researcher is very
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interested in getting different types of people in the study. Example: ➤ In the study of HIV-infected women and medication adherence, the researchers may want some women who were very adherent in the beginning but then became less so over time, or they may want women who were not adherent in the beginning but then became adherent; alternately, they may want to interview women with children and women without children to determine the influence of having children on adherence. Whatever the specific questions may be, sample sizes tend to be fairly small (fewer than 30 participants) because of the enormous amounts of written text that will need to be analyzed by the researcher.
Investigators use great care to design the interview questions because they must be crafted to help study participants describe their personal experiences and perceptions. Interview questions are different from research questions. Research questions are typically broad, encompassing, and written in scientific language. The interview questions may also be broad, like the overview or grand tour question that seeks the “big picture.” Example: ➤ Researchers might ask, “Tell me about taking your medications—the things that make it easier, and the things that make it harder,” or “Tell me what you were thinking about when you decided to get pregnant.” Along with overview questions, there are usually a series of prompts (additional questions) that were derived from the literature. These are areas that the researcher believes are important to cover (and that the participant will likely cover), but the prompts are there to remind the researcher in case the material is not mentioned. Example: ➤ With regard to medication adherence, the researcher may have read in other studies that motherhood can influence adherence in two very different ways: children can become a reason to live, which would facilitate taking antiretroviral medication; and children can be all-demanding, leaving the mother with little to no time to take care of herself. Thus, a neutrally worded question about the influence of children would be a prompt if the participants do not mention it spontaneously. In a research report, you should expect to find the primary interview questions identified verbatim; without them, it is impossible to know how the data were collected and how the researcher shaped what was discovered in the interviews.
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EVIDENCE-BASED PRACTICE TIP Qualitative researchers use more flexible procedures than quantitative researchers. While collecting data for a project, they consider all of the experiences that may occur.
Data analysis Next is the description of data analysis. Here, researchers tell you how they handled the raw data, which, in a qualitative study, are usually transcripts of recorded interviews. The goal of qualitative analysis is to find commonalities and differences in the interviews, and then to group these into broader, more abstract, overarching categories of meaning, sometimes called themes, that capture much of the data. In the example we have been using about decision making regarding pregnancy for disabled women, one woman might talk about discussing the need for assistance with her friends if she became pregnant, and finding out that they were willing and able to help her with the baby. Another woman might talk about how she discussed the decision with her parents and siblings, and found them to be a ready source of aid. And yet a third woman may say that she talked about this with her church study group, and they told her that they could arrange to bring meals and help with housework during the pregnancy and afterward. On a more abstract level, these women are all talking about social support. So an effective analysis would be one that identifies this pattern in social support and, perhaps, goes further by also describing how social support influences some other concept in the data. Example: ➤ Consider women’s decision making about having a baby. In an ideal situation, written reports about the data will give you an example like the one you just read, but the page limitations of most journals limit the level of detail that researchers can present.
Many qualitative researchers use computer-assisted qualitative data analysis programs to find patterns in the interviews and field notes, which, in many studies, can seem overwhelming due to the sheer quantity of data to be dealt with. With a computer-assisted data analysis program, researchers from multiple sites can simultaneously code and analyze data from hundreds of files without using a single piece of paper. The software is a tool for
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managing and remembering steps in analysis; however, it does not replace the thoughtful work of the researcher who must apply the program to guide the analysis of the data. In research reports, you should see a description of the way data were managed and analyzed, and whether the researchers used software or other paper-based approaches, such as using index cards with handwritten notes.
Findings At last, we come to the results. Findings in qualitative reports, as we have suggested already, are words—the findings are patterns of any kind in the data, such as the ways that participants talked, the things that they talked about, even their behaviors associated with where the researcher spent time with them. When researchers describe patterns in the data, they may describe a process (such as the way decision making occurs); they may identify a list of things that are functioning in some way (such as a list of barriers and facilitators to taking medications for HIV-infected women); they may specify a set of conditions that must be present for something to occur (such as what parents state they need to care for a ventilator-dependent child at home); or they may describe what it is like to go through some health-related transition (such as what it is like to become the caregiver for a parent with dementia). This is by no means an all-inclusive list; rather, it is a range of examples to help you recognize what types of findings might be possible. It may help to think of the findings as discoveries. The qualitative researcher has explored a phenomenon, and the findings are a report on what he or she “found” —that is, what was discovered in the interviews and observations.
When researchers describe their results, they usually break the data down into units of meaning that help the data cohere and tell a story. Effective research reports will describe the logic that was used for breaking down the units of data. Example: ➤ Are the themes—a means of describing a large quantity of data in a condensed format—identified from the most prevalent to the least prevalent? Are the researchers describing a process in temporal (time ordered) terms? Are they starting with things that were most important to the subject, then moving to less important items? As a
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report on the findings unfolds, the researcher should proceed with a thorough description of the phenomenon, defining each of the themes and fleshing out each of the themes with a thorough explanation of the role that it plays in the question under study. The researcher should also provide quotations that support their themes. Ideally, they will stage the quote, giving you some information about the subject from whom it came. For example, was the subject a newly diagnosed HIV-infected African American woman without children? Or was it a disabled woman who has chosen to become pregnant, but who has suffered two miscarriages? The staging of quotes is important because it allows you to put the information into some social context.
In a well-written report of qualitative research, some of the quotes will give you an “aha!” feeling. You will have a sense that the researcher has done an excellent job of getting to the core of the problem. Quotes are as critical to qualitative reports as numbers are to a quantitative study; you would not have a great deal of confidence in a quantitative or qualitative report in which the author asks you to believe the conclusion without also giving concrete, verifiable findings to back it up.
HELPFUL HINT Values are involved in all research. It is important, however, that they not influence the results of the research.
Discussion of the results and implications for evidence-based practice When the researchers are satisfied that their findings answer the research questions, they should summarize the results for you and should compare their findings to the existing literature. Researchers usually explain how these findings are similar to or different from the existing literature. This is one of the great contributions of qualitative research—using findings to open up new venues of discovery that were not anticipated when the study was designed. Example: ➤ The researchers can use findings to develop new concepts or new conceptual models to explain broader phenomena. The conceptual work also identifies implications for how findings
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can be used in practice and can direct future research. Another alternative is for researchers to use their findings to extend or refine existing theoretical models. For example, a researcher may learn something new about stigma that has not been described in the literature, and in writing about these findings, the researcher may refer to an existing stigma theory, pointing out how his or her work extends that theory.
Nursing is a practice discipline, and the goal of nursing research is to use research findings to improve patient care. Qualitative methods are the best way to start to answer clinical and research questions that have not been addressed or when a new perspective is needed in practice. The qualitative answers to these questions provide important evidence that offers the first systematic insights into phenomena previously not well understood and often lead to new perspectives in nursing practice and improved patient care outcomes.
Kearney (2001) developed a typology of levels and applications of qualitative research evidence that helps us see how new evidence can be applied to practice (Table 5.1). She described five categories of qualitative findings that are distinguished from one another in their levels of complexity and discovery: those restricted by a priori frameworks, descriptive categories, shared pathway or meaning, depiction of experiential variation, and dense explanatory description. She argued that the greater the complexity and discovery within qualitative findings, the stronger the potential for clinical application.
TABLE 5.1 Kearney’s Categories of Qualitative Findings, from Least to Most Complex
Category Definition Example Restricted by a priori frameworks
Discovery aborted because researcher has obscured the findings with an existing theory
Use of the theory of “relatedness” to describe women’s relationships without substantiation in the data, or when there may be an alternative explanation to describe how women exist in relationship to others; the data seem to point to an explanation other than “relatedness”
Descriptive categories
Phenomenon is vividly portrayed from a new perspective; provides a map into previously uncharted
Children’s descriptions of pain, including descriptors, attributed causes, and what constitutes good care during a painful episode
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territory in the human experience of health and illness
Shared pathway or meaning
Synthesis of a shared experience or process; integration of concepts that provides a complex picture of a phenomenon
Description of women’s process of recovery from depression; each category was fully described, and the conditions for progression were laid out; able to see the origins of a phase in the previous phase
Depiction of experiential variation
Describes the main essence of an experience, but also shows how the experience varies, depending on the individual or context
Description of how pregnant women recovering from cocaine addiction might or might not move forward to create a new life, depending on the amount of structure they imposed on their behavior and their desire to give up drugs and change their lives
Dense explanatory description
Rich, situated understanding of a multifaceted and varied human phenomenon in a unique situation; portray the full range and depth of complex influences; densely woven structure to findings
Unique cultural conditions and familial breakdown and hopelessness led young people to deliberately expose themselves to HIV infection in order to find meaning and purpose in life; describes loss of social structure and demands of adolescents caring for their diseased or drugged parents who were unable to function as adults
Findings developed with only a priori frameworks provide little or no evidence for changing practice, because the researchers have prematurely limited what they are able to learn from participants or describe in their analysis. Findings that identify descriptive categories portray a higher level of discovery when a phenomenon is vividly portrayed from a new perspective. For nursing practice, these findings serve as maps of previously uncharted territory in human experience. Findings in Kearney’s third category, shared pathway or meaning, are more complex. In this type of finding, there is an integration of concepts or themes that results in a synthesis of a shared process or experience that leads to a logical, complex portrayal of the phenomenon. The researcher’s ideas at this level reveal how discrete bits of data come together in a meaningful whole. For nursing practice, this allows us to reflect on the bigger picture and what it means for the human experience (Kearney, 2001). Findings that depict experiential variation describe the essence of an experience and how this experience varies, depending on the individual or context. For nursing practice, this type of finding helps us see a variety of viewpoints, realizations of a human experience, and the contextual sources of that variety. In nursing practice, these findings explain how different variables can produce different consequences in different people or settings. Finally, findings that are presented as a dense explanatory description are at the highest level of complexity and discovery.
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They provide a rich, situated understanding of a multifaceted and varied human phenomenon in a unique situation. These types of findings portray the full depth and range of complex influences that propel people to make decisions. Physical and social contexts are fully accounted for. There is a densely woven structure of findings in these studies that provide a rich fund of clinically and theoretically useful information for nursing practice. The layers of detail work together in the findings to increase understanding of human choices and responses in particular contexts (Kearney, 2001).
EVIDENCE-BASED PRACTICE TIP Qualitative research findings can be used in many ways, including improving ways clinicians communicate with patients and with each other.
So how can we further use qualitative evidence in nursing? The evidence provided by qualitative studies is used conceptually by the nurse: qualitative studies let nurses gain access to the experiences of patients and help nurses expand their ability to understand their patients, which should lead to more helpful approaches to care (Table 5.2).
TABLE 5.2 Kearney’s Modes of Clinical Application for Qualitative Research
Mode of Clinical Application Example Insight or empathy: Better understanding our patients and offering more sensitive support
Nurse is better able to understand the behaviors of a woman recovering from depression
Assessment of status or progress: Descriptions of trajectories of illness
Nurse is able to describe trajectory of recovery from depression and can assess how the patient is moving through this trajectory
Anticipatory guidance: Sharing of qualitative findings with the patient
Nurse is able to explain the phases of recovery from depression to the patient and to reassure her that she is not alone, that others have made it through a similar experience
Coaching: Advising patients of steps they can take to reduce distress or improve adjustment to an illness, according to the evidence in the study
Nurse describes the six stages of recovery from depression to the patient, and in ongoing contact, points out how the patient is moving through the stages, coaching her to recognize signs that she is improving and moving through the stages
Kearney (2001) proposed four modes of clinical application:
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insight or empathy, assessment of status or progress, anticipatory guidance, and coaching. The simplest mode, according to Kearney, is to use the information to better understand the experiences of our patients, which in turn helps us to offer more sensitive support. Qualitative findings can also help us assess the patient’s status or progress through descriptions of trajectories of illness or by offering a different perspective on a health condition. They allow us to consider a range of possible responses from patients. We can then determine the fit of a category to a particular client, or try to locate them on an illness trajectory. Anticipatory guidance includes sharing of qualitative findings directly with patients. The patient can learn about others with a similar condition and can learn what to anticipate. This allows them to better garner resources for what might lie ahead or look for markers of improvement. Anticipatory guidance can also be tremendously comforting in that the sharing of research results can help patients realize they are not alone, that there are others who have been through a similar experience with an illness. Finally, coaching is a way of using qualitative findings; in this instance, nurses can advise patients of steps they can take to reduce distress, improve symptoms, or monitor trajectories of illness (Kearney, 2001).
Unfortunately, qualitative research studies do not fare well in the typical systematic reviews upon which evidence-based practice recommendations are based. Randomized clinical trials and other types of intervention studies traditionally have been the major focus of evidence-based practice. Typically, the selection of studies to be included in systematic reviews is guided by levels of evidence models that focus on the effectiveness of interventions according to their strength and consistency of their predictive power. Given that the levels of evidence models are hierarchical in nature and they perpetuate intervention studies as the “gold standard” of research design, the value of qualitative studies and the evidence offered by their results have remained unclear. Qualitative studies historically have been ranked lower in a hierarchy of evidence, as a “weaker” form of research design.
Remember, however, that qualitative research is not designed to test hypotheses or make predictions about causal effects. As we use qualitative methods, these findings become more and more
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valuable as they help us discover unmet patient needs, entire groups of patients that have been neglected, and new processes for delivering care to a population. Though qualitative research uses different methodologies and has different goals, it is important to explore how and when to use the evidence provided by findings of qualitative studies in practice.
Appraisal for evidence-based practice foundation of qualitative research A final example illustrates the differences in the methods discussed in this chapter and provides you with the beginning skills of how to critique qualitative research. The information in this chapter, coupled with information presented in Chapter 7, provides the underpinnings of critical appraisal of qualitative research (see the Critical Appraisal Criteria box, Chapter 7). Consider the question of nursing students learning how to conduct research. The empirical analytical approach (quantitative research) might be used in an experiment to see if one teaching method led to better learning outcomes than another. The students’ knowledge might be tested with a pretest, the teaching conducted, and then a posttest of knowledge obtained. Scores on these tests would be analyzed statistically to see if the different methods produced a difference in the results.
In contrast, a qualitative researcher may be interested in the process of learning research. The researcher might attend the class to see what occurs and then interview students to ask them to describe how their learning changed over time. They might be asked to describe the experience of becoming researchers or becoming more knowledgeable about research. The goal would be to describe the stages or process of this learning. Alternately, a qualitative researcher might consider the class as a culture and could join to observe and interview students. Questions would be directed at the students’ values, behaviors, and beliefs in learning research. The goal would be to understand and describe the group members’ shared meanings. Either of these examples are ways of viewing a question with a qualitative perspective. The specific qualitative methodologies are described in Chapter 6.
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Many other research methods exist. Although it is important to be aware of the qualitative research method used, it is most important that the method chosen is the one that will provide the best approach to answering the question being asked. One research method does not rank higher than another; rather, a variety of methods based on different paradigms are essential for the development of a well informed and comprehensive approach to evidence-based nursing practice.
Key points • All research is based on philosophical beliefs, a worldview, or a
paradigm.
• Qualitative research encompasses different methodologies.
• Qualitative researchers believe that reality is socially constructed and is context dependent.
• Values should be acknowledged and examined as influences on the conduct of research.
• Qualitative research follows a process, but the components of the process vary.
• Qualitative research contributes to evidence-based practice.
Critical thinking challenges • Discuss how a researcher’s values could influence the results of a
study. Include an example in your answer.
• Can the expression, “We do not always get closer to the truth as we slice and homogenize and isolate [it]” be applied to both qualitative and quantitative methods? Justify your answer.
• What is the value of qualitative research in evidence-based practice? Give an example.
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• Discuss how your interprofessional team could apply the findings of a qualitative study about coping with a diagnosis of multiple sclerosis.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Denzin N.K, Lincoln Y.S. The SAGE handbook of qualitative
research. 4th ed. Thousand Oaks, CA: Sage;2011. 2. Kearney M.H. Levels and applications of qualitative research
evidence. Research in Nursing and Health 2001;24:145-153.
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CHAPTER 6
Qualitative approaches to research Mark Toles, Julie Barroso
Learning outcomes
After reading this chapter, you should be able to do the following:
• Identify the processes of phenomenological, grounded theory, ethnographic, and case study methods. • Recognize appropriate use of community-based participatory research (CBPR) methods. • Discuss significant issues that arise in conducting qualitative research in relation to such topics as ethics, criteria for judging scientific rigor, and combination of research methods. • Apply critical appraisal criteria to evaluate a report of qualitative research.
KEY TERMS
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auditability
bracketing
case study method
community-based participatory research
constant comparative method
credibility
culture
data saturation
domains
emic view
ethnographic method
etic view
fittingness
grounded theory method
instrumental case study
intrinsic case study
key informants
lived experience
meta-summary
meta-synthesis
mixed methods
phenomenological method
theoretical sampling
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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Qualitative research combines the science and art of nursing to enhance understanding of the human health experience. This chapter focuses on four commonly used qualitative research methods: phenomenology, grounded theory, ethnography, and case study. Community-based participatory research (CBPR) is also presented. Each of these methods, although distinct from the others, shares characteristics that identify it as a method within the qualitative research tradition.
Traditional hierarchies of research evaluation and how they categorize evidence from strongest to weakest, with emphasis on support for the effectiveness of interventions, are presented in Chapter 1. This perspective is limited because it does not take into account the ways that qualitative research can support practice, as discussed in Chapter 5. There is no doubt about the merit of qualitative studies; the problem is that no one has developed a satisfactory method for including them in current evidence hierarchies. In addition, qualitative studies can answer the critical why questions that emerge in many evidence-based practice summaries. Such summaries may report the answer to a research question, but they do not explain how it occurs in the landscape of caring for people.
As a research consumer, you should know that qualitative methods are the best way to start to answer clinical and research questions when little is known or a new perspective is needed for practice. The very fact that qualitative research studies have increased exponentially in nursing and other social sciences speaks to the urgent need of clinicians to answer these why questions and to deepen our understanding of experiences of illness. Thousands of reports of well-conducted qualitative studies exist on topics such as the following:
• Personal and cultural constructions of disease, prevention, treatment, and risk
• Living with disease and managing the physical, psychological, and social effects of multiple diseases and their treatment
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• Decision-making experiences at the beginning and end of life, as well as assistive and life-extending, technological interventions
• Contextual factors favoring and mitigating against quality care, health promotion, prevention of disease, and reduction of health disparities (Sandelowski, 2004; Sandelowski & Barroso, 2007)
Findings from qualitative studies provide valuable insights about unique phenomena, patient populations, or clinical situations. In doing so, they provide nurses with the data needed to guide and change practice.
In this chapter, you are invited to look through the lens of human experience to learn about phenomenological, grounded theory, ethnographic, CBPR, and case study methods. You are encouraged to put yourself in the researcher’s shoes and imagine how it would be to study an issue of interest from the perspective of each of these methods. No matter which method a researcher uses, there is a focus on the human experience in natural settings.
The researcher using these methods believes that each unique human being attributes meaning to their experience and that experience evolves from one’s social and historical context. Thus one person’s experience of pain is distinct from another’s and can be elucidated by the individual’s subjective description of it. Example: ➤ Researchers interested in studying the lived experience of pain for the adolescent with rheumatoid arthritis will spend time in the adolescents’ natural settings, perhaps in their homes and schools (see Chapter 5). Research efforts will focus on uncovering the meaning of pain as it extends beyond the number of medications taken or a rating on a pain scale. Qualitative methods are grounded in the belief that objective data do not capture the whole of the human experience. Rather, the meaning of the adolescent’s pain emerges within the context of personal history, current relationships, and future plans, as the adolescent lives daily life in dynamic interaction with the environment.
Qualitative approach and nursing science The evidence provided by qualitative studies that consider the unique perspectives, concerns, preferences, and expectations each
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patient brings to a clinical encounter offers in-depth understanding of human experience and the contexts in which they occur. Thus findings in qualitative research often guide nursing practice, contribute to instrument development (see Chapter 15), and develop nursing theory (Fig. 6.1).
FIG 6.1 Qualitative approach and nursing science.
Qualitative research methods Thus far you have studied an overview of the qualitative research approach (see Chapter 5). Recognizing how the choice to use a qualitative approach reflects one’s worldview and the nature of some research questions, you have the necessary foundation for exploring selected qualitative methodologies. Now, as you review the Critical Thinking Decision Path and study the remainder of Chapter 6, note how different qualitative methods are appropriate for distinct areas of interest. Also note how unique research questions might be studied with each qualitative research method. In this chapter, we will explore five qualitative research methods in depth, including phenomenological, grounded theory, ethnographic, case study, and CBPR methods.
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CRITICAL THINKING DECISION PATH Selecting a Qualitative Research Method
Phenomenological method The phenomenological method is a process of learning and constructing the meaning of human experience through intensive dialogue with persons who are living the experience. It rests on the assumption that there is a structure and essence to shared experiences that can be narrated (Marshall & Rossman, 2011). The researcher’s goal is to understand the meaning of the experience as it is lived by the participant. Phenomenological studies usually incorporate data about the lived space, or spatiality; the lived body, or corporeality; lived time, or temporality; and lived human relations, or relationality. Meaning is pursued through a process of dialog, which extends beyond a simple interview and requires thoughtful presence on the part of the researcher. There are many schools of phenomenological research, and each school of thought uses slight differences in research methods. Example: ➤ Husserl belonged to the group of transcendental phenomenologists, who saw phenomenology as an interpretive, as opposed to an objective, mode of description. Using vivid and detailed attentiveness to
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description, researchers in this school explore the ways knowledge comes into being. They seek to understand knowledge that is based on insights rather than objective characteristics (Richards & Morse, 2013). In contrast, Heidegger was an existential phenomenologist who believed that the observer cannot separate him/herself from the lived world. Researchers in this school of thought study how being in the world is a reality that is perceived; they study a reciprocal relationship between observers and the phenomenon of interest (Richards & Morse, 2013). In all forms of phenomenological research, you will find researchers asking a question about the lived experience and using methods that explore phenomena as they are embedded in people’s lives and environments.
Identifying the phenomenon Because the focus of the phenomenological method is the lived experience, the researcher is likely to choose this method when studying a dimension of day-to-day existence for a particular group of people. An example of this is provided later in this chapter, in which Cook and colleagues (2015) studied the complex issues surrounding the residential status of assisted living residents in terms of fundamental human needs.
Structuring the study When thinking about methods, we say the methodological approach “structures the study.” This phrase means that the method shapes the way we think about the phenomenon of interest and the way we would go about answering a research question. For the purpose of describing structuring, the following topics are addressed: the research question, the researcher’s perspective, and sample selection.
Research question. The question that guides phenomenological research always asks about some human experience. It guides the researcher to ask the participant about some past or present experience. In most cases, the research question is not exactly the same as the question used to initiate dialogue with study participants. Example: ➤ Cook and colleagues (2015) state that the objective of their study was to
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explore the meaning and meaningfulness that older people attribute to their everyday experiences in an assisted living facility and how these experiences define their status as residents. They describe their methodology as hermeneutic phenomenology. Their goal was to provide knowledge that assisted living facility administrators and staff could use so that residents could feel “at home” in the facility.
Researcher’s perspective. When using the phenomenological method, the researcher’s perspective is bracketed. This means that the researcher identifies their own personal biases about the phenomenon of interest to clarify how personal experience and beliefs may color what is heard and reported. Further, the phenomenological researcher is expected to set aside their personal biases—to bracket them—when engaged with the participants. By becoming aware of personal biases, the researcher is more likely to be able to pursue issues of importance as introduced by the participant, rather than leading the participant to issues the researcher deems important (Richards & Morse, 2013).
HIGHLIGHT Discuss with your interprofessional QI team why searching for qualitative studies might be most appropriate for understanding about living with Hepatitis C and managing the physical, psychological, and social effects of multiple treatments and their effects.
Using phenomenological methods, researchers strive to identify personal biases and hold them in abeyance while querying the participant. Readers of phenomenological articles may find it difficult to identify bracketing strategies because they are seldom explicitly identified in a research manuscript. Sometimes a researcher’s worldview or assumptions provide insight into biases that have been considered and bracketed.
Sample selection. As you read a phenomenological study, you will find that the participants were selected purposively (selecting subjects who are considered typical of the population) and that members of the
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sample either are living the experience the researcher studies or have lived the experience in their past. Because phenomenologists believe that each individual’s history is a dimension of the present, a past experience exists in the present moment. For the phenomenologist, it is a matter of asking the right questions and listening. Even when a participant is describing a past experience, remembered information is being gathered in the present at the time of the interview.
HELPFUL HINT Qualitative studies often use purposive sampling (see Chapter 12).
Data gathering Written or oral data may be collected when using the phenomenological method. The researcher may pose the query in writing and ask for a written response, or may schedule a time to interview the participant and record the interaction. In either case, the researcher may return to ask for clarification of written or recorded transcripts. To some extent, the particular data collection procedure is guided by the choice of a specific analysis technique. Different analysis techniques require different numbers of interviews. A concept known as data saturation usually guides decisions regarding how many interviews are enough. Data saturation is the situation of obtaining the full range of themes from the participants, so that in interviewing additional participants, no new data emerge (Marshall & Rossman, 2011).
Data analysis Several techniques are available for data analysis when using the phenomenological method. Although the techniques are slightly different from each other, there is a general pattern of moving from the participant’s description to the researcher’s synthesis of all participants’ descriptions. Colaizzi (1978) suggests a series of seven steps:
1. Read the participants’ narratives to acquire a feeling for their ideas in order to understand them fully.
2. Extract significant statements to identify keywords and sentences
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relating to the phenomenon being studied.
3. Formulate meanings for each of these significant statements.
4. Repeat this process across participants’ stories and cluster recurrent meaningful themes. Validate these themes by returning to the informants to check interpretation.
5. Integrate the resulting themes into a rich description of the phenomenon under study.
6. Reduce these themes to an essential structure that offers an explanation of the behavior.
7. Return to the participants to conduct further interviews or elicit their opinions on the analysis in order to cross-check interpretation.
Cook and colleagues (2015) do not cite a reference for data analysis; they describe using narrative analysis to interpret how participants viewed their experiences and environment over a series of up to eight interviews with each resident over 6 months.
It is important to note that giving verbatim transcripts to participants can have unanticipated consequences. It is not unusual for people to deny that they said something in a certain way, or that they said it at all. Even when the actual recording is played for them, they may have difficulty believing it. This is one of the more challenging aspects of any qualitative method: every time a story is told, it changes for the participant. The participant may sincerely feel that the story as it was recorded is not the story as it is now.
EVIDENCE-BASED PRACTICE TIP Phenomenological research is an important approach for accumulating evidence when studying a new topic about which little is known.
Describing the findings When using the phenomenological method, the nurse researcher provides you with a path of information leading from the research question, through samples of participants’ words and the
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researcher’s interpretation, to the final synthesis that elaborates the lived experience as a narrative. When reading the report of a phenomenological study, the reader should find that detailed descriptive language is used to convey the complex meaning of the lived experience that offers the evidence for this qualitative method (Richards & Morse, 2013). Cook and colleagues (2015) described five themes that emerged from the narratives that collectively demonstrate that residents wanted their residential status to involve “living with care” rather than “existing in care.”
1. Caring for oneself/being cared for
2. Being in control/losing control
3. Relating to others/putting up with others
4. Active choosers and users of space/occupying space
5. Engaging in meaningful activity/lacking meaningful activity
The themes in their phenomenological report describe the need for assisted living facility staff to be more focused on recognizing, acknowledging, and supporting residents’ aspirations regarding their future lives and their status as residents. By using direct participant quotes, researchers enable readers to evaluate the connections between what individual participants said and how the researcher labeled or interpreted what they said.
Grounded theory method The grounded theory method is an inductive approach involving a systematic set of procedures to arrive at a theory about basic social processes (Silverman & Marvasti, 2008). The emergent theory is based on observations and perceptions of the social scene and evolves during data collection and analysis (Corbin & Strauss, 2015). Grounded theory describes a research approach to construct theory where no theory exists, or in situations where existing theory fails to provide evidence to explain a set of circumstances.
Developed originally as a sociologist’s tool to investigate interactions in social settings (Glaser & Strauss, 1967), the grounded
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theory method is used in many disciplines; in fact, investigators from different disciplines use grounded theory to study the same phenomenon from their varying perspectives (Corbin & Strauss, 2015; Denzin & Lincoln, 2003; Marshall & Rossman, 2011; Strauss & Corbin, 1994, 1997). Example: ➤ In an area of study such as chronic illness, a nurse might be interested in coping patterns within families, a psychologist might be interested in personal adjustment, and a sociologist might focus on group behavior in health care settings. In grounded theory, the usefulness of the study stems from the transferability of theories; that is, a theory derived from one study is applicable to another. Thus the key objective of grounded theory is the development of theories spanning many disciplines that accurately reflect the cases from which they were derived (Sandelowski, 2004).
Identifying the phenomenon Researchers typically use the grounded theory method when interested in social processes from the perspective of human interactions or patterns of action and interaction between and among various types of social units (Denzin & Lincoln, 2003). The basic social process is sometimes expressed in the form of a gerund (i.e., the -ing form of a verb when functioning as a noun), which is designed to indicate change occurring over time as individuals negotiate social reality. Example: ➤ Hyatt and colleagues (2015) explore soldiers and their family reintegration experiences, as described by married dyads, following a combat-related mild traumatic brain injury.
Structuring the study
Research question. Research questions for the grounded theory method are those that address basic social processes that shape human behavior. In a grounded theory study, the research question can be a statement or a broad question that permits in-depth explanation of the phenomenon. For example, Hyatt and colleagues (2015) examined the following research question: “How do soldiers and their spouses identify the special challenges, sources of support, and
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overall rehabilitation process of post–mild traumatic brain injury family reintegration?”
Researcher’s perspective. In a grounded theory study, the researcher brings some knowledge of the literature to the study, but an exhaustive literature review may not be done. This allows theory to emerge directly from data and to reflect the contextual values that are integral to the social processes being studied. In this way, the new theory that emerges from the research is “grounded in” the data (Richards & Morse, 2013).
Sample selection. Sample selection involves choosing participants who are experiencing the circumstance and selecting events and incidents related to the social process under investigation. Hyatt and colleagues (2015) obtained their purposive (see Chapter 12) sample through self-referral from flyers posted in military health care clinics, health care provider referrals, and directly approaching potential participants while in the traumatic brain injury clinic of a military health care system; it is important to note that Hyatt was an active military member herself at the time of data collection.
Data gathering In the grounded theory method, data are collected through interviews and skilled observations of individuals interacting in a social setting. Interviews are recorded and transcribed, and observations are recorded as field notes. Open-ended questions are used initially to identify concepts for further focus. At their first data collection point, Hyatt and colleagues (2015) interviewed couples (soldiers and their spouses) together; then they interviewed each of them separately, to probe the themes that emerged in the joint interviews.
Data analysis A unique and important feature of the grounded theory method is that data collection and analysis occur simultaneously. The process requires systematic data collection and documentation using field
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notes and transcribed interviews. Hunches about emerging patterns in the data are noted in memos that the researcher uses to direct activities in fieldwork. This technique, called theoretical sampling, is used to select experiences that will help the researcher to test hunches and ideas and to gather complete information about developing concepts. The researcher begins by noting indicators or actual events, actions, or words in the data. As data are concurrently collected and analyzed, new concepts, or abstractions, are developed from the indicators (Charmaz, 2003; Strauss, 1987).
The initial analytical process is called open coding (Strauss, 1987). Data are examined carefully line by line, broken down into discrete parts, then compared for similarities and differences (Corbin & Strauss, 2015). Coded data are continuously compared with new data as they are acquired during research. This is a process called the constant comparative method. When data collection is complete, codes in the data are clustered to form categories. The categories are expanded and developed, or they are collapsed into one another, and relationships between the categories are used to develop new “grounded” theories. As a result, data collection, analysis, and theory generation have a direct, reciprocal relationship which grounds new theory in the perspectives of the research participants (Charmaz, 2003; Richards & Morse, 2013; Strauss & Corbin, 1990).
HELPFUL HINT In a report of research using the grounded theory method, you can expect to find a diagrammed model of a theory that synthesizes the researcher’s findings in a systematic way.
Describing the findings Grounded theory studies are reported in detail, permitting readers to follow the exact steps in the research process. Descriptive language and diagrams of the research process are used as evidence to document the researchers’ procedures for moving from the raw data to the new theory. Hyatt and colleagues (2015) found the basic social process of family reintegration after mild traumatic brain injury to be “finding a new normal.” The couples described this new normal as the phenomenon of finding or adjusting to changes
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in their new, post-mild traumatic brain injury family roles or routines. The following were the core categories:
1. Facing the unexpected—“Homecoming”—and adjusting to having the soldier back home; noticing changes in the soldier
2. Managing unexpected change—Assuming a caregiver role, managing the post-mild traumatic brain injury changes within the context of the married relationship
3. Experiencing mismatched expectations—Coping with the shifting state of the relationship, losing a career, or a shifting future
4. Adjusting to new expectations—Accepting changes, building a new family life
5. Learning to live with new expectations—Accepting the new normal
EVIDENCE-BASED PRACTICE TIP When thinking about the evidence generated by the grounded theory method, consider whether the theory is useful in explaining, interpreting, or predicting the study phenomenon of interest.
Ethnographic method Derived from the Greek term ethnos, meaning people, race, or cultural group, the ethnographic method focuses on scientific description and interpretation of cultural or social groups and systems (Creswell, 2013). The goal of the ethnographer is to understand the research participants’ views of their world, or the emic view. The emic view (insiders’ view) is contrasted with the etic view (outsiders’ view), which is obtained when the researcher uses quantitative analyses of behavior. The ethnographic approach requires that the researcher enter the world of the study participants to watch what happens, listen to what is said, ask questions, and collect whatever data are available. It is important to note that the term ethnography is used to mean both the research technique and the product of that technique—that is, the study
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itself (Creswell, 2013; Richards & Morse, 2013; Tedlock, 2003). Vidick and Lyman (1998) trace the history of ethnography, with roots in the disciplines of sociology and anthropology, as a method born out of the need to understand “other” and “self.” Nurses use the method to study cultural variations in health and patient groups as subcultures within larger social contexts.
Identifying the phenomenon The phenomenon under investigation in an ethnographic study varies in scope from a long-term study of a very complex culture, such as that of the Aborigines (Mead, 1949), to a short-term study of a phenomenon within subunits of cultures. Kleinman (1992) notes the clinical utility of ethnography in describing the “local world” of groups of patients who are experiencing a particular phenomenon, such as suffering. The local worlds of patients have cultural, political, economic, institutional, and social-relational dimensions in much the same way as larger complex societies. An example of ethnography is found in Grassley and colleagues’ (2015) study of nurses’ support of breastfeeding on the night shift. Grassley and colleagues used institutional ethnography, which has as its goal to explore how social experiences and processes, in particular those of everyday work, are organized. Institutional ethnography also considers the institutional processes and interactions that mediate the context of nurses’ everyday work (Grassley et al., 2015).
Structuring the study
Research question. In ethnographic studies, questions are asked about “lifeways” or particular patterns of behavior within the social context of a culture or subculture. In this type of research, culture is viewed as the system of knowledge and linguistic expressions used by social groups that allows the researcher to interpret or make sense of the world (Aamodt, 1991; Richards & Morse, 2013). Thus ethnographic nursing studies address questions that concern how cultural knowledge, norms, values, and other contextual variables influence people’s health experiences. Example: ➤ Grassley and colleagues’ (2015) research question is implied in their purpose statement: “To
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describe nurses’ support of breastfeeding on the night shift and to identify the interpersonal interactions and institutional structures that affect their ability to offer breastfeeding support and to promote exclusive breastfeeding on the night shift.” Remember that ethnographers have a broader definition of culture, where a particular social context is conceptualized as a culture. In this case, nurses who provide care on a mother/baby unit to mother/infant dyads in the immediate postpartum period are seen as a cultural entity that is appropriate for ethnographic study.
Researcher’s perspective. When using the ethnographic method, the researcher’s perspective is that of an interpreter entering an alien world and attempting to make sense of that world from the insider’s point of view (Richards & Morse, 2013). Like phenomenologists and grounded theorists, ethnographers make their own beliefs explicit and bracket, or set aside, their personal biases as they seek to understand the worldview of others.
Sample selection. The ethnographer selects a cultural group that is living the phenomenon under investigation. The researcher gathers information from general informants and from key informants. Key informants are individuals who have special knowledge, status, or communication skills, and who are willing to teach the ethnographer about the phenomenon (Richards & Morse, 2013). Example: ➤ Grassley and colleagues’ (2015) research took place in a tertiary care hospital with 4200 births per year (20% of the state’s total births) and an exclusive breastfeeding rate of 75% on discharge. They described the setting and its employees in detail.
HELPFUL HINT Managing personal bias is an expectation of researchers using all of the methods discussed in this chapter.
Data gathering Ethnographic data gathering involves immersion in the study setting and the use of participant observation, interviews of
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informants, and interpretation by the researcher of cultural patterns (Richards & Morse, 2013). Ethnographic research involves face-to- face interviewing with data collection and analysis taking place in the natural setting. Thus fieldwork is a major focus of the method. Other techniques may include obtaining life histories and collecting material items reflective of the culture. Example: ➤ Photographs and films of the informants in their world can be used as data sources. In their study, Grassley and colleagues (2015) collected data using focus groups, individual and group interviews, and mother/baby unit observations.
Data analysis Like the grounded theory method, ethnographic data are collected and analyzed simultaneously. Data analysis proceeds through several levels as the researcher looks for the meaning of cultural symbols in the informant’s language. Analysis begins with a search for domains or symbolic categories that include smaller categories. Language is analyzed for semantic relationships, and structural questions are formulated to expand and verify data. Analysis proceeds through increasing levels of complexity until the data, grounded in the informant’s reality, are synthesized by the researcher (Richards & Morse, 2013). Grassley and colleagues (2015) described analysis of data as beginning with interview transcripts using content analysis, with subsequent team meetings to discuss findings and agree on categories. The observation notes were used to substantiate the themes.
Describing the findings Ethnographic studies yield large quantities of data that reflect a wide array of evidence amassed as field notes of observations, interview transcriptions, and sometimes other artifacts such as photographs. The first level description is the description of the scene, the parameters or boundaries of the research group, and the overt characteristics of group members (Richards & Morse, 2013). Strategies that enhance first level description include maps and floor plans of the setting, organizational charts, and documents. Researchers may report item-level analysis, followed by pattern and structure level of analysis. Ethnographic research articles
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usually provide examples from data, thorough descriptions of the analytical process, and statements of the hypothetical propositions and their relationship to the ethnographer’s frame of reference, which can be rather detailed and lengthy. Grassley and colleagues (2015) identified three main themes that described nurses’ support of breastfeeding on the night shift: competing priorities, incongruent expectations, and influential institutional structure; these described the interpersonal interactions and institutional structures that affected the nurses. Competing priorities included maternal rest, the newborn night feeding pattern, the presence of visitors, support of the breastfeeding dyad, and other patients’ care needs. Incongruent expectations included the breastfeeding expectations of parents, the newborn’s breastfeeding behaviors, parental night feeding expectations, the newborn’s nocturnal sleep pattern, the nurses’ expectations about support, and challenging breastfeeding dyads. Finally, influential institutional structures included hospital practices, staffing (including the nurse/patient ratio, RN experience, and lactation of RNs), and feeding policies.
EVIDENCE-BASED PRACTICE TIP Evidence generated by ethnographic studies will answer questions about how cultural knowledge, norms, values, and other contextual variables influence the health experience of a particular patient population in a specific setting.
Case study Case study research, which is rooted in sociology, has a complex history and many definitions (Aita & McIlvain, 1999). As noted by Stake (2000), a case study design is not a methodological choice; rather, it is a choice of what to study. Thus the case study method is about studying the peculiarities and the commonalities of a specific case, irrespective of the actual strategies for data collection and analysis that are used to explore research questions. Case studies include quantitative and/or qualitative data but are defined by their focus on uncovering an individual case and, in some instances, identifying patterns in variables that are consistent across a set of cases. Stake (2000) distinguishes intrinsic from instrumental case studies. Intrinsic case study is undertaken to have a better
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understanding of the case—for example, one child with chickenpox, as opposed to a group or all children with chickenpox. The researcher at least temporarily subordinates other curiosities so that the stories of those “living the case” will be teased out (Stake, 2000). Instrumental case study is used when researchers are pursuing insight into an issue or want to challenge some generalization—for example, the qualities of sleep and restfulness in a set of four children with chickenpox. Very often, in case studies, there is an emphasis on holism, which means that researchers are searching for global understanding of a case within a spatially or temporally defined context.
Identifying the phenomenon Although some definitions of case study demand that the focus of research be contemporary, Stake’s (1995, 2000) defining criterion of attention to the single case broadens the scope of phenomenon for study. By a single case, Stake is designating a focus on an individual, a family, a community, an organization—some complex phenomenon that demands close scrutiny for understanding. Walker and colleagues (2015) used a case study design to examine how older, early-stage breast and prostate cancer patients managed the transition from active treatment of cancer to recovery when treatment was completed. To explore the strategies that cancer patients used, Walker and colleagues used a purposive sampling strategy to select a sample of 11 patient and caregiver dyads from a larger group of dyads enrolled in a randomized clinical trial of a new cancer treatment.
Structuring the study
Research question. Stake (2000) suggests that research questions be developed around issues that serve as a foundation to uncover complexity and pursue understanding. Although researchers pose questions to begin discussion, the initial questions are never all-inclusive; rather, the researcher uses an iterative process of “growing questions” in the field. That is, as data are collected to address these questions, it is expected that other questions will emerge and serve as guides to
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the researcher to untangle the complex, context-laden story within the case. Example: ➤ In Walker and colleagues’ (2015) study, data were collected from patients’ daily written journals, patient interview transcripts, and researcher notes from telephone calls with patients and caregivers. By using multiple ways of identifying how patients recovered after treatment, the researchers were able to describe a central theme about cancer recovery—with the return of a sense of “normalcy,” patients experienced less anxiety and greater quality of life. Using rich description in the case study data, the researchers were also able to describe resources, such as conversations with family members and health care workers, which promote a sense of normalcy and well-being after treatment.
Researcher’s perspective. When the researcher begins with questions developed around suspected issues of importance, they are said to have an “etic” focus, which means the research is focused on the perspective of the researcher. As case study researchers engage the phenomenon of interest in individual cases, the uniqueness of individual stories unfold and shift from an etic (researcher orientation) to an “emic” (participant orientation) focus (Stake, 2000). Ideally, the case study researcher will develop an insider view that permits narration of the way things happen in the case. Example: ➤ In the study by Walker and colleagues (2015), the etic focus on the abstract concept of “recovery” shifted to the emic focus on the precise details about the way patients returned to a sense of normalcy after treatment.
Sample selection. This is one of the areas where scholars in the field present differing views, ranging from only choosing the most common cases to only choosing the most unusual cases (Aita & McIlvain, 1999). Stake (2000) advocates selecting cases that may offer the best opportunities for learning. In some instances, the convenience of studying the case may even be a factor. For instance, if there are several patients who have undergone heart transplantation and are willing to participate in the study, practical factors may influence which patient offers the best opportunity for learning. Persons who live in the area and can be easily visited at home or in the medical
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center might be better choices than those living much farther away (where multiple contacts over time might be impossible). Similarly, the researcher may choose to study a case in which a potential participant has an actively involved family, because understanding the family context of transplant patients may shed important new light on their healing. It can safely be said that no choice is perfect when selecting a case; however, selecting cases for their contextual features fosters the strength of data that can be learned at the level of the individual case. Example: ➤ In the Walker and colleagues’ (2015) study, the selection of 11 patient and caregiver dyads permitted the detailed data collection necessary to describe the actual process of returning to normalcy and how factors in the environment contributed to this process.
Data gathering Case study data are gathered using interviews, field observations, document reviews, and any other methods that accumulate evidence for describing or explaining the complexity of the case. Stake (1995) advocates development of a data gathering plan to guide the progress of the study from definition of the case through decisions regarding data collection involving multiple methods, at multiple time points, and sometimes with multiple participants within the case. In the Walker and colleagues’ (2015) study, multiple methods for collecting data were used, including daily written diaries, interview transcripts, and notes from phone calls. Using data from multiple sources, the researchers used data from different times and points of view to describe the step-by-step process of returning to normal after cancer treatment.
Data analysis/describing findings Data analysis is often concurrent with data gathering and description of findings as the narrative in the case develops. Qualitative case study is characterized by researchers spending extended time on site, personally in contact with activities and operations of the case, and reflecting and revising meanings of what transpires (Stake, 2000). Reflecting and revising meanings are the work of the case study researcher, who records data, searches for patterns, links data from multiple sources, and develops
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preliminary thoughts regarding the meaning of collected data. This reflective and iterative process for writing the case narrative produces a unique form of evidence. Many times case study research reports do not list all of the research activities. However, reported findings are usually embedded in the following: (1) a chronological development of the case; (2) the researcher’s story of coming to know the case; (3) the one-by-one description of case dimensions; and (4) vignettes that highlight case qualities (Stake, 1995). Example: ➤ As Walker and colleagues (2015) analyzed “cases” of patient recovery after treatment, the diversity of cases in the study permitted the researchers to identify behaviors, such as conversations with trusted health care workers, which patients used to reassess their wellness and realize they were healing after treatment. Analysis consisted of the search for patterns in raw data, variation in the patterns within and between cases, and identification of themes that described common patterns within and between the cases. In the study by Walker and colleagues (2015), the researchers ultimately used patterns in the case data to develop a theory about the process of working toward normalcy after cancer treatment; this was significant because the new theory is focused on patient experiences and will be a guide for assisting cancer patients in the future.
EVIDENCE-BASED PRACTICE TIP Case studies are a way of providing in-depth evidence-based discussion of clinical topics that can be used to guide practice.
Community-based participatory research Community-based participatory research is a research method that systematically accesses the voice of a community to plan context- appropriate action. CBPR provides an alternative to traditional research approaches that assume a phenomenon may be separated from its context for purposes of study. Investigators who use CBPR recognize that engaging members of a study population as active and equal participants, in all phases of the research, is crucial for the research process to be a means of facilitating change (Holkup et al., 2004). Change or action is the intended end product of CBPR, and “action research” is a term related to CBPR. Many scholars
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consider CBPR to be a type of action research and group this within the tradition of critical science (Fontana, 2004).
In his book Action Research, Stringer (1999) distilled the research process into three phases: look, think, and act. In the look phase Stringer (1999) describes “building the picture” by getting to know stakeholders so that the problem is defined in their terms and the problem definition is reflective of the community context. He characterizes the think phase as interpretation and analysis of what was learned in the look phase. As investigators “think,” the researcher is charged with connecting the ideas of the stakeholders so that they provide evidence that is understandable to the larger community group (Stringer, 1999). Finally, in the act phase, Stringer (1999) advocates planning, implementation, and evaluation based on information collected and interpreted in the other phases of research.
Bisung and colleagues (2015) used photovoice as a CBPR tool to understand water, sanitation, and hygiene behaviors and to catalyze community-led solutions to change behaviors among women in Western Kenya. Changing these behaviors is essential for reducing waterborne and water-related diseases. Photovoice is a CBPR tool that can be used to foster trust and capacity building for community-led solutions to environment and health issues. Through photography, participants, who take the pictures themselves, are able to identify, represent, discuss, and find solutions to their everyday environment and health problems. In the first part of their study, photovoice one-on-one interviews were used to explore local perceptions and practices around water-health linkages and how the ecological and sociopolitical environment shapes these perceptions and practices. The second component consisted of using photovoice group discussions to explore participants’ experiences with and reactions to the photographs and the photovoice project. From the group discussions, three major themes emerged: awareness, immediate reactions, and planned actions. Awareness involved the photos serving as prompts to certain behaviors and practices in the community and the influence of these practices on their health. Immediate reactions involved spontaneous decisions to educate people and stop children from certain negative practices and having discussions on how to find
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solutions to common negative behaviors and practices. Planned actions involved working with village leaders and the whole community.
Mixed methods research Mixed methods research is basically the use of both qualitative and quantitative methods in one study. Mixed methods research has evolved over the past decade. There are several types of mixed methods designs (Creswell & Plano Clark, 2011). Researchers who choose a mixed methods study choose on the basis of the question. (See Chapter 10 for further information.)
Data from different sources can be used to corroborate, elaborate, or illuminate the phenomenon in question. Example: ➤ Bhandari and Kim (2016) conducted a mixed methods study. The study aimed to develop an exploratory model for self-care in type 2 diabetic adults and enhance the model’s interpretation through qualitative input. For the qualitative component, the researchers conducted semistructured interviews with a subset (N = 13) of the total sample (N = 230). For the quantitative component, the subjects responded to several questionnaires related to self-care behaviors. As you read research, you will quickly discover that approaches and methods, such as mixed methods, are being combined to contribute to theory building, guide practice, and facilitate instrument development.
Although certain questions may be answered effectively by combining qualitative and quantitative methods in a single study, this does not necessarily make the findings and related evidence stronger. In fact, if a researcher inappropriately combines methods in a single study, the findings could be weaker and less credible.
Synthesizing qualitative evidence: Meta- synthesis The depth and breadth of qualitative research has grown over the years, and it has become important to qualitative researchers to synthesize critical masses of qualitative findings.
The terms most commonly used to describe this activity are qualitative meta-summary and qualitative meta-synthesis.
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Qualitative meta-summary is a quantitatively oriented aggregation of qualitative findings that are topical or thematic summaries or surveys of data. Meta-summaries are integrations that are approximately equal to the sum of parts, or the sum of findings across reports in a target domain of research. They address the manifest content in findings and reflect a quantitative logic: to discern the frequency of each finding and to find in higher frequency the evidence of replication foundational to validity in most quantitative research. Qualitative meta-summary involves the extraction and further abstraction of findings, and the calculation of manifest frequency effect sizes (Sandelowski & Barroso, 2003a). Qualitative meta-synthesis is an interpretive integration of qualitative findings that are interpretive syntheses of data, including the phenomenologies, ethnographies, grounded theories, and other integrated and coherent descriptions or explanations of phenomena, events, or cases that are the hallmarks of qualitative research. Meta-syntheses are integrations that are more than the sum of parts in that they offer novel interpretations of findings. These interpretations will not be found in any one research report; rather, they are inferences derived from taking all of the reports in a sample as a whole. Meta-syntheses offer a description or explanation of a target event or experience, instead of a summary view of unlinked features of that event or experience. Such interpretive integrations require researchers to piece the individual syntheses constituting the findings in individual research reports together to craft one or more meta-syntheses. Their validity does not reside in a replication logic, but in an inclusive logic whereby all findings are accommodated and the accumulative analysis displayed in the final product. Meta-synthesis methods include constant comparison, taxonomic analysis, the reciprocal translation of in vivo concepts, and the use of imported concepts to frame data (Sandelowski & Barroso, 2003b). Meta-synthesis integrates qualitative research findings on a topic and is based on comparative analysis and interpretative synthesis of qualitative research findings that seek to retain the essence and unique contribution of each study (Sandelowski & Barroso, 2007).
Fleming and colleagues (2015) published a meta-synthesis of qualitative studies related to antibiotic prescribing in long-term care
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facilities. The synthesis of qualitative research was used to facilitate determination of antibiotic prescribing in long-term care settings. This meta-synthesis provided a way to describe findings across a set of qualitative studies and create knowledge that is relevant to clinical practice. Sandelowski (2004) cautions that the use of qualitative meta-synthesis is laudable and necessary, but requires careful application of qualitative meta-synthesis methods. There are a number of meta-synthesis studies being conducted by nurse scientists. It will be interesting for research consumers to follow the progress of researchers who seek to develop criteria for appraising a set of qualitative studies and use those criteria to guide the incorporation of these studies into systematic literature reviews.
EVIDENCE-BASED PRACTICE TIP Although qualitative in its approach to research, community-based participatory research leads to an action component in which a nursing intervention is implemented and evaluated for its effectiveness in a specific patient population.
Issues in qualitative research Ethics Protection of human subjects is a critical aspect of all scientific investigation. This demand exists for both quantitative and qualitative research approaches. Protection of human subjects in quantitative approaches is discussed in Chapter 13. These basic tenets hold true for the qualitative approach. However, several characteristics of the qualitative methodologies outlined in Table 6.1 generate unique concerns and require an expanded view of protecting human subjects.
TABLE 6.1 Characteristics of Qualitative Research Generating Ethical Concerns
Characteristics Ethical Concerns Naturalistic setting
Some researchers using participant observation methods may believe that consent is not always possible or necessary.
Emergent Planning for questioning and observation emerges over the time of the study.
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nature of design
Thus it is difficult to inform the participant precisely of all potential threats before he or she agrees to participate.
Researcher- participant interaction
Relationships developed between the researcher and participant may blur the focus of the interaction.
Researcher as instrument
The researcher is the study instrument, collecting data and interpreting the participant’s reality.
Naturalistic setting The central concern that arises when research is conducted in naturalistic settings focuses on the need to gain informed consent. The need to obtain informed consent is a basic researcher responsibility but is not always easy to obtain in naturalistic settings. For instance, when research methods include observing groups of people interacting over time, the complexity of gaining consent becomes apparent: Have all parties consented for all periods of time? Have all parties been consented? What have all parties consented to doing? These complexities generate controversy and debate among qualitative researchers. The balance between respect for human participants and efforts to collect meaningful data must be continuously negotiated. The reader should look for information indicating that the researcher has addressed this issue of balance by recording attention to human participant protection.
Emergent nature of design The emergent nature of the research design in qualitative research underscores the need for ongoing negotiation of consent with participants. In the course of a study, situations change, and what was agreeable at the beginning may become intrusive. Sometimes, as data collection proceeds and new information emerges, the study shifts direction in a way that is not acceptable to participants. For instance, if the researcher were present in a family’s home during a time when marital discord arose, the family may choose to renegotiate the consent. From another perspective, Morse (1998) discussed the increasing involvement of participants in the research process, sometimes resulting in their request to have their names published in the findings or be included as a coauthor. If the participant originally signed a consent form and then chose an
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active identified role, Morse (1998) suggests that the participant then sign a “release for publication” form to address this request. The emergent qualitative research process demands ongoing negotiation of researcher-participant relationships, including the consent relationship. The opportunity to renegotiate consent establishes a relationship of trust and respect characteristic of the ethical conduct of research.
Researcher-participant interaction The nature of the researcher-participant interaction over time introduces the possibility that the research experience will become a therapeutic one. It is a case of research becoming practice. It is important to recognize that there are basic differences between the intent of nurses when engaging in practice and when conducting research (Smith & Liehr, 2003). In practice, the nurse has caring- healing intentions. In research, the nurse intends to “get the picture” from the perspective of the participant. The process of “getting the picture” may be a therapeutic experience for the participant. When a research participant talks to a caring listener about things that matter, the conversation may promote healing, even though it was not intended. From an ethical perspective, the qualitative researcher is promising only to listen and encourage the other’s story. If this experience is therapeutic for the participant, it becomes an unplanned benefit of the research. If it becomes harmful, the ethics of continuing the research becomes an issue and the study design will require revision.
Researcher as instrument The responsibility to establish rigor in data collection and analysis requires that the researcher acknowledge any personal bias and strive to interpret data in a way that accurately reflects the participant’s point of view. This serious ethical obligation may require that researchers return to the subjects at critical interpretive points and ask for clarification or validation.
Credibility, auditability, and fittingness Quantitative studies are concerned with reliability and validity of
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instruments, as well as internal and external validity criteria as measures of scientific rigor (see the Critical Thinking Decision Path), but these are not appropriate for qualitative work. The rigor of qualitative methodology is judged by unique criteria appropriate to the research approach. Credibility, auditability, and fittingness were scientific criteria proposed for qualitative research studies by Guba and Lincoln (1981). Although these criteria were proposed decades ago, they still capture the rigorous spirit of qualitative inquiry and persist as reasonable criteria for appraisal of scientific rigor in the research. The meanings of credibility, auditability, and fittingness are briefly explained in Table 6.2.
TABLE 6.2 Criteria for Judging Scientific Rigor: Credibility, Auditability, Fittingness
Criteria Criteria Characteristics Credibility Truth of findings as judged by participants and others within the discipline. For
instance, you may find the researcher returning to the participants to share interpretation of findings and query accuracy from the perspective of the persons living the experience.
Auditability Accountability as judged by the adequacy of information leading the reader from the research question and raw data through various steps of analysis to the interpretation of findings. For instance, you should be able to follow the reasoning of the researcher step by step through explicit examples of data, interpretations, and syntheses.
Fittingness Faithfulness to participants’ everyday reality, described in enough detail so that others can evaluate importance for practice, research, and theory development. For instance, you will know enough about the human experience being reported that you can decide whether it “rings true” and is useful for guiding your practice.
EVIDENCE-BASED PRACTICE TIPS
• Mixed methods research offers an opportunity for researchers to increase the strength and consistency of evidence provided by the use of both qualitative and quantitative research methods.
• The combination of stories with numbers (qualitative and quantitative research approaches) through use of mixed methods may provide the most complete picture of the phenomenon being studied and, therefore, the best evidence for guiding practice.
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Appraisal for evidence-based practice qualitative research General criteria for critiquing qualitative research are proposed in the following Critical Appraisal Criteria box. Each qualitative method has unique characteristics that influence what the research consumer may expect in the published research report, and journals often have page restrictions that penalize qualitative research. The criteria for critiquing are formatted to evaluate the selection of the phenomenon, the structure of the study, data collection, data analysis, and description of the findings. Each question of the criteria focuses on factors discussed throughout the chapter. Appraising qualitative research is a useful activity for learning the nuances of this research approach. You are encouraged to identify a qualitative study of interest and apply the criteria for critiquing. Keep in mind that qualitative methods are the best way to start to answer clinical and/or research questions that previously have not been addressed in research studies or that do not lend themselves to a quantitative approach. The answers provided by qualitative data reflect important evidence that may provide the first insights about a patient population or clinical phenomenon.
CRITICAL APPRAISAL CRITERIA Qualitative Approaches Identifying the phenomenon
1. Is the phenomenon focused on human experience within a natural setting?
2. Is the phenomenon relevant to nursing and/or health?
Structuring the study Research question
3. Does the question specify a distinct process to be studied?
4. Does the question identify the context (participant group/place)
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of the process that will be studied?
5. Does the choice of a specific qualitative method fit with the research question?
Researcher’s perspective
6. Are the biases of the researcher reported?
7. Do the researchers provide a structure of ideas that reflect their beliefs?
Sample selection
8. Is it clear that the selected sample is living the phenomenon of interest?
Data collection
9. Are data sources and methods for gathering data specified?
10. Is there evidence that participant consent is an integral part of the data-gathering process?
Data analysis
11. Can the dimensions of data analysis be identified and logically followed?
12. Does the researcher paint a clear picture of the participant’s reality?
13. Is there evidence that the researcher’s interpretation captured the participant’s meaning?
14. Have other professionals confirmed the researcher’s interpretation?
Describing the findings
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15. Are examples provided to guide the reader from the raw data to the researcher’s synthesis?
16. Does the researcher link the findings to existing theory or literature, or is a new theory generated?
In summary, the term qualitative research is an overriding description of multiple methods with distinct origins and procedures. In spite of distinctions, each method shares a common nature that guides data collection from the perspective of the participants to create a story that synthesizes disparate pieces of data into a comprehensible whole that provides evidence and promises direction for building nursing knowledge.
Key points • Qualitative research is the investigation of human experiences in
naturalistic settings, pursuing meanings that inform theory, practice, instrument development, and further research.
• Qualitative research studies are guided by research questions.
• Data saturation occurs when the information being shared with the researcher becomes repetitive.
• Qualitative research methods include five basic elements: identifying the phenomenon, structuring the study, gathering the data, analyzing the data, and describing the findings.
• The phenomenological method is a process of learning and constructing the meaning of human experience through intensive dialogue with persons who are living the experience.
• The grounded theory method is an inductive approach that implements a systematic set of procedures to arrive at theory about basic social processes.
• The ethnographic method focuses on scientific descriptions of cultural groups.
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• The case study method focuses on a selected phenomenon over a short or long time period to provide an in-depth description of its essential dimensions and processes.
• CBPR is a method that systematically accesses the voice of a community to plan context-appropriate action.
• Ethical issues in qualitative research involve issues related to the naturalistic setting, emergent nature of the design, researcher- participant interaction, and researcher as instrument.
• Credibility, auditability, and fittingness are criteria for judging the scientific rigor of a qualitative research study.
• Mix methods approaches to research are promising.
Critical thinking challenges • How can mixed methods increase the effectiveness of qualitative
research?
• How can a nurse researcher select a qualitative research method when he or she is attempting to accumulate evidence regarding a new topic about which little is known?
• How can the case study approach to research be applied to evidence-based practice?
• Describe characteristics of qualitative research that can generate ethical concerns.
• Your interprofessional team is asked to provide a rationale about why they are searching for a meta-synthesis rather than individual qualitative studies to answer their clinical question.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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33. Strauss A.L. Qualitative analysis for social scientists. New York, NY: Cambridge University Press;1987.
34. Strauss A, Corbin J. Basics of qualitative research Grounded theory procedures and techniques. Newbury Park, CA: Sage;1990.
35. Strauss A, Corbin J. Grounded theory methodology. In: Denzin N.K, Lincoln Y.S. Handbook of qualitative research. Thousand Oaks, CA: Sage;1994.
36. In: Strauss A, Corbin J. Grounded theory in practice. Thousand Oaks, CA: Sage;1997.
37. Stringer E.T. Action research. 2nd ed. Thousand Oaks, CA: Sage;1999.
38. Tedlock B. Ethnography and ethnographic representation. In: Denzin N.K, Lincoln Y.S. Handbook of qualitative research. Thousand Oaks, CA: Sage;2003.
39. Vidick A.J, Lyman S.M. Qualitative methods their history in sociology and anthropology. In: Denzin N.K, Lincoln Y.S. The landscape of qualitative research Theories and issues. Thousand Oaks, CA: Sage;1998.
40. Walker R, Szanton S.L, Wenzel J. Working toward normalcy post-treatment A qualitative study of older adult breast and prostate cancer survivors. Oncology Nursing Forum 2015;42(6):358-367.
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CHAPTER 7
Appraising qualitative research Dona Rinaldi Carpenter
Learning outcomes
After reading this chapter, you should be able to do the following:
• Understand the role of critical appraisal in research and evidence- based practice. • Identify the criteria for critiquing a qualitative research study. • Identify the stylistic considerations in a qualitative study. • Apply critical reading skills to the appraisal of qualitative research. • Evaluate the strengths and weaknesses of a qualitative study. • Describe applicability of the findings of a qualitative study. • Construct a written critique of a qualitative study.
KEY TERMS
bracketing
phenomenology
auditability
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credibility
phenomena
saturation
theme
trustworthiness
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Qualitative and quantitative research methods vary in terms of purpose, approach, analysis, and conclusions. Therefore, the use of each requires an understanding of the traditions on which the methods are based. This chapter aims to provide a set of criteria that can be used to critique qualitative research studies through a process of critical analysis and evaluation.
The critical appraisal of qualitative research continues to be discussed in nursing and related health care professions, providing a framework that includes key concepts for evaluation (Beck, 2009; Bigby, 2015; Flannery, 2016; Horsburgh, 2003; Ingham-Broomfield, 2015; Pearson et al., 2015; Russell & Gregory, 2003; Sandelowski, 2015; Williams, 2015).
Critical appraisal and qualitative research considerations Qualitative research represents a basic level of inquiry that seeks to discover and understand concepts, phenomena, or cultures. In a qualitative study, you should not expect to find hypotheses; theoretical frameworks; dependent and independent variables; large, random samples; complex statistical procedures; scaled instruments; or definitive conclusions about how to use the findings. A primary reason for conducting a qualitative study is to develop a theory or to discover knowledge about a phenomenon. Sample size is expected to be small. This type of research is not generalizable, nor should it be. Findings are presented in a
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narrative format with raw data used to illustrate identified themes. Thick, rich data are essential in order to document the rigor of the research, which is called trustworthiness in a qualitative research study. Ensuring trustworthiness in qualitative inquiry is critical, as qualitative researchers seek to have their work recognized in an evidence-driven world (Beck, 2009; Bigby, 2015).
Application of qualitative research findings The purpose of qualitative research is to describe, understand, or explain phenomenon important to nursing. Phenomena are those things that are perceived by our senses. For example, pain and losing a loved one are considered phenomena. In a qualitative study, the researcher gathers narrative data that uses the participants’ voices and experiences to describe the phenomenon under investigation. Barbour and Barbour (2003) offer that qualitative research can provide the opportunity to give voice to those who have been disenfranchised and have no history. Therefore, the application of qualitative findings will necessarily be context-bound (Russell & Gregory, 2003).
Qualitative research also has the ability to contribute to evidenced-based practice literature (Anthony & Jack, 2009; Cesario et al., 2002; Donnelly & Wiechula, 2013; Walsh & Downe, 2005). Describing the lived human experience of patients can contribute to the improvement of care, adding a dimension of understanding to our work as it is described by those who live it on a day-to-day basis. Fundamentally, principles for evaluating qualitative research are the same. Reviewers are concerned with the plausibility and trustworthiness of the researcher’s account of the findings and its potential and/or actual relevance to current or future theory and practice (Horsburgh, 2003; Ingham-Bloomfield, 2015; Pearson et al., 2015; Sandelowski, 2015; Williams, 2015). As a framework for understanding how the appraisal of qualitative research can support evidence-based practice, a published research report and critical appraisal criteria follow (Table 7.1). The critical appraisal criteria will be used to demonstrate the process of appraising a qualitative research report. For information on specific guidelines for appraisal of phenomenology, ethnography, grounded theory,
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and action research, see Chapters 5 and 6 and Streubert and Carpenter (2011).
TABLE 7.1 Critical Appraisal of Qualitative Research
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CRITICAL APPRAISAL CRITERIA Qualitative Research Study As evidenced by published works, phenomenology is one approach to qualitative research. From a nursing perspective, qualitative research allows caregivers to understand the life experience of the patients they care for. Excerpts from “A Woman’s Experience: Living With an Implantable Cardioverter Defibrillator” by Jaclyn Conelius are provided throughout this chapter as examples of phenomenological research. The article was published in Applied Nursing Research in 2015. The following sections critique Conelius’s study. The primary purpose of this critique is to carefully examine how each step of the research process has been articulated in the study and to examine how the research has contributed to nursing knowledge. The article by Conelius (2015) provides an example of a phenomenological study true to qualitative methods.
Critique of a qualitative research study
The research study The study “A Woman’s Experience: Living With an Implantable Cardioverter Defibrillator” by Jaclyn Conelius, published in Applied Nursing Research, is critiqued. The article is presented in its entirety and followed by the critique.
A woman’s experience: Living with an implantable cardioverter defibrillator Jaclyn Conelius, PhD, FNP-BC
Abstract The implantable cardioverter defibrillators (ICD) have decreased mortality rates from those who are at risk for sudden cardiac death or who have survived sudden cardiac death and has been shown to
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be superior to antiarrhythmic medications (Greenburg et al., 2004). This advance in technology may improve physical health but can impose some challenges to patients, such as depression, anxiety, fear, and unpredictability. Published research on how ICD affects a woman’s life experience using phenomenology is limited. Therefore, the purpose of this article is to describe the experiences of women who have an ICD using Colaizzi’s method of phenomenology since their implant. Analysis of the three interviews resulted in five themes that described the essence of this experience. The results of this study could not only help clinicians understand what their patients are experiencing but also it can be used as an education tool.
© 2014 Elsevier Inc. All rights reserved.
Introduction Implantable cardioverter defibrillators (ICDs) have decreased mortality rates from those who are at risk for sudden cardiac death or who have survived sudden cardiac death and has been shown to be superior to anti-arrhythmic medications (Greenburg et al., 2004). ICDs have been supported by many clinical trials and it is now the treatment of choice in primary and secondary prevention for these patients (Bardy et al., 2005; Bristow et al., 2004; Moss et al., 2002). This mainstay of treatment has increased steadily from 486,025 implants from 2006 to 2009 to 850,068 from 2010 to 2011 (Hammill et al., 2010; Kremers et al., 2013). Of these implants approximately 28% were female only.
This advance in technology may improve physical health but can impose some challenges to patients. They include the adjustments to the device in their everyday living, such as; quality of life issues as well as psychological issues. Through quantitative research the following have been reported; a fear of physical activity and a fear of shock from the device to prevent the sudden cardiac arrest (Lampert et al., 2002; Wallace et al., 2002; Whang et al., 2005). Other studies have reported anxiety, fear, and depression in these patients. Some specific fears included; malfunctioning, unpredictability, and the inability to control events (Dickerson, 2005; Dunbar, 2005; Eckert & Jones, 2002; Kamphuis et al., 2004; Lemon, Edelman, & Kirkness, 2004). These quality of life and
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psychological issues reported in the studies are not reported as gender specific; therefore, female specific challenges are not well studied. Furthermore, there have been few qualitative studies based on a patient’s experience of living with an ICD. Previous studies reported themes such as the feeling of gratitude, safety, belief in the future, adjustment to the device, lifesaving yet changing, fear of receiving a shock, physical/mental deterioration, confrontation with mortality and conditional acceptance (Dickerson, 2002; Fridlund et al., 2000; Kamphuis et al., 2004; Morken, Severinsson, & Karlsen, 2009; Tagney, James, & Alberran, 2003).
Based on the available research studies, there is very little reported data specific to females and specifically how an ICD affects a woman’s lived experience. A lived experience is how a person immediately experiences the world (Husserl, 1970). In order to understand a woman’s lived experience living with an ICD, phenomenology was used. Phenomenology is a philosophy and a research method used to understand everyday lived experiences. Therefore, the purpose of this study was to describe what those experiences were, specifically, to describe their thoughts, feelings, and perceptions that they have experienced since their implant. It is important to gain an understanding and formulate a description of what life is for a woman who had received an implantable cardioverter defibrillator in order to describe the universal essence of that experience. Descriptive phenomenology emphasizes describing universal essences, viewing the person as one representative of the world in which she lives, an assumption of self-reflection, a belief that the consciousness is what people share and a belief that stripping of previous knowledge (bracketing) helps prevent investigator bias and interpretation bias (Wojnar & Swanson, 2007). Specifically, Colaizzi’s (1978) descriptive phenomenological method uses seven steps as a method of analyzing data so that by the end of the study a description of the lived experience could be reported.
Method Descriptive phenomenology originated from the philosopher Husserl (1970), who believed that the meaning of a lived experience may be discovered though one to one interaction between the
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researcher and the subject. It assumes that for any human experience, there are distinct structures that make up the phenomenon. Studying the individual experiences highlights these essential structures. It is an inductive method that describes a phenomenon as it is experienced by an individual rather than by transforming it into an operationally defined behavior. An important aspect of descriptive phenomenology, according to Husserl, is the process of bracketing in which he describes as separating the phenomenon from the world and having the researcher suspend all preconceptions (Wojnar & Swanson, 2007). The goal of descriptive phenomenology is to provide a universal description of the lived experience as described by the participants of the phenomenon. Colaizzi’s (1978) method of descriptive phenomenology is the method used for this study. In his method, interviewing is the selected strategy for collecting data, which is necessary for describing an experience. This method works well with a small sample size.
Sample. Ten women were asked to participate, of these, three women agreed to participate from a private cardiology office in the United States. This convenient sample of women were all Caucasian and their ages ranged from 34 to 50 years old. All three women had college degrees and have had the device over one year. None of the women were previously diagnosed with any psychiatric disease.
Procedure. After receiving approval from the university’s institutional review board (IRB), women were recruited from a private cardiology office in the United States for 4 months. The participant population only included women that had an implantable cardioverter defibrillator (ICD). Women needed to be 18 years or older, and speak English. Women of all ethnic backgrounds were eligible to participate. There was no cost to the participant and no compensation provided. Once the informed consent was signed, they were asked to stay for an interview that day. All women were interviewed privately in the office and each interview lasted approximately 45 minutes to an hour. They were asked to “describe their experiences after having
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received an ICD, specifically, to describe their thoughts, feelings, and perceptions that they had experienced since their implant?” They were then asked to share as much of those experiences to the point that they did not have anything else to contribute. The interviews were recorded and then transcribed. The researcher conducted all of the interviews since the researcher in trained in the method. Interviews were conducted until an accurate description of the phenomenon had occurred, repetition of data and no new themes where described. This saturation of data did occurs after the three interviews. After each interview, follow up questions were asked in order to clarify any points the participant described. The researcher kept a journal to write down any notes needed during the interview.
In order for the description to be pure, the researcher’s prior knowledge was bracketed to capture the essence of the description without bias (Wojnar & Swanson, 2007). Husserl (1970) introduced the term, and it means to set aside one’s own assumption and preunderstanding. In order to be true to the method, the researcher reflected and kept a journal of all assumptions, clinical experiences, understandings and biases to reference during the entire study.
Significant statements and phrases pertaining to a woman’s experience living with an ICD were extracted from each transcript. These statements were written on separate sheets and coded. Meanings were formulated from the significant statements. Accordingly, each underlying meaning was coded into a specific category as it reflected an exhaustive description. Then the significant statements with the formulated meanings where grouped into themes.
To ensure confidentiality, the signed informed consent forms were kept separate from the transcripts. The recorded tapes and hard copy were in a locked cabinet. Identifying information was deleted and names were never used in any research reports. Audiotapes were destroyed once the pilot study was completed.
Data analysis. Each transcript was analyzed using Colaizzi’s (1978) method. The method of data analysis consisted of the following steps; (1) read all the participants’ descriptions of the phenomenon, (2) extract
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significant statements that pertain directly to the phenomenon, (3) formulate meanings for each significant statement, (4) categorizing into clusters of themes and validation with the original transcript, (5) describing, (6) validate the description by returning to the participant to ask them how it compares with their experience, and (7) incorporate any changes offered by the participant into the final description of the essence of the phenomenon.
Rigor. There were efforts made to limit any potential bias of the researcher. One such effort was to bracket any of the researcher’s prior perspective and knowledge of the subject (Aher, 1999). To ensure the credibility of the data collected, two of the women in the study reviewed the description of the lived experiences as suggested by Lincoln and Guba (1985). This was performed as a validity check of the data. In order to address for auditability, a tape recorder was used and the researcher reviewed the transcripts and cross-referenced the field noted (Beck, 1993).
Additionally, the transcripts were transcribed verbatim by a secretary in order to ensure they were free of bias. Also, the data analysis and description of the lived experience were reviewed by an independent judge with phenomenological experience to ensure intersubjective agreement. All of the themes reported were agreed upon by the judge.
Finally, the researcher validated the description by returning to the participants to ask them how it compared with their experience and incorporated any changes offered by the participants into the final description of the essence of the phenomenon. This final description was reviewed by other women with ICDs who were not a part of the study to ensure fittingness.
Results At the conclusion of verifying and reviewing the transcripts, there were 46 significant statements extracted that pertained directly to the phenomenon. From each significant statement formulated meanings were created. These statements were then formed into five themes (Table 1) that described the essence of these experiences.
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TABLE 1 Selected Examples of Significant Statements and their Formulated Meaning for Five Themes
Theme Number Significant Statement Formulated Meaning
1 Security blanket: lf it keeps me alive It’s worth it.
“I do not have anything to worry about anymore. I used to worry that if something happened, how soon I can get to a hospital or what could they do to try to save me.”
The women did not have to worry anymore about medical emergencies.
2 A piece of cake: I do more than before.
“Actually, I probably do a little more than before. But I can do everything that I did before. I have not eased up on anything.”
She felt as if nothing has changed. She does everything she did prior.
3 A constant reminder: I know it’s there.
“The children sometimes bump into that side and I am literally guarding that side all the time.”
She is aware of it and guards it when others come in contact with it.
4 Living on the edge: I do not want it to go off.
“I do have a little fear of that but so far, it hasn’t happened.”
She has an extreme fear of the device shocking her.
5 Catch 22: I’d rather not have it.
“I would rather not personally have it but I know medically, I need to have it, which is a good thing.”
She would rather not have to have it, but she knows she needs it.
Theme 1: Security blanket: If it keeps me alive it’s worth it. Women who had an ICD felt a sense of security with the device. They felt that this device acted as a security blanket. Prior to their device they had a constant worry about how soon they could get medical treatment and now that they had the device, that worry was lifted. The feeling of worry was no longer apparent for them. One woman said:
Now I just think this will keep me alive long enough for somebody to make a decision, at least it will give me a chance. I do not have anything to worry about anymore. I used to worry that if something happened, how soon I could get to a hospital or what could they do to try to save me.
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The women also described how their worry decreased should they require medical treatment while they were with their family also was decreased. “Now I do not have to worry if I am with my family, I have ICD in my chest to give me treatment right away.”
Another woman felt that the device just being there saved her life. “If the device can save her life it’s worth it.” The device prevents the heart from having sustained lethal arrhythmias.
She explained: “I feel like it saved my life, I feel like it keeps my heart beating nice and smooth.”
There was an overall feeling that the device improved their lives. Based on their past medical history, the device was needed since it is the next step in their medical treatment. All the women were glad they were able to receive the device. One woman explained:
It could be both ways. I mean, I feel knowing what my family history is, yeah, I am glad I have it. I needed it. It made me feel that I can go anywhere and do anything because it acts like my insurance policy.
Theme 2: A piece of cake: I do more than before. The women did not have a decrease in physical functioning or quality of life. Their quality of life remained stable or improved once the post operative period was over.
One woman explained:
Actually, I probably do a little more than before. But I can do everything that I did before. I have not eased up on anything. I felt like after the surgery, I was tired for 2 days then I could go on and do everything I used to do; now I do not even think about it. I just go about my day as usual and even do more because I know I have this to protect me.
The women felt that the whole process of receiving an ICD was easy. Nothing much changed in their everyday lives. They live and
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do everything that they did before with no restrictions. Another woman shared,
After that, I really have had no change in lifestyle. My life has been as normal as it was before. Physically, I see no change, or even see an improvement.
Theme 3: A constant reminder. I know it’s there. The women felt as if they had a constant reminder of the ICD. Their family was aware of the device in their body since they can see the scar. Some family members would comment on the device if they could feel it when given a hug. This in turn would remind the women that it was there. The device did affect their body image; it made them more conscious of the device in their chest.
One woman with school aged children explained:
And it is hard when the kids cuddle up to me and I have to say I can’t have you on my left side anymore. With four kids, you know the pile up, at least the two youngest ones, they want to lie next to me while watching TV or when we are praying or reading books or doing anything. I have to remind them that you can’t put your head up there. The children sometimes bump into that side and I am literally guarding that side all the time.
The most amount of pain that women had experienced was postoperative. After that, it varied when the pain decreased. The actual incision is “hardly noticeable” in all of the women although the knowledge that the device is in fact in their chest is a “constant reminder.” The degree at which it reminds them varies depending on body type.
One woman stated: “I am reminded of this all the time, I can feel it, I know it is there. Everyday activities like opening a jar, it pops and moves. Anytime I use my pectoral muscle, I know it is there, which is a lot of what I do during the day, like laundry.”
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Another woman stated: “The only thing that bothers me a little bit sometimes, it feels like it moves in my chest when I am in bed. When I lay a certain way it sometimes feels like it is popping out or something.”
Yeah, I mean just being that it is there and it should not be there and it shows itself all the time. I especially know it’s there in the summer when you were fewer clothes, especially bathing suits. To me it is constant reminder that I may feel fine, but I am technically sick.
Theme 4: Living on the edge. I do not want it to go off. All of the women had a common fear that was constantly in their thoughts. They feared that the device would have to do its job; it would have to “fire.” They did not want this fear to become a reality. They feared that they would be somewhere in public and the device would have to administer therapy or shock them. The women stated such things as:
I do have a little fear of that but so far, it hasn’t happened. Oh! I don’t want it to go off! I am completely scared it will go off and no one will know what the heck happened.
The fear of the device firing has a significant impact on these women. The most concerning part, is the wonder on what it will actually feel like, the uncertainty. These women could not possibly know how it would feel like since none of them have ever received a shock. They have been told that it feels like an “animal kicking you in the chest.” None of them to date have yet to experience it. To them that is unimaginable until it becomes a reality.
I am scared. I am afraid it is going to kick off and I was told it would feel like a pair of boots kicking you in the chest. And I am afraid, but it has never gone off. You know, I am wondering what it would feel
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like. The doctor explained it almost like getting kicked in the chest by a horse. Well, that would be a jolt, I guess? I am afraid that I will be doing something, not feel anything, then all of a sudden boom!
Theme 5: Catch 22: I’d rather not have it. The women received these ICDs because it was medically necessary for them to have it based on the current guidelines. They have various cardiac medical conditions that require an implant of a defibrillator. The women understood that it was essential and yet they would rather not have had to go through it. They would rather not have the heart disease that comes with needing the device.
I would rather not personally have it but I know it is medically, I need to have it, which is a good thing that I have it. Mentally it bothers me, mentally; I know I cannot avoid it.
The women felt that the experience was depressing. They were mostly depressed immediately preceding the implantation. Although, it had decreased over time, there was a constant reminder of the device still there. They needed to adjust to the device, which was hard for them. They felt as if they had no choice to adjust to this new situation.
One woman explained:
Well, I have adjusted to it, I had no choice. But in another aspect, no, I would rather not be going through this. Interestingly, no one has ever asked me how I feel about having one before. I just got it and the doctor does not even ask me about it. I mean it comes and goes, because a lot of things I know are happening are like, it could get depressing. I do feel anxious at times, then I feel depressed at times, then I am fine at times. So, I guess it depends on what is going on.
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Discussion Aspects of the five themes that describe the essence of a woman’s experience living with an ICD have been reported in previous studies, but nowhere is there a study that is an exact comparison to this study. For instance, theme 1 (security blanket: if it keeps me alive it’s worth it) is similar to the concept in Fridlund et al. (2000), a feeling of gratitude, and a feeling of safety. The women in this study expressed a feeling of safety and appreciation since they received their ICDs. This sense of safety and trust in the device is consistent with other studies (Bilge et al., 2006; Dickerson, 2002; Morken et al., 2009).
Contrary to what is found in the literature, the women in this study reported how they have more energy than before and noticed an actual increase in physical functioning. Previous studies have identified decreased physical functioning (Dickerson, 2005; Kamphuis et al., 2004; Williams, Young, Nikoletti, & McRae, 2007) and a decrease in activity levels in their day-to-day lives (Bolse, Hamilton, Flanangan, Caroll, & Fridlund, 2005; Eckert & Jones, 2002). This contradiction can be related to the types of studies conducted. Previous studies have used questionnaires while this study focused on actual descriptions experienced by participants who had undergone the device implant.
Theme 3 (a constant reminder: I know it’s there) described the women “knowing that the device was in their chest,” and it was a reminder of their condition. They also described how it affected their body image. There were two other studies that had mentioned this as a concern for women. One study by Walker et al. (2004) reported body image concerns of women. The women in that study were more concerned on how the device appeared in their chest (i.e. the scar) than any other aspect. A second study by Tagney et al. (2003), also reported body image concerns in women since it can be seen in their chest which makes them aware of the device. There were similarities with respect to body image only. They were not concerned with the constant reminder aspect of the cardiac disease, only a constant reminder of their mortality (Dickerson, 2002).
The common concern as described in theme 4 (Living on the Edge: I do not want my device going off) was the fear of the device having to shock them as well as the uncertainty of when, where,
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and who would be around for support. This was foremost in their thoughts. There have been common themes of fear of the device going off or shocking them in the literature reviewed. Dickerson (2002, 2005) reported that uncertainty of when and where shocks can be triggered was a prevailing concern of the male and female participants. Also, participants in Albarran, Tagney, and James (2004) study reported a feeling of uncertainty regarding the device firing.
The prevailing concern in theme 5 (catch 22: I’d rather not have it.) is the conflict women have after receiving a device. These women knew that they medically needed the device yet would have rather not have gone through with it. Dickerson (2005) reported the theme of conditional acceptance that touches on the same concept. Also, a greater acceptance of the new situation was reported in previous studies (Carroll & Hamilton, 2005; Kamphuis et al., 2004).
The women in this study offered specific experiences of living with an ICD which is not completely seen in any previous study as stated previously. Moreover, there were some similar aspects identified in other studies such as receiving a shock and feeling of safety but most were not specific to women (Bilge et al., 2006; Dickerson, 2002, 2005; Morken et al., 2009). This study was able to describe the essence of women who are living with an ICD. As stated previously, the majority of the patients who receive ICD s are male and all of the samples in previous studies have been predominantly male. This study is specific to women and allows special insight to women who are living with cardiac disease and more specifically cardiac disease requiring a medical device.
Clinical implications and future research This study can have an impact on clinical practice as a whole by helping clinicians understand what their patients are experiencing. The women in this study stated that they experienced a lot of uncertainty regarding the need for the device and its functionality. This uncertainty can be reduced or eliminated by educating the patients with respect to how the device operates. An increase in education pre and post operatively on device functionality would benefit patients by relieving some of that uncertainty. These
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concerns are not being addressed properly in the healthcare system. This study can help clinicians gain the understanding of the experience these women are having and perhaps pay closer attention to these issues when they are seen in outpatient settings.
Furthermore, this study can also advocate for support groups for women. Support groups would allow these patients to converse with other women with the same health condition. There are multiple studies in the literature regarding the use of support groups in heart failure patients, however, there are very few studies involving patients with ICDs. Support groups can expose women to different types of resources in order to cope better, decrease anxiety and answer any questions that arise (Myers & James, 2008). Also, it would give them a security knowing that they would be able to have each other as a support system.
The women in this study were similar in that they were Caucasian from affluent areas with numerous resources available to them (Smeulders et al., 2010). An additional study involving women of various ethnical backgrounds and ages would allow capture of a wider range of experiences. Also, since the women have an outstanding fear of the device firing/shocking them, a noteworthy follow-up study would be to describe their experience post firing/shock. These studies would help clinicians understand what their patients are experiencing. lt would allow them to be more empathetic and identify the gaps in knowledge. The results would become a valuable teaching tool to help educate patients regarding their device function.
The critique This is a critical appraisal of the article, “A Woman’s Experience: Living With an Implantable Cardioverter Defibrillator” (Conelius, 2015) to determine its usefulness and applicability for nursing practice.
Abstract The purpose of the abstract is to provide a clear overview of the study and summarize the main features of the findings and recommendations. The abstract should accurately represent the
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remainder of the article. Conelius (2015) summarized the research in the following narrative:
The implantable cardioverter defibrillators (ICD) have decreased mortality rates from those who are at risk for sudden cardiac death or who have survived sudden cardiac death and has been shown to be superior to antiarrhythmic medications (Greenburg et al., 2004). This advance in technology may improve physical health but can impose some challenges to patients, such as depression, anxiety, fear, and unpredictability. Published research on how an ICD affects a woman’s life experience using phenomenology is limited. Therefore, the purpose of this article is to describe the experiences of women who have an ICD using Colaizzi’s method of phenomenology since their implant. Analysis of the three interviews resulted in five themes that described the essence of this experience. The results of this study could not only help clinicians understand what their patients are experiencing but also it can be used as an education tool.
Introduction/review of literature All research requires the investigator to review the literature. This is the point at which gaps are identified with regard to what is known about a particular topic and what is not known.
In qualitative research, the literature review is generally brief, because there is not a great deal known about the topic; nor is there an existing body of research studies. This essentially means that the researcher needs to have an understanding of the substantive body of knowledge on the topic and a clear perspective of what areas still need to be explored. A clear rationale for why the research is needed should be established. The researcher must be clear that a gap in nursing knowledge was identified, there is a clear need for the study, and the selected research method is appropriate. Bracketing what is known about the phenomenon is one way to prevent bias and keep what is known about the topic separate, prior to data collection and analysis (see Chapter 6). Conelius (2015)
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discusses bracketing in the data collection section of her research on women and implantable cardiac defibrillators. The background information provided in her introduction establishes a need for a qualitative study. Conelius (2015) emphasizes the fact that to date much of the research has been quantitative. She further notes that qualitative studies to date have not been gender specific, emphasizing the need for a study related to women’s experiences.
Implantable cardioverter defibrillators (ICDs) have decreased mortality rates from those who are at risk for sudden cardiac death or who have survived sudden cardiac death and has been shown to be superior to anti-arrhythmic medications (Greenburg et al., 2004). ICDs have been supported by many clinical trials and it is now the treatment of choice in primary and secondary prevention for these patients (Bardy et al., 2005; Bristow et al., 2004; Moss et al., 2002). This mainstay of treatment has increased steadily from 486,025 implants from 2006 to 2009 to 850,068 from 2010 to 2011 (Hammill et al., 2010; Kremers et al., 2013). Of these implants approximately 28% were female only. (Conelius, 2015)
This advance in technology may improve physical health but can impose some challenges to patients. They include the adjustments to the device in their everyday living, such as; quality of life issues as well as psychological issues. Through quantitative research the following have been reported; a fear of physical activity and a fear of shock from the device to prevent the sudden cardiac arrest (Lampert et al., 2002; Wallace et al., 2002; Whang et al., 2005). Other studies have reported anxiety, fear, and depression in these patients. Some specific fears included; malfunctioning, unpredictability, and the inability to control events (Dickerson, 2005; Dunbar, 2005; Eckert & Jones, 2002; Kamphuis et al., 2004; Lemon, Edelman, & Kirkness, 2004). These quality of life and psychological issues reported in the studies are not reported as gender specific; therefore, female specific challenges are not well studied. Furthermore, there have been few qualitative studies based
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on a patient’s experience of living with an ICD. Previous studies reported themes such as the feeling of gratitude, safety, belief in the future, adjustment to the device, lifesaving yet changing, fear of receiving a shock, physical/mental deterioration, confrontation with mortality and conditional acceptance (Dickerson, 2002; Fridlund et al., 2000; Kamphuis et al., 2004; Morken, Severinsson, & Karlsen, 2009; Tagney, James, & Alberran, 2003). Based on the available research studies, there is very little reported data specific to females and specifically how an ICD affects a woman’s lived experience. (Conelius, 2015)
Phenomenology is a philosophy and a research method used to understand everyday lived experiences and is an appropriate methodology for the phenomena of interest. The subjective experience of women with an ICD is central to study and key to developing interventions to help these women cope. Conelius (2015) clearly articulates the focus of the study and makes a clear case for why a qualitative design is appropriate.
When critiquing the literature review of a qualitative study, it is important to remember that this component of the study must be critiqued within the context of the qualitative methodology selected. In phenomenological studies, the literature review may be delayed until the data analysis is complete in order to minimize bias. Conelius (2015) does not indicate that the review was delayed.
Philosophical underpinnings In addition to making a case for the study and qualitative approach, it is also important to give the reader perspective on the philosophical traditions of the method selected. Conelius (2015) describes the philosophical underpinnings of phenomenology and then relates the traditions to the method used in the study. In most published studies, the author is most concerned about sharing the findings of the study. This limits the space for in-depth literature reviews or discussion of the method used. Conelius (2015) discusses the work of Husserl (1970) as being an integral component of her philosophical grounding of phenomenology as method. She then connects this fundamental work to the method developed by
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Colaizzi (1978).
A lived experience is how a person immediately experiences the world (Husserl, 1970). In order to understand a woman’s lived experience living with an ICD, phenomenology was used. Phenomenology is a philosophy and a research method used to understand everyday lived experiences. Descriptive phenomenology emphasizes describing universal essences, viewing the person as one representative of the world in which she lives, an assumption of self-reflection, a belief that the consciousness is what people share and a belief that stripping of previous knowledge (bracketing) helps prevent investigator bias and interpretation bias (Wojnar & Swanson, 2007). Specifically, Colaizzi’s (1978) descriptive phenomenological method uses seven steps as a method of analyzing data so that by the end of the study a description of the lived experience could be reported. (Conelius, 2015)
The specific qualitative research approach selected helps determine the focus of the research and the manner in which sampling, data collection, and analysis are undertaken. The qualitative research example provided here used phenomenology as method. Research studies using a qualitative approach other than phenomenology should be critiqued relative to the philosophical underpinnings of the method.
Purpose The author explained why the study was important and the significant contribution the study would make to nursing’s body of knowledge. The background information justified the use of a qualitative approach as well as why phenomenology was used.
The researcher states that “The purpose of this study was to describe a woman’s experience living with an ICD. More specifically to describe their thoughts, feelings and perceptions that they have experienced since their implant” (Conelius, 2015). The purpose is clearly articulated, first in the abstract and then in the
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introduction of the study. Conelius (2015) makes it clear that there is a gap in nursing knowledge related to ICDs and the experience of women living with an ICD.
Ethical considerations Addressing the ethical aspect of a research report involves being able to know whether participants were told what the research entailed, how their autonomy and confidentiality were protected, and what arrangements were made to avoid harm. In qualitative research the data collection tools generally include interview and participant observation, making anonymity impossible. Because the interviews are open-ended, the possibility of disclosing personal information or uncomfortable experiences related to the topic may occur. Consent must be a process of continuous negotiation (Oye et al., 2016).
The study by Conelius (2015) was approved by the Institutional Review Board. The author clearly states how the participants were protected. “To ensure confidentiality the signed informed consent forms were kept separate from the transcripts. The recorded tapes and hard copy were in a locked cabinet. Identifying information was deleted and names were never used in any research reports. Audiotapes were destroyed once the pilot study was completed” (Conelius, 2015). Participants were fully informed about the nature of the research and were protected from harm; their autonomy and confidentiality were protected.
Conelius (2015) also made clear to the participants that they had the right to withdraw from the research at any time. This is true for any research; however, in a qualitative investigation, ethical issues may arise at any point in the study (Hegney & Chan, 2010). Conelius (2015) clearly articulated the ethical rigor of this study.
Sample In qualitative research, participants are recruited because of their life experience with the phenomena of interest. This is referred to as purposeful sampling. The goal is to ensure rich, thick data about the phenomenon of interest. Data are generally collected until no new material is emerging and data saturation has been reached. Cleary and colleagues (2014) discuss sampling in qualitative
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research in relationship to sample size. Qualitative studies generally have a small sample. Following the steps for sampling in qualitative research, Conelius (2015) offers the following information related to participant selection:
After receiving approval from the university’s institutional review board (IRB), women were recruited from a private cardiology office in the United States for 4 months. The participant population only included women that had an implantable cardioverter defibrillator (ICD). Women needed to be 18 years or older, and speak English. Women of all ethnic backgrounds were eligible to participate. There was no cost to the participant and no compensation provided. Once the informed consent was signed, they were asked to stay for an interview that day. (Conelius, 2015)
In qualitative research, purposive sampling is the approach of choice. Participants must have experience with the phenomenon of interest and be appropriate to inform the research. In this case, Conelius (2015) needed women with an ICD. Her selection process supports a qualitative sampling paradigm that is appropriate for phenomenology.
Data generation The data generation approach should be sufficiently described so that it is clear to the reader why a particular strategy was selected.
Conelius (2015) clearly articulates that the data generation method supports a qualitative paradigm and allows for discovery, description, and understanding of the participants’ lived experience. The researcher uses open-ended questioning and asks each individual to exhaust their ideas and describe their experiences. She also completes three in-depth interviews with each participant, allowing for clarification of responses as well as an opportunity for the participants to add experiences that may have been omitted at the first interview. Recording and transcribing the interview verbatim helps maintain authenticity of the data. The following excerpts from the article illustrate these points:
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All women were interviewed privately in the office and each interview lasted approximately 45 minutes to an hour. They were asked to “describe their experiences after having received an ICD, specifically, to describe their thoughts, feelings, and perceptions that they had experienced since their implant?” They were then asked to share as much of those experiences to the point that they did not have anything else to contribute. The interviews were recorded and then transcribed. The researcher conducted the interviews since the researcher was trained in the method. Interviews were conducted until an accurate description of the phenomenon had occurred, repetition of data and no new themes where described. This saturation of data did occur after the three interviews. (Conelius, 2015)
The researcher kept a journal to write down any notes needed during the interview. “In order for the description to be pure, the researcher’s prior knowledge was bracketed to capture the essence of the description without bias (Wojnar & Swanson, 2007). Husserl (1970) introduced the term, and it means to set aside one’s own assumption and preunderstanding. In order to be true to the method, the researcher reflected and kept a journal of all assumptions, clinical experiences, understandings and biases to reference during the entire study. Significant statements and phrases pertaining to a woman’s experience living with an ICD were extracted from each transcript. These statements were written on separate sheets and coded. Meanings were formulated from the significant statements. Accordingly, each underlying meaning was coded into a specific category as it reflected an exhaustive description. Then the significant statements with the formulated meanings where grouped into themes.” (Conelius, 2015)
Data generation was appropriate for this study and followed the steps described by Colaizzi (1978).
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Data analysis The process of data analysis is fundamental to determining the credibility of qualitative research findings. Data analysis involves the transformation of raw data into a final description or narrative, identifying common thematic elements found in the raw data. The description should enable a reviewer to confirm the processes of concurrent data collection and analysis as well as steps in coding and identifying themes.
Data analysis followed the method described by Colaizzi (1978). The author developed a table to allow the reader to follow the line of thinking and establish thematic elements. The reader can clearly follow the researcher’s stated processes. Further, Conelius (2015) followed clear processes to establish authenticity and trustworthiness of the data. The findings reported demonstrate the participants’ realities. During data analysis the researcher made every effort to eliminate potential bias. Bracketing, verbatim transcription of taped interviews, and an independent reviewer were used to establish intersubjective agreement.
Authenticity and trustworthiness Critical to the meaning of the findings is the researcher’s ability to demonstrate that the data were authentic and trustworthy or valid. Rigor ensures there is a correlation between the steps of the research process and the actual study. Procedural rigor relates to accuracy of data collection and analysis. Rigor or trustworthiness is a means of demonstrating the credibility and integrity of the qualitative research process (Cope, 2014). A study’s rigor may be established if the reviewer is able to audit the actions and development of the researcher. It is at this point that the review of literature becomes critical and should be systematically related to the findings. This was addressed by the author, and every effort was clearly employed to reduce any bias or misinterpretation of findings.
Conelius (2015) was able to demonstrate rigor with regard to data analysis in multiple ways. She stated:
There were efforts made to limit any potential bias of the
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researcher. One such effort was to bracket any of the researcher’s prior perspective and knowledge of the subject (Aher, 1999). To ensure the credibility of the data collected, two of the women in the study reviewed the description of the lived experiences as suggested by Lincoln and Guba (1985).
This was performed as a validity check of the data. In order to address for auditability, a tape recorder was used and the research was reviewed the transcripts and cross-referenced the field noted (Beck, 1993). Additionally, the transcripts were transcribed verbatim by a secretary in order to ensure they were free of bias. The data analysis and description of the lived experience were reviewed by an independent judge with phenomenological experience to ensure intersubjective agreement. All of the themes reported were agreed upon by the judge. Finally, the researcher validated the description by returning to the participants to ask them how it compared with their experience and incorporated any changes offered by the participants into the final description of the essence of the phenomenon were created.
Conelius (2015) provided clear evidence of rigor for the reader. Bracketing, having participants read the final description and thematic elements, taping and transcribing interviews verbatim, and using an independent judge to establish intersubjective agreement are key elements in a well done qualitative study. The author also left an audit trail illustrated in table format. This table establishes the researcher’s line of thinking. Examples of how raw data lead to the identification of thematic elements were provided and further establish rigor for this study.
Findings, conclusions, implications, and recommendations Findings from a qualitative study generally are discussed in a narrative format that tells the story of the experience through an
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exhaustive description and thematic elements. Conelius (2015) summarized conclusions, implications, and recommendations from the study. The findings were also compared to prior research studies. In qualitative research, this is the area that must include a comprehensive incorporation of current research on the topic. According to Conelius (2015):
Aspects of the five themes that describe the essence of a woman’s experience living with an ICD have been reported in previous studies, but nowhere is there a study that is an exact comparison to this study. For instance, theme 1 (security blanket: if it keeps me alive it’s worth It) is similar to the concept in Fridlund et al. (2000), a feeling of gratitude, and a feeling of safety. The women in this study expressed a feeling of safety and appreciation since they received their ICDs. This sense of safety and trust in the device is consistent with other studies. (Bilge et al., 2006; Dickerson, 2002; Morken et al., 2009)
Contrary to what is found in the literature, the women in this study reported how they have more energy than before and noticed an actual increase in physical functioning. Previous studies have identified decreased physical functioning (Dickerson, 2005; Kamphuis et al., 2004; Williams, Young, Nikoletti, & McRae, 2007) and a decrease in activity levels in their day-to-day lives (Bolse, Hamilton, Flanangan, Caroll, & Fridlund, 2005; Eckert & Jones, 2002). This contradiction can be related to the types of studies conducted. Previous studies have used questionnaires while this study focused on actual descriptions experienced by participants who had undergone the device implant. Theme 3 (a constant reminder: I know it’s there) described the women “knowing that the device was in their chest,” and it was a reminder of their condition. They also described how it affected their body image. There were two other studies that had mentioned this as a concern for women. One study by Walker et al. (2004) reported body image concerns of women. The women in that study were more concerned on how the
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device appeared in their chest (i.e., the scar) than any other aspect. A second study by Tangney et al. (2003), also reported body image concerns in women since it can be seen in their chest which makes them aware of the device. There were similarities with respect to body image only. They were not concerned with the constant reminder aspect of the cardiac disease, only a constant reminder of their mortality. (Dickerson, 2002)
The common concern as described in theme 4 (Living on the Edge: I do not want my device going off) was the fear of the device having to shock them as well as the uncertainty of when, where, and who would be around for support. This was foremost in their thoughts. There have been common themes of fear of the device going off or shocking them in the literature reviewed. Dickerson (2002, 2005) reported that uncertainty of when and where shocks can be triggered was a prevailing concern of the male and female participants. Also, participants in Albarran, Tagney, and James’ (2004) study reported a feeling of uncertainty regarding the device firing. The prevailing concern in theme 5 (catch 22: I’d rather not have it.) Is the conflict women have after receiving a device. These women knew that they medically needed the device yet would have rather not have gone through with it. Dickerson (2005) reported the theme of conditional acceptance that touches on the same concept. Also, a greater acceptance of the new situation was reported in previous studies. (Carroll & Hamilton, 2005; Kamphuis et al., 2004)
The women in this study offered specific experiences of living with an ICD which is not completely seen in any previous study. Moreover, there were some similar aspects identified in other studies such as receiving a shock and feeling of safety but most were not specific to women. (Bilge et al., 2006; Dickerson, 2002, 2005; Morken et al., 2009)
This study was able to describe the essence of women who are
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living with an ICD. The study remained true to qualitative research design. The focus on women was important, as there have been no gender specific studies to date. Capturing the fear and uncertainty for women with an ICD can have an impact on clinical practice and patient education. The author emphasized that these concerns are not being addressed properly in the healthcare system. This study can help clinicians gain an understanding of the experience these women are having and perhaps pay closer attention to these issues when they are seen in outpatient settings (Conelius, 2015).
The research may also be helpful in the establishment of support groups for women with ICDs. “Support groups can expose women to different types of resources in order to cope better, decrease anxiety, and answer any questions that arise” (Myers & James, 2008). “Since the women have an outstanding fear of the device firing/shocking them, a noteworthy follow-up study would be to describe their experience post firing/shock” (Conelius, 2015). By capturing the experiences of women with ICDs, the potential for better sensitivity toward the patient experience exists. This may be critical to overall quality of life and extends beyond the actual purpose and operation of the device. Conelius (2015) has made an important contribution to the understanding of women’s experiences with an ICD.
The critical appraisal of a qualitative study involves an in-depth review of each step of the research process. The example of a qualitative critique in this chapter provides a foundation for the development of critiquing skills in qualitative research.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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PART I I I
Processes and Evidence Related to Quantitative Research Research Vignette: Elaine Larson
OUTLINE
Introduction
8. Introduction to quantitative research
9. Experimental and quasi-experimental designs
10. Nonexperimental designs
11. Systematic reviews and clinical practice guidelines
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12. Sampling
13. Legal and ethical issues
14. Data collection methods
15. Reliability and validity
16. Data analysis: Descriptive and inferential statistics
17. Understanding research findings
18. Appraising quantitative research
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Introduction
Research vignette
Sometimes the simplest things are the most complicated
Elaine Larson, PhD, RN, FAAN, CIC
Professor of Epidemiology
Associate Dean of Scholarship & Research
Columbia University
School of Nursing
New York, New York
Every nurse researcher has a story, which usually emanates from clinical experiences. I had several such experiences that instilled in me a passion for research. In the year following my graduation decades ago from a BSN program, I was working on a medical unit and a young patient of mine with mitral valve disease called me to her bedside to tell me that she did not feel well, was having trouble breathing, and that something was terribly wrong. I took her vital signs, did not detect anything serious, and set her up with a pillow on the bedside stand so she could breathe more easily. Within a few minutes she was in acute pulmonary edema, and within the hour she was dead. Of course, this would not happen today because of more sophisticated monitoring, but as a novice nurse I was
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devastated and promised myself that I would do everything in my power to keep this from happening again. So I learned what I could about acute pulmonary edema and submitted a paper to the American Journal of Nursing about the case (Larson, 1986). The paper would never be published now, as it was primarily a summary of information from medical textbooks, but putting my thoughts down on paper was a helpful way for me to deal with my feelings of failure and wanting to be a better nurse. The editor of the journal wrote me a letter to say that she hoped more clinical nurses would submit articles addressing relevant practice issues. So I was hooked on publishing!
The second clinical experience that cinched my passion for research and dissemination of findings happened when I was a clinical nurse specialist in a surgical intensive care unit. At that time, the unit was designed with a central nursing station surrounded by five patient beds in a semicircle so that they could all be observed. The ICU had several sinks adjacent to the patient beds, but at least one of them was usually unavailable because it was hooked up to a dialysis machine. When plans were made for a new, updated unit with many more beds in separate rooms (for the stated purposes of improving patients’ privacy and ability to sleep and preventing transmission of infections), a colleague and I decided to formally evaluate the impact of this architectural change on rates of infection. We wrote a protocol, collected data before and after the ICU design change, did air sampling, monitored numbers of interactions between staff and patients and hand hygiene, and obtained cultures from patients for six surveillance organisms every 4 days. Rates of infection did not change after the ICU was redesigned, nor did staff infection prevention or hand hygiene practices, despite the fact that there was a sink available at the entrance to every patient room (Preston et al., 1981). It was clear from that project that just changing the physical environs of the ICU was insufficient to reduce the risk of infections; in fact, the problem seemed to be more behavioral than structural.
As a result of the ICU project, completed while I was working fulltime as a clinician, I returned to school for a PhD. With a small grant from the American Nurses Foundation (http://www.anfonline.org/), I studied the hand flora of patient care
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staff and found that 21% of nosocomial infections over a 7-month period were caused by species found on personnel hands and that such organisms were much more prevalent on normal skin than generally thought (Larson, 1981). Ironically, I had to provide a strong rationale for choosing to study such a simple topic as hand hygiene, because the doctoral faculty of epidemiology at the time felt that there was really little to study about the issue that was not already known. Since that time, however, hand hygiene has become a major topic of interdisciplinary research and has resulted in the publication in this decade of two international evidence-based guidelines citing hundreds of publications (Boyce & Pittet, 2002; Pittet et al., 2009). The point is that our research must go full circle, from clinical observation, to scholarly and rigorous data collection, and then back to evidence-based practice. Sometimes nurse researchers stop at the second step, but evidence-based practice is the raison d’être for pursuing a research career in nursing.
Conducting a well-designed, rigorous study is a primary responsibility of the nurse researcher, but only one responsibility among many. Evidence-based practice and the increasing adoption of practice guidelines (similar to what was previously referred to as research utilization) help ensure that important research findings are translated into clinical practice and public policy (Melnyk & Gallagher-Ford, 2014; Melnyk et al., 2014). It is often at the translational gap between publishing findings, even in influential, peer-reviewed journals, and communicating these findings in meaningful ways that the potential impact of nursing research is lost. In reality, research matters only to the extent that it is communicated and that it results in improved practice and policy— in the work environment, in the quality of life of our individual patients, and in the general health of the public. For that reason, the dissemination of research is essential in all appropriate media and to all appropriate audiences, not just to other researchers.
For me, the simple research related to hand hygiene and infections has become increasingly complex over the years. Despite multiple, intensive interventions, international dissemination of practice guidelines, and changes in national policy and mandates from The Joint Commission and the Centers for Disease Control and Prevention, hand hygiene remains stubbornly resistant to change,
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requiring more sophisticated interventions and conceptual underpinnings (Carter et al., 2016; Haas & Larson, 2007; Srigley et al., 2015). It is clearer now than it has been for several decades that new, emerging, and re-emerging infectious diseases will be a constant. While my research contributions have been primarily in one small field—that of the prevention and control of infectious diseases—the cumulative contributions of each of us to the broader scholarly community in our respective areas of concentration together make up the building blocks of a healthier world. That’s my fundamental belief and commitment—nursing research as part of a global collective to improve health. Sounds simple, but it’s not!
References 1. Boyce J. M, Pittet D. Guideline for hand hygiene in health-care
settings. Recommendations of the Healthcare Infection Control Practices Advisory Committee and the HIPAC/SHEA/APIC/IDSA Hand Hygiene Task Force. American Journal of Infection Control 2002;30(8):S1-S46.
2. Carter E. J, Wyer P., Giglio J., et al. Environmental factors and their association with emergency department hand hygiene compliance an observational study. BMJ Quality and Safety 2016;25(5):372-378.
3. Haas J. P, Larson E. L. Measurement of compliance with hand hygiene. Journal of Hospital Infection 2007;66(1):6-14.
4. Larson E. The patient with acute pulmonary edema. American Journal of Nursing 1986;68:1019-1022.
5. Larson E. L. Persistent carriage of gram-negative bacteria on hands. American Journal of Infection Control 1981;9(4):112-119.
6. Melnyk B. M, Gallagher-Ford L. Evidence-based practice as mission critical for healthcare quality and safety a disconnect for many nurse executives. Worldviews on Evidence-Based Nursing/Sigma Theta Tau International, Honor Society of Nursing 2014;11(3):145-146.
7. Melnyk B. M, Gallagher-Ford L., Long L. E, Fineout- Overholt E. The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings proficiencies to
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improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing/Sigma Theta Tau International, Honor Society of Nursing 2014;11(1):5-15.
8. Pittet D., Allegranzi B., Boyce J. World Health Organization World Alliance for Patient Safety First Global Patient Safety Challenge Core Group of E. The World Health Organization Guidelines on Hand Hygiene in Health Care and their consensus recommendations. Infection Control and Hospital Epidemiology 2009;30(7):611-622.
9. Preston G. A, Larson E. L, Stamm W. E. The effect of private isolation rooms on patient care practices, Colonization and infection in an intensive care unit. American Journal of Medicine 1981;70(3):641-645.
10. Srigley J. A, Corace K., Hargadon D. P, et al. Applying psychological frameworks of behaviour change to improve healthcare worker hand hygiene a systematic review. Journal of Hospital Infection 2015;91(3):202-210.
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CHAPTER 8
Introduction to quantitative research Geri LoBiondo-Wood
Learning outcomes
After reading this chapter, you should be able to do the following:
• Define research design. • Identify the purpose of a research design. • Define control and fidelity as it affects research design and the outcomes of a study. • Compare and contrast the elements that affect fidelity and control. • Begin to evaluate what degree of control should be exercised in a study. • Define internal validity. • Identify the threats to internal validity. • Define external validity. • Identify the conditions that affect external validity. • Identify the links between study design and evidence-based practice. • Evaluate research design using critiquing questions.
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KEY TERMS
bias
constancy
control
control group
dependent variable
experimental group
external validity
extraneous or mediating variable
generalizability
history
homogeneity
independent variable
instrumentation
internal validity
intervening variable
intervention fidelity
maturation
measurement effects
mortality
pilot study
randomization
reactivity
selection
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selection bias
testing
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The word design implies the organization of elements into a masterful work of art. In the world of art and fashion, design conjures up images that are used to express a total concept. When an individual creates a structure such as a dress pattern or blueprints for a house, the type of structure depends on the aims of the creator. The same can be said of the research process. The framework that the researcher creates is the design. When reading a study, you should be able to recognize that the literature review, theoretical framework, and research question or hypothesis all interrelate with, complement, and assist in the operationalization of the design (Fig. 8.1). The degree to which there is a fit between these elements and the steps of the research process strengthens the study and also your confidence in the evidence’s potential for applicability to practice.
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FIG 8.1 Interrelationships of design, problem
statement, literature review, theoretical framework, and hypothesis.
How a researcher structures, implements, or designs a study affects the results of a study and ultimately its application to practice. For you to understand the implications and usefulness of a study for evidence-based practice, the key issues of research design must be understood. This chapter provides an overview of the meaning, purpose, and issues related to quantitative research design, and Chapters 9 and 10 present specific types of quantitative designs.
Research design—purpose Researchers choose from different design types. But the design choice must be consistent with the research question/hypotheses. Quantitative research designs include:
• A plan or blueprint
• Vehicle for systematically testing research questions and hypotheses
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• Structure for maintaining control in the study
The design coupled with the methods and analysis provides control for the study. Control is defined as the measures that the researcher uses to hold the conditions of the study consistent and avoid possible potential of bias or error in the measurement of the dependent variable (outcome variable). Control measures help control threats to the validity of the study.
An example that demonstrates how the design can aid in the solution of a research question and maintain control is illustrated in the study by Nyamathi and colleagues (2015; Appendix A), whose aim was to evaluate the effectiveness of peer coaching, and hepatitis A and B vaccine completion in subjects who met the study’s inclusion criteria were randomly assigned to one of the three groups. The interventions were clearly defined. The authors also discuss how they maintained intervention fidelity or constancy of interventionists, data-collector training and supervision, and follow-up throughout the study. By establishing the sample criteria and subject eligibility (inclusion criteria; see Chapter 12) and by clearly describing and designing the experimental intervention, the researchers demonstrated that they had a well-developed plan and were able to consistently maintain the study’s conditions. A variety of considerations, including the type of design chosen, affect a study’s successful completion and utility for evidence-based practice. These considerations include the following:
• Objectivity in conceptualizing the research question or hypothesis
• Accuracy
• Feasibility (Table 8.1)
• Control and intervention fidelity
• Validity—internal
• Validity—external
TABLE 8.1
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Pragmatic Considerations in Determining the Feasibility of a Research Question
Factor Pragmatic Considerations Time A question must be one that can be studied within a realistic time period. Subject availability
A researcher must determine if a sufficient number of subjects will be available and willing to participate. If one has a captive audience (e.g., students in a classroom), it may be relatively easy to enlist subjects. If a study involves subjects’ independent time and effort, they may be unwilling to participate when there is no apparent reward. Potential subjects may have fears about harm and confidentiality and be suspicious of research. Subjects with unusual characteristics may be difficult to locate. Dependent on the design, a researcher may consider enlisting more subjects than needed to prepare for subject attrition. At times, a research report may note how the inclusion criteria were liberalized or the number of subjects altered, as a result of some unforeseen recruitment or attrition consideration.
Facility and equipment availability
All research requires equipment such as questionnaires or computers. Most research requires availability of a facility for data collection (e.g., a hospital unit or laboratory space).
Money Research requires expenditure of money. Before starting a study, the researcher itemizes expenses and develops a budget. Study costs can include postage, printing, equipment, computer charges, and salaries. Expenses can range from about $1000 for a small study to hundreds of thousands of dollars for a large federally funded project.
Ethics Research that places unethical demands on subjects is not feasible for study. Ethical considerations affect the design and methodology choice.
There are statistical principles associated with the mechanisms of control, but it is more important that you have a clear conceptual understanding of these mechanisms.
The next two chapters present experimental, quasi-experimental, and nonexperimental designs. As you will recall from Chapter 1, a study’s type of design is linked to the level of evidence. As you appraise the design, you must also take into account other aspects of a study’s design and conduct. These aspects are reviewed in this chapter. How they are applied depends on the type of design (see Chapters 9 and 10).
Objectivity in the research question conceptualization Objectivity in the conceptualization of the research question is derived from a review of the literature and development of a theoretical framework (see Fig. 8.1). Using the literature, the researcher assesses the depth and breadth of available knowledge
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on the question (see Chapters 3 and 4), which in turn affects the design chosen. Example: ➤ A research question about the length of a breastfeeding teaching program in relation to adherence to breastfeeding may suggest either a correlational or an experimental design (see Chapters 9 and 10), whereas a question related to coping of parents and siblings of adolescent cancer survivors may suggest a survey or correlational study (see Chapter 10).
HIGHLIGHT There is usually more than one threat to internal and external validity in a research study. It is helpful to have a team discussion to summarize specific threats that affect the overall strength and quality of evidence provided by the studies your team is critically appraising.
Accuracy Accuracy in determining the appropriate design is aided by a thoughtful theoretical framework and literature review (see Chapters 3 and 4). Accuracy means that all aspects of a study systematically and logically follow from the research question or hypothesis. The simplicity of a research study does not render it useless or of less value. You should feel that the researcher chose a design that was consistent with the research question or hypothesis and offered the maximum amount of control. Issues of control are discussed later in this chapter.
Many research questions have not yet been researched. Therefore, a preliminary or pilot study is also a wise approach. A pilot study can be thought of as a beginning study in an area conducted to test and refine a study’s data collection methods, and it helps to determine the sample size needed for a larger study. Example: ➤ Patterson (2016) published a report of a pilot study that tested the effect of an emotional freedom technique on stress and anxiety in nursing students. The key is the accuracy, validity, and objectivity used by the researcher in attempting to answer the question. Accordingly, when consulting research, you should read various types of studies and assess how and if the criteria for each step of the research process were followed.
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Control and intervention fidelity A researcher chooses a design to maximize the degree of control, fidelity, or uniformity of the study methods. Control is maximized by a well-planned study that considers each step of the research process and the potential threats to internal and external validity. In a study that tests interventions (randomized controlled trial; see Chapter 9), intervention fidelity (also referred to as treatment fidelity) is a key concept. Fidelity means trustworthiness or faithfulness. In a study, intervention fidelity means that the researcher standardized the intervention and planned how to administer the intervention to each subject in the same manner under the same conditions. A study designed to address issues related to fidelity maximizes results, decreases bias, and controls preexisting conditions that may affect outcomes. The elements of control and fidelity differ based on the design type. Thus, when various research designs are critiqued, the issue of control is always raised but with varying levels of flexibility. The issues discussed here will become clearer as you review the various designs types discussed in later chapters (see Chapters 9 and 10).
Control is accomplished by ruling out mediating or intervening variables that compete with the independent variables as an explanation for a study’s outcome. An extraneous, mediating, or intervening variable is one that occurs in between the independent and dependent variable and interferes with interpretation of the dependent variable. An example would be the effect of the stage of cancer and depression during different phases of cancer treatment. Means of controlling mediating variables include the following:
• Use of a homogeneous sample
• Use of consistent data-collection procedures
• Training and supervision of data collectors and interventionists
• Manipulation of the independent variable
• Randomization
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EVIDENCE-BASED PRACTICE TIP As you read studies, assess if the study includes an intervention and whether there is a clear description of the intervention and how it was controlled. If the details are not clear, it should make you think that the intervention may have been administered differently among the subjects, therefore affecting bias and the interpretation of the results.
Homogeneous sampling In a smoking cessation study, extraneous variables may affect the dependent variable. The characteristics of a study’s subjects are common extraneous variables. Age, gender, length of time smoked, amount smoked, and even smoking rules may affect the outcome in a smoking cessation study. These variables may therefore affect the outcome. As a control for these and other similar problems, the researcher’s subjects should demonstrate homogeneity, or similarity, with respect to the extraneous variables relevant to the particular study (see Chapter 12). Extraneous variables are not fixed but must be reviewed and decided on, based on the study’s purpose and theoretical base. By using a sample of homogeneous subjects, based on inclusion and exclusion criteria, the researcher has implemented a straightforward method of control.
Example: ➤ In the study by Nyamathi and colleagues (2015; see Appendix A), the researchers ensured homogeneity of the sample based on age, history of drug use, homelessness, and participation in a drug treatment unit. This step limits the generalizability or application of the findings to similar populations when discussing the outcomes (see Chapter 17). As you read studies, you will often see the researchers limit the generalizability of the findings to similar samples.
HELPFUL HINT When critiquing studies, it is better to have a “clean” study with clearly identified controls that enhance generalizability from the sample to the specific population than a “messy” one from which you can generalize little or nothing.
If the researcher feels that an extraneous variable is important, it
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may be included in the design. In the smoking example, if individuals are working in an area where smoking is not allowed and this is considered to be important, the researcher could establish a control for it. This can be done by comparing two different work areas: one where smoking is allowed and one where it is not. The important idea to keep in mind is that before data are collected, the researcher should have identified, planned for, or controlled the important extraneous variables.
Constancy in data collection A critical component of control is constancy in data collection. Constancy refers to the notion that the data-collection procedures should reflect a cookbook-like recipe of how the researcher controlled the study’s conditions. This means that environmental conditions, timing of data collection, data-collection instruments, and data-collection procedures are the same for each subject (see Chapter 14). Constancy in data collection is also referred to as intervention fidelity. The elements of intervention fidelity (Breitstein et al., 2012; Gearing et al., 2011; Preyde & Burnham, 2011) are as follows:
• Design: The study is designed to allow an adequate testing of the hypothesis (or hypotheses) in relation to the underlying theory and clinical processes
• Training: Training and supervision of the data collectors and/or interventionists to ensure that the intervention is being delivered as planned and in a similar manner with all the subjects
• Delivery: Assessing that the intervention is delivered as intended, including that the “dose” (as measured by the number, frequency, and length of contact) is well described for all subjects and that the dose is the same in each group, and that there is a plan for possible problems
• Receipt: Ensuring that the treatment has been received and understood by the subject
• Enactment: Assessing that the intervention skills of the subject are
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enlisted as intended
The study by Nyamathi and colleagues (Appendix A; see the “Interventions” section) is an example of how intervention fidelity was maintained. A review of this study shows that data were collected from each subject in the same manner and under the same conditions by trained data collectors. This type of control aided the investigators’ ability to draw conclusions, discuss limitations, and cite the need for further research. When interventions are implemented, researchers will often describe the training of and supervision of interventionists and/or data collectors that took place to ensure constancy. All study designs should demonstrate constancy (fidelity) of data collection, but studies that test an intervention require the highest level of intervention fidelity.
Manipulation of independent variable A third means of control is manipulation of the independent variable. This refers to the administration of a program, treatment, or intervention to one group within the study and not to the other subjects in the study. The first group is known as the experimental group or intervention group, and the other group is known as the control group. In a control group, the variables under study are held at a constant or comparison level. Example: ➤ Nyamathi and colleagues (2015; see Appendix A) manipulated the provision of three levels of peer coaching and nurse-delivered interventions.
Experimental and quasi-experimental designs are used to test whether a treatment or intervention affects patient outcomes. Nonexperimental designs do not manipulate the independent variable and thus do not have a control group. The use of a control group in an experimental or quasi-experimental design is related to the aim of the study (see Chapter 9).
HELPFUL HINT The lack of manipulation of the independent variable does not mean a weaker study. The type of question, amount of theoretical development, and the research that has preceded the study affects the researcher’s design choice. If the question is amenable to a design that manipulates the independent variable, it increases the
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power of a researcher to draw conclusions—that is, if all of the considerations of control are equally addressed.
Randomization Researchers may also choose other forms of control, such as randomization. Randomization of subjects is used when the required number and type of subjects from the population are obtained in such a manner that each potential subject has an equal chance of being assigned to a treatment group. Randomization eliminates bias, aids in the attainment of a representative sample, and can be used in various designs (see Chapter 12). Nyamathi and colleagues (2015; see Appendix A) randomized subjects to intervention and control groups.
Randomization can also be accomplished with questionnaires. By randomly ordering items on the questionnaires, the investigator can assess if there is a difference in responses that can be related to the order of the items. This may be especially important in longitudinal studies where bias from giving the same questionnaire to the same subjects on a number of occasions can be a problem.
Quantitative control and flexibility The same level of control or elimination of bias cannot be exercised equally in all design types. When a researcher wants to explore an area in which little or no literature and/or research on the concept exists, the researcher may use a qualitative method or a nonexperimental design (see Chapters 5 through 7 and 10). In these types of studies, the researcher is interested in describing a phenomenon in a group of individuals.
Control must be exercised as strictly as possible in quantitative research. All studies should be evaluated for potential variables that may affect the outcomes; however, all studies, based on their design, exercise different levels of control. You should be able to locate in the research report how the researcher maintained control in accordance with its design.
EVIDENCE-BASED PRACTICE TIP Remember that establishing evidence for practice is determined by
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assessing the validity of each step of the study, assessing if the evidence assists in planning patient care, and assessing if patients respond to the evidence-based care.
Internal and external validity When reading research, you must be convinced that the results of a study are valid, are obtained with precision, and remain faithful to what the researcher wanted to measure. For the findings of a study to be applicable to practice and provide the foundation for further research, the study should indicate how the researcher avoided bias. Bias can occur at any step of the research process. Bias can be a result of which research questions are asked (see Chapter 2), which hypotheses are tested (see Chapter 2), how data are collected or observations made (see Chapter 14), the number of subjects and how subjects are recruited and included (see Chapter 12), how subjects are randomly assigned in an experimental study (see Chapter 9), and how data are analyzed (see Chapter 16). There are two important criteria for evaluating bias, credibility, and dependability of the results: internal validity and external validity. An understanding of the threats to internal validity and external validity is necessary for critiquing research and considering its applicability to practice. Threats to validity are listed in Box 8.1, and discussion follows. BOX 8.1 Threats to Validity Internal validity
• History
• Maturation
• Testing
• Instrumentation
• Mortality
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• Selection bias
External validity
• Selection effects
• Reactive effects
• Measurement effects
Internal validity Internal validity asks whether the independent variable really made the difference or the change in the dependent variable. To establish internal validity, the researcher rules out other factors or threats as rival explanations of the relationship between the variables— essentially sources of bias. There are a number of threats to internal validity. These are considered by researchers in planning a study and by clinicians before implementing the results in practice (Campbell & Stanley, 1966). You should note that threats to internal validity can compromise outcomes for all studies, and thereby the overall strength and quality of evidence of a study’s findings should be considered to some degree in all quantitative designs. How these threats may affect specific designs are addressed in Chapters 9 and 10. Threats to internal validity include history, maturation, testing, instrumentation, mortality, and selection bias. Table 8.2 provides examples of the threats to internal validity. Generally, researchers will note the threats to validity that they encountered in the discussion and/or limitations section of a research article.
TABLE 8.2 Examples of Internal Validity Threats
Threat Example History A study tested an exercise program intervention in a cardiac care
rehabilitation center at one center and compared outcomes to those of another center in which usual care was given. During the final months of data collection, the control hospital implemented an e-health physical activity intervention; as a result data from the control hospital (cohort) was not included in the analysis.
Maturation Hernandez-Martinez and colleagues (2016) evaluated the effects of prenatal
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nicotine exposure on infants’ cognitive development at 6, 12, and 30 months. They noted that cognitive development and intelligence are clearly influenced by environment and genetics and not just by nicotine exposure.
Testing Nyamathi and colleagues (2015) discussed the lack of treatment differences found in terms of vaccine completion rates possibly due to the bundled nature of the program (see Appendix A).
Instrumentation Lee and colleagues (in press) acknowledged in a study of obesity and disability in young adults that “our measures of disability are not directly comparable to more traditional measures of disability used in studies of older adults.”
Mortality Nyamathi and colleagues (2015) noted that more than one-quarter (27%) did not complete the vaccine series, despite being informed of their risk for HBV infection (see Appendix A).
Selection bias Nyamathi and colleagues (2015) controlled for selection bias by establishing inclusion and exclusion participation criteria for participation. Subjects were also stratified using a specific procedure that ensured balance across the three groups (see Nyamathi et al., 2015, Appendix A, Fig. 1).
History In addition to the independent variable, another specific event that may have an effect on the dependent variable may occur either inside or outside the experimental setting; this is referred to as history. An example may be that of an investigator testing the effects of a research program aimed at young adults to increase bone marrow donations in the community. During the course of the educational program, an ad featuring a known television figure is released on television and Facebook about the importance of bone marrow donation. The release of this information on social media with a television figure engenders a great deal of media and press attention. In the course of the media attention, medical experts are interviewed widely, and awareness is raised regarding the importance of bone marrow donation. If the researcher finds an increase in the number of young adults who donate bone marrow in their area, the researcher may not be able to conclude that the change in behavior is the result of the teaching program, as the change may have been influenced by the result of the information on social media and the resultant media coverage. See Table 8.2 for another example.
Maturation Maturation refers to the developmental, biological, or psychological processes that operate within an individual as a
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function of time and are external to the events of the study. Example: ➤ Suppose one wishes to evaluate the effect of a teaching method on baccalaureate students’ achievement on a skills test. The investigator would record the students’ abilities before and after the teaching method. Between the pretest and posttest, the students have grown older and wiser. The growth or change is unrelated to the study and may explain the differences between the two testing periods rather than the experimental treatment. It is important to remember that maturation is more than change resulting from an age-related developmental process, but could be related to physical changes as well. Example: ➤ In a study of new products to stimulate wound healing, one might ask whether the healing that occurred was related to the product or to the natural occurrence of wound healing. See Table 8.2 for another example.
Testing Taking the same test repeatedly could influence subjects’ responses the next time the test is completed. Example: ➤ The effect of taking a pretest on the subject’s posttest score is known as testing. The effect of taking a pretest may sensitize an individual and improve the score of the posttest. Individuals generally score higher when they take a test a second time, regardless of the treatment. The differences between posttest and pretest scores may not be a result of the independent variable but rather of the experience gained through the testing. Table 8.2 provides an example.
Instrumentation Instrumentation threats are changes in the measurement of the variables or observational techniques that may account for changes in the obtained measurement. Example: ➤ A researcher may wish to study types of thermometers (e.g., tympanic, oral, infrared) to compare the accuracy of using a digital thermometer to other temperature-taking methods. To prevent instrumentation threat, a researcher must check the calibration of the thermometers according to the manufacturer’s specifications before and after data collection.
Another example that fits into this area is related to techniques of observation or data collection. If a researcher has several raters
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collecting observational data, all must be trained in a similar manner so that they collect data using a standardized approach, thereby ensuring interrater reliability (see Chapter 13) and intervention fidelity (see Table 8.2). At times, even though the researcher takes steps to prevent instrumentation problems, this threat may still occur and should be evaluated within the total context of the study.
Mortality Mortality is the loss of study subjects from the first data-collection point (pretest) to the second data-collection point (posttest). If the subjects who remain in the study are not similar to those who dropped out, the results could be affected. The loss of subjects may be from the sample as a whole or, in a study that has both an experimental and a control group, there may be differential loss of subjects. A differential loss of subjects means that more of the subjects in one group dropped out than the other group. See Table 8.2 for an example.
Selection bias If the precautions are not used to gain a representative sample, selection bias could result from how the subjects were chosen. Suppose an investigator wishes to assess if a new exercise program contributes to weight reduction. If the new program is offered to all, chances are only individuals who are more motivated to exercise will take part in the program. Assessment of the effectiveness of the program is problematic, because the investigator cannot be sure if the new program encouraged exercise behaviors or if only highly motivated individuals joined the program. To avoid selection bias, the researcher could randomly assign subjects to groups. In a nonexperimental study, even with clearly defined inclusion and exclusion criteria, selection bias is difficult to avoid completely. See Table 8.2 for an example.
HELPFUL HINT More than one threat can be found in a study, depending on the type of study design. Finding a threat to internal validity in a study does not invalidate the results and is usually acknowledged by the
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investigator in the “Results” or “Discussion” or “Limitations” section of the study.
EVIDENCE-BASED PRACTICE TIP Avoiding threats to internal validity can be quite difficult at times. Yet this reality does not render studies that have threats useless. Take them into consideration and weigh the total evidence of a study for not only its statistical meaningfulness but also its clinical meaningfulness.
External validity External validity concerns the generalizability of the findings of one study to additional populations and other environmental conditions. External validity questions under what conditions and with what types of subjects the same results can be expected to occur.
The factors that may affect external validity are related to selection of subjects, study conditions, and type of observations. These factors are termed selection effects, reactive effects, and testing effects. You will notice the similarity in the names of the factors of selection and testing to those of the threats to internal validity. When considering internal validity threats factors as internal threats, you should assess them as they relate to the testing of independent and dependent variables within the study. When assessing external validity threats, you should consider them in terms of the generalizability or use outside of the study to other populations and settings. The internal validity threats ask if the independent variable changed or was related to the dependent variable or if was affected by something else. The Critical Thinking Decision Path for threats to validity displays the way threats to internal and external validity can interact with each other. It is important to remember that this decision path is not exhaustive of the type of threats and their interaction. Problems of internal validity are generally easier to control. Generalizability issues are more difficult to deal with because they indicate that the researcher is assuming that other populations are similar to the one being tested.
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CRITICAL THINKING DECISION PATH Potential Threats to a Study’s Validity
EVIDENCE-BASED PRACTICE TIP Generalizability depends on who actually participates in a study. Not everyone who is approached actually participates, and not everyone who agrees to participate completes a study. As you review studies, think about how well the subjects represent the population of interest.
Selection effects Selection refers to the generalizability of the results to other populations. An example of selection effects occurs when the researcher cannot attain the ideal sample. At times, the numbers of available subjects may be low or not accessible (see Chapter 12).
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Therefore, the type of sampling method used and how subjects are assigned to research conditions affect the generalizability to other groups, the external validity.
Examples of selection effects are reported when researchers note any of the following:
• “There are several limitations to the study. At 1 and 3 months’ post-death, parents were in early stages of grieving. Thus these findings may not be applicable to parents who are later in their grieving process” (Hawthorne et al., 2016, Appendix B).
• “The sample size was small, which could have limited the power and obscured significant effects that may have been revealed with a larger sample” (Turner-Sack et al., 2016, Appendix D).
These remarks caution you about potentially generalizing beyond the type of sample in a study, but also point out the usefulness of the findings for practice and future research aimed at building the research in these areas.
Reactive effects Reactivity is defined as the subjects’ responses to being studied. Subjects may respond to the investigator not because of the study procedures but merely as an independent response to being studied. This is also known as the Hawthorne effect, which is named after Western Electric Corporation’s Hawthorne plant, where a study of working conditions was conducted. The researchers developed several different working conditions (i.e., turning up the lights, piping in music loudly or softly, and changing work hours). They found that no matter what was done, the workers’ productivity increased. They concluded that production increased as a result of the workers’ realization that they were being studied rather than because of the experimental conditions.
In another study that compared daytime physical activity levels in children with and without asthma and the relationships among asthma, physical activity and body mass index, and child report of symptoms, the researchers noted, “Children may change their
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behaviors due to the Hawthorne effect” (Tsai et al., 2012, p. 258). The researchers made recommendations for future studies to avoid such threats.
Measurement effects Administration of a pretest in a study affects the generalizability of the findings to other populations and is known as measurement effects. Pretesting can affect the posttest responses within a study (internal validity) and affects the generalizability outside the study (external validity). Example: ➤ Suppose a researcher wants to conduct a study with the aim of changing attitudes toward breast cancer screening behaviors. To accomplish this, an education program on the risk factors for breast cancer is incorporated. To test whether the education program changes attitudes toward screening behaviors, tests are given before and after the teaching intervention. The pretest on attitudes allows the subjects to examine their attitudes regarding cancer screening. The subjects’ responses on follow-up testing may differ from those of individuals who were given the education program and did not see the pretest. Therefore, when a study is conducted and a pretest is given, it may “prime” the subjects and affect the researcher’s ability to generalize to other situations.
HELPFUL HINT When reviewing a study, be aware of the internal and external validity threats. These threats do not make a study useless—but actually more useful—to you. Recognition of the threats allows researchers to build on data, and allows you to think through what part of the study can be applied to practice. Specific threats to validity depend on the design type.
There are other threats to external validity that depend on the type of design and methods of sampling used by the researcher, but these are beyond the scope of this text. Campbell and Stanley (1966) offer detailed coverage of the issues related to internal and external validity.
Appraisal for evidence-based practice
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quantitative research Critiquing a study’s design requires you to first have knowledge of the overall implications that the choice of a design may have for the study as a whole (see the Critical Appraisal Criteria box). When researchers ask a question they design a study, decide how the data will be collected, what instruments will be used, what the sample’s inclusion and exclusion criteria will be, and how large the sample will be, to diminish threats to the study’s validity. These choices are based on the nature of the research question or hypothesis. Minimizing threats to internal and external validity of a study enhances the strength of evidence. In this chapter, the meaning, purpose, and important factors of design choice, as well as the vocabulary that accompanies these factors, have been introduced.
Several criteria for evaluating the design related to maximizing control and minimizing threats to internal/external validity and, as a result, sources of bias can be drawn from this chapter. Remember that the criteria are applied differently with various designs (see Chapters 9 and 10). The following discussion pertains to the overall appraisal of a quantitative design.
The research design should reflect that an objective review of the literature and establishment of a theoretical framework guided the development of the hypothesis and the design choice. When reading a study, there may be no explicit statement regarding how the design was chosen, but the literature reviewed will provide clues as to why the researcher chose the study’s design. You can evaluate this by critiquing the study’s theoretical framework and literature review (see Chapters 3 and 4). Is the question new and not extensively researched? Has a great deal of research been done on the question, or is it a new or different way of looking at an old question? Depending on the level of the question, the investigators make certain choices. Example: ➤ In the study by Nyamathi and colleagues (2015), the researchers wanted to test a controlled intervention; thus they developed a randomized controlled trial (Level II design). However, the purpose of the study by Turner- Sack and colleagues (2016) was much different. The Turner-Sack study examined the relationship between and among variables. The study did not test an intervention but explored how variables related to each other in a specific population (Level IV design).
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CRITICAL APPRAISAL CRITERIA Quantitative Research
1. Is the type of design used appropriate?
2. Are the various concepts of control consistent with the type of design chosen?
3. Does the design used seem to reflect consideration of feasibility issues?
4. Does the design used seem to flow from the proposed research question, theoretical framework, literature review, and hypothesis?
5. What are the threats to internal validity or sources of bias?
6. What are the controls for the threats to internal validity?
7. What are the threats to external validity or generalizability?
8. What are the controls for the threats to external validity?
9. Is the design appropriately linked to the evidence hierarchy?
You should be alert for the means investigators use to maintain control (i.e., homogeneity in the sample, consistent data-collection procedures, how or if the independent variable was manipulated, and whether randomization was used). Once it has been established whether the necessary control or uniformity of conditions has been maintained, you must determine whether the findings are valid. To assess this aspect, the threats to internal validity should be reviewed. If the investigator’s study was systematic, well grounded in theory, and followed the criteria for each step of the research process, you will probably conclude that the study is internally valid. No study is perfect; there is always the potential for bias or threats to validity. This is not because the research was poorly conducted or the researcher did not think through the process completely; rather, it is that when conducting research with human
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subjects there is always some potential for error. Subjects can drop out of studies, and data collectors can make errors and be inconsistent. Sometimes errors cannot be controlled by the researcher. If there are policy changes during a study, an intervention can be affected. As you read studies, note how each facet of the study was conducted, what potential errors could have arisen, and how the researcher addressed the sources of bias in the limitations section of the study.
Additionally, you must know whether a study has external validity or generalizability to other populations or environmental conditions. External validity can be claimed only after internal validity has been established. If the credibility of a study (internal validity) has not been established, a study cannot be generalized (external validity) to other populations. Determination of external validity of the findings goes hand in hand with sampling issues (see Chapter 12). If the study is not representative of any one group or one event of interest, external validity may be limited or not present at all. The issues of internal and external validity and applications for specific designs (see Chapters 9 and 10) provide the remaining knowledge to fully critique the aspects of a study’s design.
Key points • The purpose of the design is to provide the master plan for a
study.
• There are many types of designs.
• You should be able to locate within the study the question that the researcher wished to answer. The question should be proposed with a plan for the accomplishment of the study. Depending on the question, you should be able to recognize the steps taken by the investigator to ensure control, eliminate bias, and increase generalizability.
• The choice of a design depends on the question. The research question and design chosen should reflect the investigator’s attempts to maintain objectivity, accuracy, and, most important,
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control.
• Control affects not only the outcome of a study but also its future use. The design should reflect how the investigator attempted to control both internal and external validity threats.
• Internal validity must be established before external validity can be established.
• The design, literature review, theoretical framework, and hypothesis should all interrelate.
• The choice of the design is affected by pragmatic issues. At times, two different designs may be equally valid for the same question.
• The choice of design affects the study’s level of evidence.
Critical thinking challenges • How do the three criteria for an experimental design,
manipulation, randomization, and control, minimize bias and decrease threats to internal validity?
• Argue your case for supporting or not supporting the following claim: “A study that does not use an experimental design does not decrease the value of the study even though it may influence the applicability of the findings in practice.” Include examples to support your rationale.
• Have your interprofessional team provide rationale for why evidence of selection bias and mortality are important sources of bias in research studies. As you critically appraise a study that uses an experimental or quasi-experimental design, why is it important for you to look for evidence of intervention fidelity? How does intervention fidelity increase the strength and quality of the evidence provided by the findings of a study using these types of designs?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for
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review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Breitstein S, Robbins L, Cowell M. Attention to fidelity Why
is it important? Journal of School Nursing 2012;28(6):407-408 Available at: doi:1186/1748-5908-1-1.
2. Campbell D, Stanley J. Experimental and quasi-experimental designs for research. Chicago, IL: Rand-McNally;1966.
3. Gearing R.E, El-Bassel N, Ghesquiere A, et al. Major ingredients of fidelity A review and scientific guide to improving quality of intervention research implementation. Clinical Psychology Review 2011;31:79-88 Available at: doi:10.1016/jcpr.2010.09.007.
4. Hawthorne D.M, Youngblut J.M, Brooten D. Parent spirituality, grief, and mental health at 1 and 3 months after their infant/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;31:73-80.
5. Hernandez-Martinez Moreso N.V, Serra B.R, Val V.A, et al. Maternal Child Health Journal. Epub ahead of print;2016.
6. Lee H, Pantazis A, Cheng P, et al. The association between adolescent obesity and disability incidence in young adulthood. Journal of Adolescent Health 2016;59(4):472-478.
7. Nyamathi A, Salem B, Zhang S, et al. Nursing case management, peer coaching, and Hepatitis A and B vaccine completion among homeless men recently released on parole A randomized trial. Nursing Research 2015;64(3):177-189.
8. Patterson S.L. The effect of emotional freedom technique on stress and anxiety in nursing students. Nurse Education Today 2016;5(40):104-111.
9. Preyde M, Burnham P.V. Intervention fidelity in psychosocial oncology. Journal of Evidence-Based Social Work 2011;8:379-396 Available at: doi:10.1080/15433714.2011.54234.
10. Tsai S.Y, Ward T, Lentz M, Kieckhefer G.M. Daytime physical activity levels in school-age children with and without asthma. Nursing Research 2012;61(4):159-252.
11. Turner-Sack A.M, Menna R, Setchell S.R, et al. Psychological
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functioning, post traumatic growth, and coping in parent and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43(1):48-56.
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CHAPTER 9
Experimental and quasi-experimental designs Susan Sullivan-Bolyai, Carol Bova
Learning outcomes
After reading this chapter, you should be able to do the following:
• Describe the purpose of experimental and quasi-experimental research. • Describe the characteristics of experimental and quasi- experimental designs. • Distinguish between experimental and quasi-experimental designs. • List the strengths and weaknesses of experimental and quasi- experimental designs. • Identify the types of experimental and quasi-experimental designs. • Identify potential internal and external validity issues associated with experimental and quasi-experimental designs. • Critically evaluate the findings of experimental and quasi-
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experimental studies. • Identify the contribution of experimental and quasi-experimental designs to evidence-based practice.
KEY TERMS
after-only design
after-only nonequivalent control group design
antecedent variable
classic experiment
control
dependent variable
design
effect size
experimental design
extraneous variable
independent variable
intervening variable
intervention fidelity
manipulation
mortality
nonequivalent control group design
one-group (pretest-posttest) design
power analysis
quasi-experimental design
randomization (random assignment)
randomized controlled trial
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Solomon four-group design
testing
time series design
treatment effect
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Research process One purpose of research is to determine cause-and-effect relationships. In nursing practice, we are concerned with identifying interventions to maintain or improve patient outcomes, and base practice on evidence. We test the effectiveness of nursing interventions by using experimental and quasi-experimental designs. These designs differ from nonexperimental designs in one important way: the researcher does not observe behaviors and actions, but actively intervenes by manipulating study variables to bring about a desired effect. By manipulating an independent variable, the researcher can measure a change in behavior(s) or action(s), which is the dependent variable. Experimental and quasi- experimental studies provide the two highest levels of evidence, Level II and Level III, for a single study (see Chapter 1).
Experimental designs are particularly suitable for testing cause- and-effect relationships because they are structured to minimize potential threats to internal validity (see Chapter 8). To infer causality requires that these three criteria be met:
• The causal (independent) and effect (dependent) variables must be associated with each other.
• The cause must precede the effect.
• The relationship must not be explainable by another variable.
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When critiquing experimental and/or quasi-experimental designs, the primary focus is on to what extent the experimental treatment, or independent variable, caused the desired effect on the outcome, the dependent variable. The strength of the conclusion depends on how well other extraneous study variables may have influenced or contributed to the findings.
The purpose of this chapter is to acquaint you with the issues involved in interpreting and applying to practice the findings of studies that use experimental and quasi-experimental designs (Box 9.1). The Critical Thinking Decision Path shows an algorithm that influences a researcher’s choice of experimental or quasi- experimental design. In the literature, these types of studies are often referred to as therapy or intervention articles. BOX 9.1 Summary of Experimental and Quasi- Experimental Research Designs Experimental designs
• True experiment (pretest-posttest control group) design
• Solomon four-group design
• After-only design
Quasi-experimental designs
• Nonequivalent control group design
• After-only nonequivalent control group design
• One group (pretest-posttest) design
• Time series design
CRITICAL THINKING DECISION PATH Experimental and Quasi-Experimental Designs
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Experimental design An experimental design has three identifying properties:
• Randomization
• Control
• Manipulation
A study using an experimental design is commonly called a randomized controlled trial (RCT). In clinical settings, it may be referred to as a clinical trial and is commonly used in drug trials. An RCT is considered the “gold standard” for providing information about cause-and-effect relationships. An RCT generates Level II evidence (see Chapter 1) because randomization, control, and manipulation minimize bias or error. A well-controlled RCT using these properties provides more confidence that the intervention is effective and will produce the same results over time (see Chapters 1 and 8). Box 9.2 shows examples of how these properties were used in the study in Appendix A.
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BOX 9.2 Experimental Design Exemplar: Nursing Case Management, Peer Coaching, and Hepatitis A and B Vaccine Completion among Homeless Men Recently Released on Parole, Randomized Clinical Trial
• This study reports specifically on whether seronegative parolees involved and randomized in the original education and support intervention study were more likely to complete the hepatitis A and B vaccination series and variable predictors of their adherence for completion. The study consisted of parolee participants randomization to one of three groups:
• Peer coaching–nurse case management over 6 months whereby a combination of a peer coach who provided weekly (∼45 minutes) interactions focused on using coping and communication skills, self-management, and access to community resources; and interactions with a nurse case manager (∼20 minutes over 8 consecutive weeks) focused on health promotion, completion of drug treatment, vaccination adherence, and reduction of risky drug and sexual behaviors
• Peer coaching alone as described in group 1 along with a one-time nurse interaction (20 minutes) focused on hepatitis and HIV risk reduction
• Usual care that consisted of encouragement by a nurse to complete the three-series HAV/HBV vaccine and a one-time 20-minute peer counselor
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session on health promotion. A detailed power analysis for sample size was reported.
• Fig. 2 in Appendix A: The CONSORT diagram illustrates how N = 669 study participants were approached, of which 69 were excluded, and why; followed by the N of 600 participants who were randomized to one of the three study arms to control for confounding variables and to ensure balance across groups: n = 195 in peer coaching–nurse care manager group; n = 120 in peer coaching group; and n = 209 in usual care group.
• The researchers also statistically assessed whether random assignment produced groups that were similar; Table 1 illustrates that except for personal health status there were no differences in the baseline characteristics (each group had similar distribution of study participants) across the three intervention arms for demographics, social, situational, coping, and personal characteristics. Fair/poor health was more commonly reported for the usual care group (37.2%). Thus, we would want to consider the fact that randomization did not work for that variable. Subanalyses might be necessary (controlling for that variable) to determine if perception of health affected that group’s adherence for completion of the vaccination series.
• There is no report within this article of attention-control (all groups receiving same amount of attention time), so we do not know the average amount of time each study arm received. Thus time alone could explain adherence improvement (spending more time teaching/interacting with group members).
• Of the 345 study participants, the vaccination completion rate for three or more doses was 73% across all three groups with no differences across groups. In other words, there was not a higher rate of vaccination completion for the study participants who were in arm 1 or 2 compared to usual care.
• The authors identify several limitations that could have attributed to the findings, such as the fact that self-report has the potential
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for bias.
Randomization Randomization, or random assignment, is required for a study to be considered an experimental design with the distribution of subjects to either the experimental or the control group on a random basis. As shown in Box 9.2, each subject has an equal chance of being assigned to one of the three groups. This ensures that other variables that could affect change in the dependent variable will be equally distributed among the groups, reducing systematic bias. It also decreases selection bias (see Chapter 8). Randomization may be done individually or by groups. Several procedures are used to randomize subjects to groups, such as a table of random numbers or computer-generated number sequences (Suresh, 2011). Note that random assignment to groups is different from random sampling as discussed in Chapter 12.
Control Control refers to the process by which the investigator holds conditions constant to limit bias that could influence the dependent variable(s). Control is acquired by manipulating the independent variable, randomly assigning subjects to a group, using a control group, and preparing intervention and data collection protocols that are consistent for all study participants (intervention fidelity) (see Chapters 8 and 14). Box 9.2 illustrates how a control group was used by Nyamathi and colleagues (2015; see Appendix A). In an experimental study, the control group (or in Nyamathi’s study, referred to as Usual Care group) receives the usual treatment or a placebo (an inert pill in drug trials).
Manipulation Manipulation is the process of “doing something,” a different dose of “something,” or comparing different types of treatment by manipulating the independent variable for at least some of the involved subjects (typically those randomly assigned to the experimental group). The independent variable might be a treatment, a teaching plan, or a medication. The effect of this
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manipulation is measured to determine the result of the experimental treatment on the dependent variable compared with those who did not receive the treatment.
Box 9.2 provides an illustration of how the properties of experimental designs, randomization, control, and manipulation are used in an intervention study and how the researchers ruled out other potential explanations or bias (threats to internal validity) influencing the results. The description in Box 9.2 is also an example of how the researchers used control to minimize bias and its effect on the intervention (Nyamathi et al., 2015). This control helped rule out the following potential internal validity threats:
• Selection effect: Bias in the sample contributed to the results versus the intervention.
• History: External events may have contributed to the results versus the intervention.
• Maturation: Developmental processes that occur and potentially alter the results versus the intervention.
Researchers also tested statistically for differences among the groups and found that there were none, reassuring the reader that the randomization process worked. We have briefly discussed RCTs and how they precisely use control, manipulation, and randomization to test the effectiveness of an intervention.
• RCTs use an experimental and control group, sometimes referred to as experimental and control arms.
• Have a specific sampling plan, using clear-cut inclusion and exclusion criteria (see Chapter 12).
• Administer the intervention in a consistent way, called intervention fidelity.
• Perform statistical comparisons to determine any baseline and/or postintervention differences between groups.
• Calculate the sample size needed to detect a treatment effect.
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It is important that researchers establish a large enough sample size to ensure that there are enough subjects in each study group to statistically detect differences among those who receive the intervention and those who do not. This is called the ability to statistically detect the treatment effect or effect size—that is, the impact of the independent variable/intervention on the dependent variable (see Chapter 12). The mathematical procedure to determine the number for each arm (group) needed to test the study’s variables is called a power analysis (see Chapter 12). You will usually find power analysis information in the sample section of the research article. Example: ➤ You will know there was an appropriate plan for an adequate sample size when a statement like the following is included: “With at least 114 men in each intervention condition there was 80% power to detect differences of 15-20 percentage points (e.g., 50% vs. 70%, 75% vs. 90%) for vaccine completion between either of the two intervention conditions and the UC intervention condition at p =.05” (Nyamathi et al., 2015). This information demonstrates that the researchers sought an adequate sample size. This information is critical to assess because with a small sample size, differences may not be statistically evident, thus creating the potential for a type II error—that is, acceptance of the null hypothesis when it is false (see Chapter 16). Carefully read the intervention and control group section of an article to see exactly what each group received and what the differences were between groups either at baseline or following the intervention.
In Appendix A, Nyamathi and colleagues (2015) provide a detailed description and illustration of the intervention. The discussion section reports that the patients’ self-report (they may report doing better than they really did) may have posed an accuracy bias in reporting health behaviors. When reviewing RCTs, you also want to assess how well the study incorporates intervention fidelity measures. Fidelity covers several elements of an experimental study (Gearing et al., 2011; Preyde & Burnham, 2011; Wickersham et al., 2011) that must be evaluated and that can enhance a study’s internal validity. These elements are as follows:
1. Well-defined intervention, sampling strategy, and data collection
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procedures
2. Well-described characteristics of study participants and environment
3. Clearly described protocol for delivering the intervention systematically to all subjects in the intervention group
4. Discussion of threats to internal and external validity
Types of experimental designs There are numerous experimental designs (Campbell & Stanley, 1966). Each is based on the classic experimental design called the RCT (Fig. 9.1A). The classic RCT is conducted as follows:
1. The researcher recruits a sample from the accessible population.
2. Baseline measurements are taken of preintervention demographics, personal characteristics.
3. Baseline measurement is taken of the dependent variable(s).
4. Subjects are randomized to either the intervention or the control group.
5. Each group receives the experimental intervention or comparison/control intervention (usual care or standard treatment, or placebo).
6. Both groups complete postintervention measures to see which, if any, changes have occurred in the dependent variables (determining the differential effects of the treatment).
7. Reliability and validity data are clearly described for measurement instruments.
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FIG 9.1 Experimental Designs. A, Classic randomized clinical trial. B, Solomon four-group
design. C, After-only experimental design.
EVIDENCE-BASED PRACTICE TIP The term RCT is often used to refer to an experimental design in health care research and is frequently used in nursing research as the gold standard design because it minimizes bias or threats to study validity. Because of ethical issues, rarely is “no treatment” acceptable. Typically, either “standard treatment” or another version or dose of “something” is provided to the control group. Only when there is no standard or comparable treatment available
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is a no-treatment control group appropriate.
The degree of difference between the groups at the end of the study indicates the confidence the researcher has in a causal link (i.e., the intervention caused the difference) between the independent and dependent variables. Because random assignment and control minimizes the effects of many threats to internal validity or bias (see Chapter 8), it is a strong design for testing cause-and-effect relationships. However, the design is not perfect. Some threats to internal validity cannot be controlled in RCTs, including but not limited to:
• Mortality: People tend to drop out of studies, especially those that require participation over an extended period of time. When reading RCTs, examine the sample and the results carefully to see if excessive dropouts or deaths occurred, or one group had more dropouts than the other, which can affect the study findings.
• Testing: When the same measurement is given twice, subjects tend to score better the second time just by remembering the test items. Researchers can avoid this problem in one of two ways: They might use different or equivalent forms of the same test for the two measurements (see Chapter 15), or they might use a more complex experimental design called the Solomon four-group design.
Solomon four-group design. The Solomon four-group design, shown in Fig. 9.1B, has two groups that are identical to those used in the classic experimental design, plus two additional groups: an experimental after-group and a control after-group. As the diagram shows, subjects are randomly assigned to one of four groups before baseline data are collected. This design results in two groups that receive only a posttest (rather than pretest and posttest), which provides an opportunity to rule out testing biases that may have occurred because of exposure to the pretest (also called pretest sensitization). In other words, pretest sensitization suggests that those who take the pretest learn what to concentrate on during the study and may
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score higher after the intervention is completed. Although this design helps evaluate the effects of testing, the threat of mortality (dropout) is a potential threat to internal validity.
Example: ➤ Ishola and Chipps (2015) used the Solomon four- group design to test a mobile phone intervention based on the theory of psychological flexibility to improve pregnant women’s mental health outcomes in Nigeria. They hypothesized that those who received the mobile phone intervention would have greater psychological flexibility (the ability to be present and act when necessary).
• The subjects were randomly assigned to one of four groups:
1. Pretest, mobile phone intervention, immediate posttest
2. Pretest, no mobile phone intervention, immediate posttest
3. No pretest, mobile phone intervention, posttest only
4. No pretest, no mobile phone intervention, posttest only
• The study found that although psychological flexibility was improved in the mobile phone intervention groups, this effect was influenced by a significant interaction between the pretests and the intervention; thus, pretest sensitization was present in this study.
After-only design. A less frequently used experimental design is the after-only design (see Fig. 9.1C). This design, which is sometimes called the posttest- only control group design, is composed of two randomly assigned groups, but unlike the classic experimental design, neither group is
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pretested. The independent variable is introduced to the experimental group and not to the control group. The process of randomly assigning the subjects to groups is assumed to be sufficient to ensure lack of bias so that the researcher can still determine whether the intervention created significant differences between the two groups. This design is particularly useful when testing effects that are expected to be a major problem, or when outcomes cannot be measured beforehand (e.g., postoperative pain management).
When critiquing research using experimental designs, to help inform your evidence-based decisions, consider what design type was used; how the groups were formed (i.e., if the researchers used randomization); whether the groups were equivalent at baseline; if they were not equivalent, what the possible threats to internal validity were; what kind of manipulation (i.e., intervention) was administered to the experimental group; and what the control group received.
HELPFUL HINT Look for evidence of pre-established inclusion and exclusion criteria for the study participants.
Strengths and weaknesses of the experimental design Experimental designs are the most powerful for testing cause-and- effect relationships due to the control, manipulation, and randomization components. Therefore, the design offers a better chance of measuring if the intervention caused the change or difference in the two groups. Example: ➤ Nyamathi and colleagues (2015) tested several types of interventions (peer coaching with nurse case management, peer coaching alone, and usual care) with paroled men to examine hepatitis A and B vaccine completion rates and found no significant differences between the groups. If you were working in a clinic caring for this population, you would consider this evidence as a starting point for putting research findings into clinical practice.
Experimental designs have weaknesses as well. They are complicated to design and can be costly to implement. Example: ➤ There may not be an adequate number of potential study
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participants in the accessible population. These studies may be difficult or impractical to carry out in a clinical setting. An example might be trying to randomly assign patients from one hospital unit to different groups when nurses might talk to each other about the different treatments. Experimental procedures also may be disruptive to the setting’s usual routine. If several nurses are involved in administering the experimental program, it may be impossible to ensure that the program is administered in the same way with each subject. Another problem is that many important variables that are related to patient care outcomes are not amenable to manipulation for ethical reasons. Example: ➤ Cigarette smoking is known to be related to lung cancer, but you cannot randomly assign people to smoking or nonsmoking groups. Health status varies with age and socioeconomic status. No matter how careful a researcher is, no one can assign subjects randomly by age or by a certain income level. Because of these problems in carrying out experimental designs, researchers frequently turn to another type of research design to evaluate cause-and-effect relationships. Such designs, which look like experiments but lack some of the control of the true experimental design, are called quasi-experimental designs.
Quasi-experimental designs Quasi-experimental designs also test cause-and-effect relationships. However, in quasi-experimental designs, random assignment or the presence of a control group is lacking. The characteristics of an experimental study may not be possible to include because of the nature of the independent variable or the available subjects.
Without all the characteristics associated with an experimental study, internal validity may be compromised. Therefore, the basic problem with the quasi-experimental approach is a weakened confidence in making causal assertions that the results occurred because of the intervention. Instead, the findings may be a result of other extraneous variables. As a result, quasi-experimental studies provide Level III evidence. Example: ➤ Letourneau and colleagues (2015) used a quasi-experimental design to evaluate the effect of telephone peer support on maternal depression and social support
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with mothers diagnosed with postpartum depression. This one- group pretest-posttest design, where peer volunteers were trained and delivered phone social support, resulted in promising improvement in lower depression and higher perception of social support scores among the participants. However, there was a small group (11%) of mothers who had a “relapse” of depressive symptoms despite peer phone support. In this study there was no comparison group to see if the peer support was more effective than a comparison group and if the 11% of relapse to depression was a common occurrence among women with postpartum depression.
HELPFUL HINT Remember that researchers often make trade-offs and sometimes use a quasi-experimental design instead of an experimental design because it may be impossible to randomly assign subjects to groups. Not using the “purest” design does not decrease the value of the study even though it may decrease the strength of the findings.
Types of quasi-experimental designs There are many different quasi-experimental designs, but we will limit the discussion to only those most commonly used in nursing research. Refer back to the experimental design shown in Fig. 9.1A, and compare it with the nonequivalent control group design shown in Fig. 9.2A. Note that this design looks exactly like the true experiment, except that subjects are not randomly assigned to groups. Suppose a researcher is interested in the effects of a new diabetes education program on the physical and psychosocial outcomes of patients newly diagnosed with diabetes. Under certain conditions, the researcher might be able to randomly assign subjects to either the group receiving the new program or the group receiving the usual program, but for any number of reasons, that might not be possible.
• For example, nurses on the unit where patients are admitted might be so excited about the new program that they cannot help but include the new information for all patients.
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• The researcher has two choices: to abandon the study or to conduct a quasi-experiment.
• To conduct a quasi-experiment, the researcher might use one unit as the intervention group for the new program, find a similar unit that has not been introduced to the new program, and study the newly diagnosed patients with diabetes who are admitted to that unit as a comparison group. The study would then involve a quasi-experimental design.
FIG 9.2 Quasi-experimental designs. A, Nonequivalent control group design. B, After-only nonequivalent control group design. C, One-group (pretest-posttest) design. D, Time series design.
Nonequivalent control group. The nonequivalent control group design is commonly used in nursing studies conducted in clinical settings. The basic problem with this design is the weakened confidence the researcher can have in assuming that the experimental and comparison groups are similar at the beginning of the study. Threats to internal validity,
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such as selection effect, maturation, testing, and mortality, are possible. However, the design is relatively strong because by gathering pretest data, the researcher can compare the equivalence of the two groups on important antecedent variables before the independent variable is introduced. Antecedent variables are variables that occur within the subjects prior to the study, such as in the previous example, where the patients’ motivation to learn about their medical condition might be important in determining the effect of the diabetes education program. At the outset of the study, the researcher could include a measure of motivation to learn. Thus, differences between the two groups on this variable could be tested, and if significant differences existed, they could be controlled statistically in the analysis.
After-only nonequivalent control group. Sometimes the outcomes simply cannot be measured before the intervention, as with prenatal interventions that are expected to affect birth outcomes. The study that could be conducted would look like the after-only nonequivalent control group design shown in Fig. 9.2B. This design is similar to the after-only experimental design, but randomization is not used to assign subjects to groups and makes the assumption that the two groups are equivalent and comparable before the introduction of the independent variable. The soundness of the design and the confidence that we can put in the findings depend on the soundness of this assumption of preintervention comparability. Often it is difficult to support the assertion that the two nonrandomly assigned groups are comparable at the outset of the study, because there is no way of assessing its validity.
One-group (pretest-posttest). Another quasi-experimental design is a one-group (pretest- posttest) design (see Fig. 9.2C), such as the Letourneau and colleagues (2015) example described earlier. This is used when only one group is available for study. Data are collected before and after an experimental treatment on one group of subjects. In this design, there is no control group and no randomization, which are important characteristics that enhance internal validity. Therefore,
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it becomes important that the evidence generated by the findings of this type of quasi-experimental design is interpreted with careful consideration of the design limitations.
Time series. Another quasi-experimental approach used by researchers when only one group is available to study over a longer period of time is called a time series design (see Fig. 9.2D). Time series designs are useful for determining trends over time. Data are collected multiple times before the introduction of the treatment to establish a baseline point of reference on outcomes. The experimental treatment is introduced, and data are collected on multiple occasions to determine a change from baseline. The broad range and number of data collection points help rule out alternative explanations, such as history effects. However, the internal validity of testing is always present because of multiple data collection points. Without a control group, the internal validity threats of selection and maturation cannot be ruled out (see Chapter 8).
HIGHLIGHT When your team is critically appraising studies that use experimental and quasi-experimental designs, it is important to make sure that your team members understand the difference between random selection and random assignment (randomization).
Strengths and weaknesses of quasi-experimental designs Quasi-experimental designs are used frequently because they are practical, less costly, and feasible, with potentially generalizable findings. These designs are more adaptable to the real-world practice setting than the controlled experimental designs. For some research questions and hypotheses, these designs may be the only way to evaluate the effect of the independent variable.
The weaknesses of the quasi-experimental approach involve the inability to make clear cause-and-effect statements.
EVIDENCE-BASED PRACTICE TIP Experimental designs provide Level II evidence, and quasi-
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experimental designs provide Level III evidence. Quasi- experimental designs are lower on the evidence hierarchy because of lack of control, which limits the ability to make confident cause- and-effect statements that influence applicability to practice and clinical decision making.
Evidence-based practice As nursing science expands, and accountability for cost-effective quality clinical outcomes increases, nurses must become more cognizant of what constitutes best practice for their patient population. An understanding of the value of intervention studies that use an experimental or quasi-experimental design is critical for improving clinical outcomes. These study designs provide the strongest evidence for making informed clinical decisions. These designs are those most commonly included in systematic reviews (see Chapter 11).
One cannot assume that because an intervention study has been published that the findings apply to your practice population. When conducting an evidence-based practice project, the clinical question provides a guide for you and your team to collect the strongest, most relevant evidence related to your problem. If your search of the literature reveals experimental and quasi-experimental studies, you will need to evaluate them to determine which studies provide the best available evidence. The likelihood of changing practice based on one study is low, unless it is a large clinical RCT based on prior research evidence.
Key points for evaluating the evidence and whether bias has been minimized in experimental and quasi-experimental designs include:
• Random group assignment (experimental or intervention and control or comparison)
• Inclusion and exclusion criteria that are relevant to the clinical problem studied
• Equivalence of groups at baseline on key demographic variables
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• Adequate sample size recruitment of a homogeneous sample
• Intervention fidelity and consistent data collection procedures
• Control of antecedent, intervening, or extraneous variables
CRITICAL APPRAISAL CRITERIA Experimental and Quasi-Experimental Designs
1. Is the design used appropriate to the research question or hypothesis?
2. Is there a detailed description of the intervention?
3. Is there a clear description of the intervention group treatment in comparison to the control group? How is intervention fidelity maintained?
4. Is power analysis used to calculate the appropriate sample size for the study?
Experimental designs
1. What experimental design is used in the study?
2. How are randomization, control, and manipulation implemented?
3. Are the findings generalizable to the larger population of interest?
Quasi-experimental designs
1. What quasi-experimental design is used in the study, and is it appropriate?
2. What are the most common threats to internal and external validity of the findings of this design?
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3. What does the author say about the limitations of the study?
4. To what extent are the study findings generalizable?
Appraisal for evidence-based practice experimental and quasi-experimental designs Research designs differ in the amount of control the researcher has over the antecedent and intervening variables that may affect the study’s results. Experimental designs, which provide Level II evidence, provide the most possibility for control. Quasi- experimental designs, which provide Level III evidence, provide less control. When conducting an evidence-based practice or quality improvement project, you must always look for studies that provide the highest level of evidence (see Chapter 1). For some PICO questions (see Chapter 2), you will find both Level II and Level III evidence. You will want to determine if the choice of design, experimental or quasi-experimental, is appropriate to the purpose of the study and can answer the research question or hypotheses.
HELPFUL HINT When reviewing the experimental and quasi-experimental literature, do not limit your search only to your patient population. For example, it is possible that if you are working with adult caregivers, related parent caregiver intervention studies may provide you with strategies as well. Many times, with some adaptation, interventions used with one sample may be applicable for other populations.
Questions that you should pose when reading studies that test cause-and-effect relationships are listed in the Critical Appraisal Criteria box. These questions should help you judge whether a causal relationship exists.
For studies in which either experimental or quasi-experimental designs are used, first try to determine the type of design that was used. Often a statement describing the design of the study appears
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in the abstract and in the methods section of the article. If such a statement is not present, you should examine the article for evidence of control, randomization, and manipulation. If all are discussed, the design is probably experimental. On the other hand, if the study involves the administration of an experimental treatment but does not involve the random assignment of subjects to groups, the design is quasi-experimental. Next, try to identify which of the experimental and quasi-experimental designs was used. Determining the answer to these questions gives you a head start, because each design has its inherent threats to internal and external validity. This step makes it a bit easier to critically evaluate the study. It is important that the author provide adequate accounts of how the procedures for randomization, control, and manipulation were carried out. The report should include a description of the procedures for random assignment to such a degree that the reader could determine just how likely it was for any one subject to be assigned to a particular group. The description of the intervention that each group received provides important information about what intervention fidelity strategies were implemented.
The inclusion of this information helps determine if the intervention group and control group received different treatments that were consistently carried out by trained interventionists and data collectors. The question of threats to internal validity, such as testing and mortality, is even more important to consider when critically evaluating a quasi-experimental study, because quasi- experimental designs cannot possibly feature as much control; there may be a lack of randomization or a control group. A well-written report of a quasi-experimental study systematically reviews potential threats to the internal and external validity of the findings. Your work is to decide if the author’s explanations make sense. For either experimental or quasi-experimental studies, you should also check for a reported power analysis that assures you that an appropriate sample size for detecting a treatment effect was planned.
Key points
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• Experimental designs or RCTs provide the strongest evidence (Level II) for a single study that tests whether an intervention or treatment affects patient outcomes.
• Experimental designs are characterized by the ability of the researcher to control extraneous variation, to manipulate the independent variable, and to randomly assign subjects to intervention groups.
• Experimental studies conducted either in clinical settings or in the laboratory provide the best evidence in support of a causal relationship because the following three criteria can be met: (1) the independent and dependent variables are related to each other; (2) the independent variable chronologically precedes the dependent variable; and (3) the relationship cannot be explained by the presence of a third variable.
• Researchers turn to quasi-experimental designs to test cause-and- effect relationships because experimental designs may be impractical or unethical.
• Quasi-experiments may lack the randomization and/or the comparison group characteristics of true experiments. The usefulness of quasi-experiments for studying causal relationships depends on the ability of the researcher to rule out plausible threats to the validity of the findings, such as history, selection, maturation, and testing effects.
Critical thinking challenges • Describe the ethical issues included in a true experimental
research design used by a nurse researcher.
• Describe how a true experimental design could be used in a hospital setting with patients.
• How should a nurse go about critiquing experimental research articles in the research literature so that his or her evidence-based practice is enhanced?
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• Discuss whether your QI team would use an experimental or quasi-experimental design for a quality improvement project.
• Identify a clinical quality indicator that is a problem on your unit (e.g., falls, ventilator-acquired pneumonia, catheter-acquired urinary tract infection), and consider how a search for studies using experimental or quasi-experimental designs could provide the foundation for a quality improvement project.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Campbell D, Stanley J. Experimental and quasi-experimental
designs for research. Chicago, IL: Rand-McNally;1966. 2. Gearing R.E, El-Bassel N, Ghesquiere A, et al. Major
ingredients of fidelity A review and scientific guide to improving quality of intervention research implementation. Clinical Psychology Review 2011;31:79-88 Available at: doi:10.1016/jcpr.2010.09.007.
3. Ishola A.G, Chipps J. The use of mobile phones to deliver acceptance and commitment therapy in the prevention of mother- child HIV transmission in Nigeria. Journal of Telemedicine and Telecare 2015;21:423-426 Available at: doi:10.1177/1357633X15605408.
4. Letourneau N, Secco L, Colpitts J, et al. Quasi-experimental evaluation of a telephone-based peer support intervention for maternal depression. Journal of Advanced Nursing 2015;71:1587- 1599 Available at: doi:10.1111/jan.12622.
5. Nyamathi A, Salem B.E, Zhang S, et al. Nursing care management, peer coaching, and hepatitis A and B vaccine completion among homeless men recently released on parole. Nursing Research 2015;64(3):177-189.
6. Preyde M, Burnham P.V. Intervention fidelity in psychosocial oncology. Journal of Evidence-Based Social Work 2011;8:379-396 Available at: doi:10.1080/15433714.2011.54234.
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7. Suresh K.P. An overview of randomization techniques An unbiased assessment of outcome in clinical research. Journal of Human Reproductive Science 2011;4:8-11.
8. Wickersham K, Colbert A, Caruthers D, et al. Assessing fidelity to an intervention in a randomized controlled trial to improve medication adherence. Nursing Research 2011;60:264- 269.
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CHAPTER 10
Nonexperimental designs Geri LoBiondo-Wood, Judith Haber
Learning outcomes
After reading this chapter, you should be able to do the following:
• Describe the purpose of nonexperimental designs. • Describe the characteristics of nonexperimental designs. • Define the differences between nonexperimental designs. • List the advantages and disadvantages of nonexperimental designs. • Identify the purpose and methods of methodological, secondary analysis, and mixed method designs. • Identify the critical appraisal criteria used to critique nonexperimental research designs. • Evaluate the strength and quality of evidence by nonexperimental designs.
KEY TERMS
case control study
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cohort study
correlational study
cross-sectional study
developmental study
ex post facto study
longitudinal study
methodological research
mixed methods
prospective study
psychometrics
repeated measures studies
retrospective study
secondary analysis
survey studies
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Many phenomena relevant to nursing do not lend themselves to an experimental design. For example, nurses studying cancer- related fatigue may be interested in the amount of fatigue, variations in fatigue, and patient fatigue in response to chemotherapy. The investigator would not design an experimental study and implement an intervention that would potentially intensify an aspect of a patient’s fatigue just to study the fatigue experience. Instead, the researcher would examine the factors that contribute to the variability in a patient’s cancer-related fatigue experience using a nonexperimental design. Nonexperimental designs are used when a researcher wishes to explore events, people, or situations as they occur; or test relationships and
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differences among variables. Nonexperimental designs construct a picture of variables at one point or over a period of time.
In nonexperimental research the independent variables have naturally occurred, so to speak, and the investigator cannot directly control them by manipulation. As the researcher does not actively manipulate the variables, the concepts of control and potential sources of bias (see Chapter 8) should be considered. Nonexperimental designs provide Level IV evidence. The information yielded by these types of designs is critical to developing an evidence base for practice and may represent the best evidence available to answer research or clinical questions.
Researchers are not in agreement on how to classify nonexperimental studies. A continuum of quantitative research design is presented in Fig. 10.1. Nonexperimental studies explore the relationships or the differences between variables. This chapter divides nonexperimental designs into survey studies and relationship/difference studies as illustrated in Box 10.1. These categories are somewhat flexible, and other sources may classify nonexperimental studies differently. Some studies fall exclusively within one of these categories, whereas other studies have characteristics of more than one category (Table 10.1). As you read the research literature, you will often find that researchers use several design classifications for one study. This chapter introduces the types of nonexperimental designs and discusses their advantages and disadvantages, the use of nonexperimental research, the issues of causality, and the critiquing process as it relates to nonexperimental research. The Critical Thinking Decision Path outlines the path to the choice of a nonexperimental design.
FIG 10.1 Continuum of quantitative research design.
TABLE 10.1 Examples of Studies With More Than One Design Label
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Design Type Study’s Purpose Retrospective, predictive correlation
To identify predictors of initial and repeated unplanned hospitalizations and potential financial impact among Medicare patients with early stage (Stages I– III) colorectal cancer receiving outpatient chemotherapy using the SEER Medicare database (Fessele et al., 2016)
Descriptive, exploratory, secondary analysis of a randomized controlled trial
To describe drug use and sexual behavior (sex with multiple partners) prior to incarceration and 6 and 12 months after study enrollment using data obtained as part of a randomized controlled trial designed to study the effects of intensive peer coaching and nurse case management, intensive peer coaching, and brief nurse counseling on hepatitis A and B vaccination adherence (Nyamathi et al., 2015, 2016; see Appendix A)
Longitudinal, descriptive
This longitudinal, single group study was conducted to determine whether empirically selected and social cognitive theory-based factors, including baseline characteristics and modifiable behavioral and psychosocial factors, were determinants of PA maintenance in breast cancer survivors after a physical activity intervention (Lee, Von, et al., 2016).
PA, Physical activity; SEER, Surveillance, Epidemiology, and End Results.
BOX 10.1 Summary of Nonexperimental Research Designs I. Survey studies
A. Descriptive
B. Exploratory
C. Comparative
II. Relationship/difference studies
A. Correlational studies
B. Developmental studies
1. Cross-sectional
2. Cohort, longitudinal, and prospective
3. Case control, retrospective, and ex post facto
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EVIDENCE-BASED PRACTICE TIPS When critically appraising nonexperimental studies, you need to be aware of possible sources of bias that can be introduced at any point in the study.
CRITICAL THINKING DECISION PATH Nonexperimental Design Choice
Survey studies The broadest category of nonexperimental designs is the survey study. Survey studies are further classified as descriptive, exploratory, or comparative. Surveys collect detailed descriptions of variables and use the data to justify and assess conditions and practices or to make plans for improving health care practices. You will find that the terms exploratory, descriptive, comparative, and survey are used either alone, interchangeably, or together to
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describe this type of study’s design (see Table 10.1).
• A survey is used to search for information about the characteristics of particular subjects, groups, institutions, or situations, or about the frequency of a variable’s occurrence, particularly when little is known about the variable. Box 10.2 provides examples of survey studies.
• Variables can be classified as opinions, attitudes, or facts.
• Fact variables include gender, income level, political and religious affiliations, ethnicity, occupation, and educational level.
• Surveys provide the basis for the development of intervention studies.
• Surveys are described as comparative when used to determine differences between variables.
• Survey data can be collected with a questionnaire or an interview (see Chapter 14).
• Surveys have small or large samples of subjects drawn from defined populations, can be either broad or narrow, and can be made up of people or institutions.
• Surveys relate one variable to another or assess differences between variables, but do not determine causation.
BOX 10.2 Survey Design Examples
• Bender and colleagues (2016) developed and administered a survey to a nationwide sample (n = 585) of certified clinical nurse leaders (CNLs) and managers, leaders, educators, clinicians, and change agents involved in planning and integrating CNLs into a health system’s nursing care delivery model. Items addressed organizational and implementation characteristics and perceived level of CNL initiative success.
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• Lee, Fan, and colleagues (2016) conducted a survey to investigate the differences between perceptions of injured patients and their caregivers. Participants completed the Chinese Illness Perception Questionnaire Revised–Trauma. Exploring the differences in illness perceptions between injured patients and their caregivers can help clinicians provide individualized care and design interventions that meets patients’ and caregivers’ needs.
The advantages of surveys are that a great deal of information can be obtained from a large population in a fairly economical manner, and that survey research information can be surprisingly accurate. If a sample is representative of the population (see Chapter 12), even a relatively small number of subjects can provide an accurate picture of the population.
Survey studies do have disadvantages. The information obtained in a survey tends to be superficial. The breadth rather than the depth of the information is emphasized.
EVIDENCE-BASED PRACTICE TIPS Evidence gained from a survey may be coupled with clinical expertise and applied to a similar population to develop an educational program, to enhance knowledge and skills in a particular clinical area (e.g., a survey designed to measure the nursing staff’s knowledge and attitudes about evidence-based practice where the data are used to develop an evidence-based practice staff development course).
HELPFUL HINT You should recognize that a well-constructed survey can provide a wealth of data about a particular phenomenon of interest, even though causation is not being examined.
Relationship and difference studies Investigators also try to assess the relationships or differences between variables that can provide insight into a phenomenon. These studies can be classified as relationship or difference studies. The following types of relationship/difference studies are
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discussed: correlational studies and developmental studies.
Correlational studies In a correlational study the relationship between two or more variables is examined. The researcher does not test whether one variable causes another variable. Rather, the researcher is:
• Testing whether the variables co-vary (i.e., As one variable changes, does a related change occur in another variable?)
• Interested in quantifying the strength of the relationship between variables, or in testing a hypothesis or research question about a specific relationship
The direction of the relationship is important (see Chapter 16 for an explanation of the correlation coefficient). For example, in their correlational study, Turner-Sack and colleagues (2016) examined psychological functioning, post-traumatic growth (PTG), and coping and cancer–related characteristics of adolescent cancer survivors’ parents and siblings (see Appendix D). This study tested multiple variables to assess the relationship and differences among the sample. One finding was that parents’ psychological distress was negatively correlated with their survivor child’s active coping (r = −0.53, p <.001). The study findings revealed that younger age, higher life satisfaction, and less avoidant coping were strong predictors of lower psychological distress in parents of adolescent cancer survivors. Thus the variables were related to (not causal of) outcomes. Each step of this study was consistent with the aims of exploring relationships among variables.
When reviewing a correlational study, remember what relationship the researcher tested and notice whether the researcher implied a relationship that is consistent with the theoretical framework and research question(s) or hypotheses being tested. Correlational studies offer the following advantages:
• An efficient and effective method of collecting a large amount of data about a problem
• A potential for evidence-based application in clinical settings
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• A potential foundation for future experimental research studies
• A framework for exploring the relationship between variables that cannot be manipulated
The following are disadvantages of correlational studies:
• Variables are not manipulated.
• Randomization is not used because the groups are preexisting, and therefore generalizability is decreased.
• The researcher is unable to determine a causal relationship between the variables because of the lack of manipulation, control, and randomization.
• The strength and quality of evidence is limited by the associative nature of the relationship between the variables.
Correlational studies may be further labeled as descriptive correlational or predictive correlational. In terms of evidence for practice, the researchers based on the literature review and findings, frame the utility of the results in light of previous research and therefore help establish the “best available” evidence that, combined with clinical expertise, informs clinical decisions regarding the study’s applicability to a specific patient population. A correlational design is a very useful design for clinical studies because many of the phenomena of clinical interest are beyond the researcher’s ability to manipulate, control, and randomize.
HIGHLIGHT When your QI team’s search of the literature for intervention studies reporting evidence-based strategies for preventing ventilator acquired pneumonia (VAP) yields only studies using nonexperimental designs, your team members should debate whether the evidence is of sufficient quality to be applied to answering your clinical question.
Developmental studies
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There are also classifications of nonexperimental designs that use a time perspective. Investigators who use developmental studies are concerned not only with the existing status and the relationship and differences among phenomena at one point in time, but also with changes that result from elapsed time. The following types of designs are discussed: cross-sectional, cohort/longitudinal/prospective, and case control/retrospective/ex post facto. In the literature, studies may be designated by more than one design name. This practice is accepted because many studies have elements of several designs. Table 10.1 provides examples of studies classified with more than one design label.
EVIDENCE-BASED PRACTICE TIPS Replication of significant findings in nonexperimental studies with similar and/or different populations increases your confidence in the conclusions offered by the researcher and the strength of evidence generated by consistent findings from more than one study.
Cross-sectional studies A cross-sectional study examines data at one point in time; that is, data are collected on only one occasion with the same subjects rather than with the same subjects at several time points. For example, a cross-sectional study was conducted by Koc and Cinarli (2015) to determine knowledge, awareness, and practices of Turkish hospital nurses in relation to cervical cancer, human papillomavirus (HPV), and HPV vaccination. The researchers aimed to answer several research questions:
• What is the level of knowledge about cancer risk factors?
• What is the level of knowledge about early diagnosis?
• What are the awareness, knowledge, information sources, and practices regarding HPV infection and HPV vaccine administration?
• What are the relationships between the sociodemographic (age, willingness to receive HPV vaccination, willingness for their
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children to receive HPV vaccination) and professional characteristics (education, belief that cervical cancer can be prevented by HPV vaccination), and overall level of knowledge about cervical cancer, HPV, and HPV vaccines?
As you can see, the variables were related to, not causal of, outcomes. Each step of this study was consistent with the aims of exploring the relationship and differences among variables in a cross-sectional design.
In this study the sample subjects participated on one occasion; that is, data were collected on only one occasion from each subject and represented a cross section of 464 Turkish nurses working in hospital settings, rather than the researchers following a group of nurses over time. The purpose of this study was not to test causality, but to explore the potential relationships between and among variables that can be related to knowledge about HPV, belief in the effectiveness of early cervical cancer screening, and HPV vaccination. The authors concluded that higher levels of knowledge among nurses may increase their willingness to recommend the HPV vaccine to patients. Cross-sectional studies can explore relationships and correlations, or differences and comparisons, or both. Advantages and disadvantages of cross-sectional studies are as follows:
• Cross-sectional studies, when compared to longitudinal/cohort/prospective studies are less time-consuming, less expensive, and thus more manageable.
• Large amounts of data can be collected at one point, making the results more readily available.
• The confounding variable of maturation, resulting from the elapsed time, is not present.
• The investigator’s ability to establish an in-depth developmental assessment of the relationships of the variables being studied is lessened. The researcher is unable to determine whether the change that occurred is related to the change that was predicted because the same subjects were not followed over a period of
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time. In other words, the subjects are unable to serve as their own controls (see Chapter 8).
Cohort/prospective/longitudinal/repeated measures studies In contrast to the cross-sectional design, cohort studies collect data from the same group at different points in time. Cohort studies are also referred to as longitudinal, prospective, and repeated measures studies. These terms are interchangeable. Like cross- sectional studies, cohort studies explore differences and relationships among variables. An example of a longitudinal (cohort) study is found in the study by Hawthorne and colleagues (2016; see Appendix B). This study tested the relationships between spiritual/religious coping strategies and grief, mental health (depression and post-traumatic stress disorder), and personal growth for mothers and fathers at 1 and 3 months after their infant/child’s death in the NICU/PICU with and without control for race/ethnicity and religion. They concluded that spiritual strategies and activities were associated with lower symptoms of grief and depression in parents and post-traumatic stress in mothers but not post-traumatic stress in fathers.
Cohort designs have advantages and disadvantages. When assessing the appropriateness of a cross-sectional study versus a cohort study, first assess the nature of the research question or hypothesis: Cohort studies allow clinicians to assess the incidence of a problem over time and potential reasons for changes in the study’s variables. However, the disadvantages inherent in a cohort study also must be considered. Data collection may be of long duration; therefore, subject loss or mortality can be high due to the time it takes for the subjects to progress to each data collection point. The internal validity threat of testing is also present and may be unavoidable in a cohort study. Subject loss to follow-up or attrition, may lead to unintended sample bias affecting both the internal validity and external validity of the study.
These realities make a cohort study costly in terms of time, effort, and money. There is also a chance of confounding variables that could affect the interpretation of the results. Subjects in such a study may respond in a socially desirable way that they believe is congruent with the investigator’s expectations (Hawthorne effect).
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Advantages of a cohort study are as follows:
• Each subject is followed separately and thereby serves as his or her own control.
• Increased depth of responses can be obtained and early trends in the data can be analyzed.
• The researcher can assess changes in the variables of interest over time, and both relationships and differences can be explored between variables.
In summary, cohort studies begin in the present and end in the future, and cross-sectional studies look at a broader perspective of a population at a specific point in time.
Case control/retrospective/ex post facto studies A case control study is essentially the same as an ex post facto study and a retrospective study. In these studies, the dependent variable already has been affected by the independent variable, and the investigator attempts to link present events to events that occurred in the past. When researchers wish to explain causality or the factors that determine the occurrence of events or conditions, they prefer to use an experimental design. However, they cannot always manipulate the independent variable, or use random assignments. When experimental designs that test the effect of an intervention or condition cannot be employed, case control (ex post facto or retrospective) studies may be used. Ex post facto literally means “from after the fact.” Case control, ex post facto, retrospective, or case control studies also are known as causal- comparative studies or comparative studies. As we discuss this design further, you will see that many elements of this category are similar to quasi-experimental designs because they explore differences between variables (Campbell & Stanley, 1963).
In case control studies, a researcher hypothesizes, for instance:
• That X (cigarette smoking) is related to and a determinant of Y (lung cancer).
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• But X, the presumed cause, is not manipulated and subjects are not randomly assigned to groups.
• Rather, a group of subjects who have experienced X (cigarette smoking) in a normal situation is located and a control group of subjects who have not experienced X is chosen.
• The behavior, performance, or condition (lung tissue) of the two groups is compared to determine whether the exposure to X had the effect predicted by the hypothesis.
Table 10.2 illustrates this example. Examination of Table 10.2 reveals that although cigarette smoking appears to be a determinant of lung cancer, the researcher is still not able to conclude that a causal relationship exists between the variables, because the independent variable has not been manipulated and subjects were not randomly assigned to groups.
TABLE 10.2 Paradigm for the Ex Post Facto Design
Groups (Not Randomly Assigned)
Independent Variable (Not Manipulated by Investigator)
Dependent Variable
Exposed group: Cigarette smokers
X Ye
Cigarette smoking Lung cancer Control group: Nonsmokers — Yc
— No lung cancer
Kousha and Castner (2016) conducted a case control study to explore novel multipollutant exposure assessments using the Air Quality Health Index in relation to emergency department (ED) visits over a 6-year period for otitis media (OM). They used information from ED visits (n = 4815 children from 3 years of age and younger) for OM, air pollution, and weather databases. The findings indicate that there was an increase in ED visits with OM diagnoses 6 to 7 days after exposure to increased ozone and 3 to 4 days after exposure to particulate matter. These findings confirm that there is an association between changes in the Air Quality Index and ED visits for OM. These findings can be used to inform risk communication, patient education, and policy.
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EVIDENCE-BASED PRACTICE TIPS The quality of evidence provided by a cohort/longitudinal/prospective study is stronger than that from other nonexperimental designs because the researcher can determine the incidence of a problem and its possible causes.
The advantages of the case control/retrospective/ex post facto design are similar to those of the correlational design. The additional benefit is that it offers a higher level of control than a correlational study, thereby increasing the confidence the research consumer would have in the evidence provided by the findings. For example, in the cigarette smoking study, a group of nonsmokers’ lung tissue samples are compared with samples of smokers’ lung tissue. This comparison enables the researcher to establish the existence of a differential effect of cigarette smoking on lung tissue. However, the researcher remains unable to draw a causal linkage between the two variables, and this inability is the major disadvantage of the case control/retrospective/ex post facto/case control design.
Another disadvantage is the problem of an alternative hypothesis being the reason for the documented relationship. If the researcher obtains data from two existing groups of subjects, such as one that has been exposed to X and one that has not, and the data support the hypothesis that X is related to Y, the researcher cannot be sure whether X or some extraneous variable is the real cause of the occurrence of Y. As such, the impact or effect of the relationship cannot be estimated accurately. Finding naturally occurring groups of subjects who are similar in all respects except for their exposure to the variable of interest is very difficult. There is always the possibility that the groups differ in some other way, such as exposure to other lung irritants (e.g., asbestos), that can affect the findings of the study and produce spurious or unreliable results. Consequently, you need to cautiously evaluate the conclusions drawn by the investigator.
HELPFUL HINT When reading research reports, you will note that at times researchers classify a study’s design with more than one design
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type label. This is correct because research studies often reflect aspects of more than one design label.
Cohort/longitudinal/prospective studies are considered to be stronger than case control/retrospective studies because of the degree of control that can be imposed on extraneous variables that might confound the data and lead to bias.
HELPFUL HINT Remember that nonexperimental designs can test relationships, differences, comparisons, or predictions, depending on the purpose of the study.
Prediction and causality in nonexperimental research A concern of researchers and research consumers is the issues of prediction and causality. Researchers are interested in explaining cause-and-effect relationships—that is, estimating the effect of one phenomenon on another without bias. Historically, researchers thought that only experimental research could support the concept of causality. For example, nurses are interested in discovering what causes anxiety in many settings. If we can uncover the causes, we could develop interventions that would prevent or decrease the anxiety. Causality makes it necessary to order events chronologically; that is, if we find in a randomly assigned experiment that event 1 (stress) occurs before event 2 (anxiety) and that those in the stressed group were anxious whereas those in the unstressed group were not, we can say that the hypothesis of stress causing anxiety is supported by these empirical observations. If these results were found in a nonexperimental study where some subjects underwent the stress of surgery and were anxious and others did not have surgery and were not anxious, we would say that there is an association or relationship between stress (surgery) and anxiety. But on the basis of the results of a nonexperimental study, we could not say that the stress of surgery caused the anxiety.
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EVIDENCE-BASED PRACTICE TIPS Studies that use nonexperimental designs often precede and provide the foundation for building a program of research that leads to experimental designs that test the effectiveness of nursing interventions.
Many variables (e.g., anxiety) that nurse researchers wish to study cannot be manipulated, nor would it be wise or ethical to manipulate them. Yet there is a need to have studies that can assert a predictive or causal sequence. In light of this need, many nurse researchers are using several analytical techniques that can explain the relationships among variables to establish predictive or causal links. These analytical techniques are called causal modeling, model testing, and associated causal analysis techniques (Kline, 2011; Plichta & Kelvin, 2013).
When reading studies, you also will find the terms path analysis, LISREL, analysis of covariance structures, structural equation modeling (SEM), and hierarchical linear modeling (HLM) to describe the statistical techniques (see Chapter 16) used in these studies. These terms do not designate the design of a study, but are statistical tests that are used in many nonexperimental designs to predict how precisely a dependent variable can be predicted based on an independent variable. For example, SEM was used to understand risk and promotive factors for youth violence and bullying in a sample of US seventh grade students who completed a survey containing items about future expectations, attitudes towards violence, past 30-day bullying experiences, and violent behavior. SEM was used to establish a model of how the variables related to one another. The findings supported the hypothesis that more positive future expectations would be related to lower levels of both physical and relational bullying and that relational bullying would be mediated by attitudes towards violence (Stoddard et al., 2015). This sophisticated design aids understanding of bullying behavior and the positive aspects of early adolescents’ lives that may help them avoid such behavior and provide useful direction for professionals like school nurses and other school-based mental health professionals when developing interventions focused on decreasing bullying. Sometimes researchers want to make a forecast
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or prediction about how patients will respond to an intervention or a disease process or how successful individuals will be in a particular setting or field of specialty. In this case, a model may be tested to assess which physical activity scores were not significant.
Many nursing studies test models. The statistics used in model- testing studies are advanced, but you should be able to read the article, understand the purpose of the study, and determine if the model generated was logical and developed with a solid basis from the literature and past research. This section cites several studies that conducted sound tests of theoretical models.
HELPFUL HINT Nonexperimental research studies have progressed to the point where prediction models are often used to explore or test relationships between independent and dependent variables.
Additional types of quantitative methods Other types of quantitative studies complement the science of research. The additional research methods provide a means of viewing and interpreting phenomena that give further breadth and knowledge to nursing science and practice. The additional types include methodological research, secondary analysis, and mixed methods.
Methodological research Methodological research is the development and evaluation of data collection instruments, scales, or techniques. As you will find in Chapters 14 and 15, methodology greatly influences research and the evidence produced.
The most significant and critically important aspect of methodological research addressed in measurement development is called psychometrics. Psychometrics focuses on the theory and development of measurement instruments (such as questionnaires) or measurement techniques (such as observational techniques) through the research process. Nurse researchers have used the principles of psychometrics to develop and test measurement instruments that focus on nursing phenomena. Many of the phenomena of interest to practice and research are intangible, such
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as interpersonal conflict, resilience, quality of life, coping, and symptom experience. The intangible nature of various phenomena —yet the recognition of the need to measure them—places methodological research in an important position. Methodological research differs from other designs of research in two ways. First, it does not include all of the research process steps as discussed in Chapter 1. Second, to implement its techniques, the researcher must have a sound knowledge of psychometrics or must consult with a researcher knowledgeable in psychometric techniques. The methodological researcher is not interested in the relationship of the independent variable and dependent variable or in the effect of an independent variable on a dependent variable. The methodological researcher is interested in identifying an intangible construct (concept) and making it tangible with a paper-and-pencil instrument or observation protocol.
A methodological study basically includes the following steps:
• Defining the concept or behavior to be measured
• Formulating the instrument’s items
• Developing instructions for users and respondents
• Testing the instrument’s reliability and validity
These steps require a sound, specific, and exhaustive literature review to identify the theories underlying the concept. The literature review provides the basis of item formulation. Once the items have been developed, the researcher assesses the tool’s reliability and validity (see Chapter 15). As an example of methodological research, Rini (2016) identified that the concept of a women’s experience of childbirth had not been adequately measured. In order to measure this concept, Rini’s (2016) review of the literature and an earlier concept analysis provided the basis for the development of the instrument, the Women’s Experience in Childbirth Survey (WECS). The instrument was developed in order to “provide a comprehensive measure of a women’s perception of the childbirth experience and its effects on maternal and neonatal outcomes” (Rini, 2016, p. 269). Having developed a conceptual
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definition, Rini followed through by testing the instrument for reliability and validity (see Chapter 15). Common considerations that researchers incorporate into methodological research are outlined in Table 10.3. Many more examples of methodological research can be found in the research literature. The specific procedures of methodological research are beyond the scope of this book, but you are urged to closely review the instruments used in studies.
TABLE 10.3 Common Considerations in the Development of Measurement Tools
Consideration Example A well-constructed scale, test, or interview schedule should consist of an objective, standardized measure of a behavior that has been clearly defined.
Observations should be made on a small but carefully chosen sampling of the behavior of interest, thus permitting the reader to feel confident that the samples are representative.
Rini (2016) provided a comprehensive literature review and definitions of the concepts that she operationalized for the WECS.
Rini (2016) piloted the instrument with 11 mothers to determine the clarity and sufficiently of the items as well as a preferred scaling method (Likert or Semantic Differential Scale).
An instrument should be standardized. It should be a set of uniform items and response possibilities, uniformly administered and scored.
Based on the initial pilot test of the instrument. The 49-item scale was developed using a 5-point Likert scale. Thirteen of the items are reversed scored and the answers summed. A higher score indicates a more positive birth experience. Potential scores range from 49 to 245.
The items should be unambiguous; clear-cut, concise, exact statements with only one idea per item.
A pilot study was conducted to evaluate the WECS items and the administration procedures. The pilot data indicated that several items needed to be dropped.
The item types should be limited in the type of variations. Subjects who are expected to shift from one type of item to another may fail to provide a true response as a result of the distraction of making such a change.
Mixing true-or-false items with questions that require a yes-or-no response and items that provide a response format of five possible answers is conducive to a high level of measurement error. The WECS contained only a 5-point Likert scale.
Items should not provide irrelevant clues. Unless carefully constructed, an item may furnish an indication of the expected response or answer. Furthermore, the correct answer or expected response to one item should not be given by another item.
An item that provides a clue to the expected answer may contain value words that convey cultural expectations, such as the following: “A good wife enjoys caring for her home and family.”
Instruments should not be made difficult by requiring unnecessarily complex or exact operations. Furthermore, the difficulty of an instrument should be appropriate to the level of the subjects being assessed. Limiting each
A test constructed to evaluate learning in an introductory course in research methods may contain an item that is inappropriate for the designated group, such as the following: “A nonlinear transformation of data to linear data is
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item to one concept or idea helps accomplish this objective.
a useful procedure before testing a hypothesis of curvilinearity.”
An instrument’s diagnostic, predictive, or measurement value depends on the degree to which it serves as an indicator of a relatively broad and significant behavior area, known as the universe of content for the behavior. A behavior must be clearly defined before it can be measured. The extent to which test items appear to accomplish this objective is an indication of the instrument’s content and/or construct validity.
The WECS development included establishment of acceptable content validity. The WECS items were submitted to a panel of experts of a nurse midwife, two maternal infant nursing instructors and a nurse with instrument development experience. The Content Validity Index = 0.75–1.0, which means that the items are deemed to reflect the universe of content related to collaborative trust. Construct validity was established using factor analysis.
An instrument should adequately cover the defined behavior. A primary consideration is whether the number and nature of items are adequate. If there are too few items, the accuracy or reliability of the measure must be questioned.
Rini (2016) presented a complete overview of the validity and reliability testing for the scale and provided a detailed discussion of the findings and needed future testing.
The measure must prove its worth empirically through tests of reliability and validity.
A researcher should demonstrate that a scale is accurate and measures what it purports to measure (see Chapter 15). Rini (2016) provided the data on the reliability and validity testing of the WECS scale.
WECS, Women’s experience in childbirth survey.
Secondary analysis Secondary analysis is also not a design but rather a research method in which the researcher takes previously collected and analyzed data from one study and reanalyzes the data or a subset of the data for a secondary purpose. The original study may be either an experimental or a nonexperimental design. As large data sets become more available, secondary analysis has become more prominent and a useful methodology for answering questions related to population health issues. Data for secondary analysis may be derived from a large clinical trial and data available through large health care organizations and databases. For example, Knight and colleagues (2016) conducted a secondary analysis of data from a larger observational prospective study (DeVon et al., 2014). The aim of the secondary analysis was to identify common trajectories of symptom severity in the 6 months following an ED visit for potential acute coronary syndrome (ACS). In the parent study, a convenience sample of participants was recruited from the ED of four academic medical centers and one community hospital. Data from a total of 1005 male (62.6%) and female (37.4%) participants with a mean age of 60.2 years (SD =
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14.17 years) were analyzed for common trajectories of symptom severity using the validated 13-item ACS Symptom Checklist. Findings from this secondary analysis identified seven types of trajectories across eight symptoms, labeled “tapering off,” “mild/persistent,” “moderate/worsening,” “moderate/improving,” “late onset,” and “severe/improving.” Trajectories differed by age, gender, and diagnosis. The data from this study allowed further in- depth exploration of distinct symptoms trajectories in the 6 months after an ED visit for potential ACS. This has the potential to improve clinical assessment of ongoing symptoms and patient education. Identification of at-risk patients can target specific subpopulations for individualized education, post-ED discharge support and evidence-based symptom management plans, and gender differences in risky sexual behavior among urban adolescents exposed to violence.
Mixed methods Over the years, mixed methods have been defined in various ways. Historically mixed methods included the use of multimethod research or thought, which means including in one study use of a variety of data sources, such as use of different investigators, use of multiple theories in one study, or use of multiple methods (Denzin, 1978). Over the years these terms and methods have been refined and clarified (Johnson et al., 2007). The definition and core characteristics that integrate the diverse meaning of mixed methods research are as follows:
In mixed methods, the researcher:
• “Based on the research question collects and analyzes rigorously both qualitative and quantitative data
• Mixes the two forms of data concurrently by combining the data
• Gives priority to one or both forms of data in terms of emphasis
• Uses the procedures of both in one study or in multiple phases of a program of study
• Frames the procedures within philosophical worldviews and
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theoretical lenses
• Combines the procedures into specific research designs that direct the plan for conducting the study” (Creswell & Plano Clark, 2011, pp. 5–6).
The order of data collection in a mixed methods study varies depending on the question that a researcher wishes to answer. In a mixed methods study the quantitative data may be collected simultaneously with the qualitative data, or one may follow the other. Studying a question using both methods can contribute to a better understanding of an area of research. An example of a mixed methods study was completed by Christian and colleagues (2016). The aim of the study was to assess the feasibility of overcoming barriers to physical activity in a group of teenagers over a period of 1 year using a voucher system of rewards. The qualitative portion of the study included three focus groups on three different occasions at baseline, 6 months, and post-intervention 1 year. The purpose of the groups was to understand the effects of physical activity, fitness, and motivation, as well as barriers to the use of the vouchers during the study with students and teachers. The quantitative portion included the use of an aerobic fitness test, a self-reported activity scale, and a physical activity measure using an accelerometer. The measurement instruments and interviews were administered on three occasions over a year. The design of this study allowed the research team to assess how well the voucher program supported physical activity, aerobic fitness, and increased motivation using multiple methods in a group of adolescents. The study’s findings supported that the use of vouchers provided access to more physical activity, increased socialization, and improved fitness activity in the adolescents during the year.
There is a diversity of opinion on how to evaluate mixed methods studies. Evaluation can include analyzing the quantitative and qualitative designs of the study separately, or as proposed by Creswell and Plano Clark (2011), there should be a separate set of criteria for mixed methods studies dependent on the designs and methods used.
HELPFUL HINT
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As you read the literature, you will find labels such as outcomes research, needs assessments, evaluation research, and quality assurance. These studies are not designs per se. These studies use either experimental or nonexperimental designs. Studies with these labels are designed to test the effectiveness of health care techniques, programs, or interventions. When reading such a research study, the reader should assess which design was used and if the principles of the design, sampling strategy, and analysis are consistent with the study’s purpose.
Appraisal for evidence-based practice nonexperimental designs Criteria for appraising nonexperimental designs are presented in the Critical Appraisal Criteria box. When appraising nonexperimental research designs, you should keep in mind that such designs offer the researcher a lower level of control and an increased risk of bias. The level of evidence provided by nonexperimental designs is not as strong as evidence generated by experimental designs; however, there are other important clinical research questions that need to be answered beyond the testing of interventions and experimental or quasi-experimental designs.
The first step in critiquing nonexperimental designs is to determine which type of design was used in the study. Often a statement describing the design of the study appears in the abstract and in the methods section of the report. If such a statement is not present, you should closely examine the paper for evidence of which type of design was employed. You should be able to discern that either a survey or a relationship design was used. For example, you would expect an investigation of self-concept development in children from birth to 5 years of age to be a relationship study using a cohort/prospective/longitudinal design. If a cohort/prospective/longitudinal study was used, you should assess for possible threats to internal validity or bias, such as mortality, testing, and instrumentation. Potential threats to internal or external validity should be recognized by the researchers at the end of the study and, in particular, the limitations section.
Next, evaluate the literature review of the study to determine if a
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nonexperimental design was the most appropriate approach to the research question or hypothesis. For example, many studies on pain (e.g., intensity, severity, perception) are suggestive of a relationship between pain and any of the independent variables (diagnosis, coping style, and ethnicity) under consideration where the independent variable cannot be manipulated. As such, these studies suggest a nonexperimental correlational, longitudinal/prospective/cohort, a retrospective/ex post facto/case control, or a cross-sectional design. Investigators will use one of these designs to examine the relationship between the variables in naturally occurring groups. Sometimes you may think that it would have been more appropriate if the investigators had used an experimental or a quasi-experimental design. However, you must recognize that pragmatic or ethical considerations also may have guided the researchers in their choice of design (see Chapters 8 through 18).
CRITICAL APPRAISAL CRITERIA Nonexperimental Designs
1. Based on the theoretical framework, is the rationale for the type of design appropriate?
2. How is the design congruent with the purpose of the study?
3. Is the design appropriate for the research question or hypothesis?
4. Is the design suited to the data collection methods?
5. Does the researcher present the findings in a manner congruent with the design used?
6. Does the research go beyond the relational parameters of the findings and erroneously infer cause-and-effect relationships between the variables?
7. Where appropriate, how does the researcher discuss the threats to internal validity (bias) and external validity (generalizability)?
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8. How does the author identify the limitations of the study?
9. Does the researcher make appropriate recommendations about the applicability based on the strength and quality of evidence provided by the nonexperimental design and the findings?
Finally, the factor or factors that actually influence changes in the dependent variable can be ambiguous in nonexperimental designs. As with all complex phenomena, multiple factors can contribute to variability in the subjects’ responses. When an experimental design is not used for controlling some of these extraneous variables that can influence results, the researcher must strive to provide as much control as possible within the context of a nonexperimental design, to decrease bias. For example, when it has not been possible to randomly assign subjects to treatment groups as an approach to controlling an independent variable, the researchers will use strict inclusion and exclusion criteria and calculate an adequate sample size using power analysis that will support a valid testing of the research question or hypothesis (see Chapter 12). Threats to internal and external validity or potential sources of bias represent a major influence when interpreting the findings of a nonexperimental study because they impose limitations to the generalizability of the results. It is also important to remember that prediction of patient clinical outcomes is of critical value for clinical researchers. Nonexperimental designs can be used to make predictions if the study is designed with an adequate sample size (see Chapter 12), collects data consistently, and uses reliable and valid instruments (see Chapter 15).
If you are appraising methodological research, you need to apply the principles of reliability and validity (see Chapter 15). A secondary analysis needs to be reviewed from several perspectives. First, you need to understand if the researcher followed sound scientific logic in the secondary analysis completed. Second, you need to review the original study that the data were extracted from to assess the reliability and validity of the original study. Even though the format and methods vary, it is important to remember that all research has a central goal: to answer questions scientifically and provide the strongest, most consistent evidence possible, while
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controlling for potential bias.
Key points • Nonexperimental designs are used in studies that construct a
picture or make an account of events as they naturally occur. Nonexperimental designs can be classified as either survey studies or relationship/difference studies.
• Survey studies and relationship/difference studies are both descriptive and exploratory in nature.
• Survey research collects detailed descriptions of existing phenomena and uses the data either to justify current conditions and practices or to make more intelligent plans for improving them.
• Correlational studies examine relationships.
• Developmental studies are further broken down into categories of cross-sectional studies, cohort/longitudinal/prospective studies, and case control/retrospective/ex post facto studies.
• Methodological research, secondary analysis, and mixed methods are examples of other means of adding to the body of nursing research. Both the researcher and the reader must consider the advantages and disadvantages of each design.
• Nonexperimental research designs do not enable the investigator to establish cause-and-effect relationships between the variables. Consumers must be wary of nonexperimental studies that make causal claims about the findings unless a causal modeling technique is used.
• Nonexperimental designs also offer the researcher the least amount of control. Threats to validity impose limitations on the generalizability of the results and as such should be fully assessed by the critical reader.
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• The critiquing process is directed toward evaluating the appropriateness of the selected nonexperimental design in relation to factors, such as the research problem, theoretical framework, hypothesis, methodology, and data analysis and interpretation.
• Though nonexperimental designs do not provide the highest level of evidence (Level I), they do provide a wealth of data that become useful pieces for formulating both Level I and Level II studies that are aimed at developing and testing nursing interventions.
Critical thinking challenges • The mid-term assignment for your interprofessional research
course is to critically appraise an assigned study on the relationship of perception of pain severity and quality of life in advanced cancer patients. You and your nursing student colleagues think it is a cross-sectional design, but your medical student colleagues think it is a quasi-experimental design because it has several specific hypotheses. How would each group of students support their argument, and how would they collaborate to resolve their differences?
• You are completing your senior practicum on a surgical unit, and for preconference your student group has just completed a search for studies related to the effectiveness of handwashing in decreasing the incidence of nosocomial infections, but the studies all use an ex post facto/case control design. You want to approach the nurse manager on the unit to present the evidence you have collected and critically appraised, but you are concerned about the strength of the evidence because the studies all use a nonexperimental design. How would you justify that this is the “best available evidence”?
• You are a member of a journal club at your hospital. Your group is interested in the effectiveness of smoking cessation interventions provided by nurses. An electronic search indicates
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that 12 individual research studies and one meta-analysis meet your inclusion criteria. Would your group begin with critically appraising the 12 individual studies or the one meta-analysis? Provide rationale for your choice, including consideration of the strength and quality of evidence provided by individual studies versus a meta-analysis.
• A patient in a primary care practice who had a history of a “heart murmur” called his nurse practitioner for a prescription for an antibiotic before having a periodontal (gum) procedure. When she responded that according to the new American Heart Association (AHA) clinical practice guideline, antibiotic prophylaxis is no longer considered appropriate for his heart murmur, the patient got upset, stating, “But I always take antibiotics! I want you to tell me why I should believe this guideline. How do I know my heart will not be damaged by listening to you?” What is the purpose of a clinical practice guideline, and how would you as a nurse practitioner respond to this patient?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Bender M, Williams M, Su W, et al. Clinical nurse leader
integrated care delivery to improve care quality Factors influencing perceived success. Journal of Nursing Scholarship 2016;48(4):414-422.
2. Campbell D.T, Stanley J.C. Experimental and quasi- experimental designs for research. Chicago, IL: Rand- McNally;1963.
3. Christian D, Todd C, Hill R, et al. Active children through incentive vouchers-evaluation (ACTIVE) A mixed methods feasibility study. BMC Public Health 2016;16:890.
4. Creswell J.W, Plano V.L. Designing and conducting mixed methods research. Thousand Oaks, CA: Sage
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Publications;2011. 5. DeVon H.A, Burke L.A, Nelson H, et al. Disparities in
patients presenting to the emergency department with potential acute coronary syndrome It matters if you are black or white. Heart & Lung 2014;43:270-277.
6. Denzin N.K. The research act A theoretical introduction to sociological methods. New York: McGraw Hill;1978.
7. Fessele K.L, Hayat M.J, Mayer D.K, Atkins R.L. Factors associated with unplanned hospitalizations among patients with nonmetastatic colorectal cancers intended for treatment in ambulatory settings. Nursing Research 2016;65(1):24-33.
8. Hawthorne D.M, Youngblut J.M, Brooten D. Parent spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;(31):73-80.
9. Johnson R.B, Onwuegbuzie A.J, Turner L.A. Toward a definition of mixed methods research. Journal of Mixed Methods Research 2007;1(2):122-133.
10. Kline R. Principles and practices of structural equation modeling. 3rd ed. New York, NY: Guilford Press;2011.
11. Knight E.P, Shea K, Rosenfeld A.G, et al. Symptom trajectories after an emergency department visit for potential acute coronary syndrome. Nursing Research 2016;65(4):268-289.
12. Koc Z, Cinarli T. Cervical cancer, human papillomavirus, and vaccination. Nursing Research 2015;64(6):452-465.
13. Kousha T, Castner J. The air quality health index and emergency department visits for otitis media. Journal of Nursing Scholarship 2016;48(2):163-171.
14. Lee B, Fan J, Hung C, et al. Illness representations of injury a comparison of patients and their caregivers. Journal of Nursing Scholarship 2016;48(3):254-264.
15. Lee C.E, Von Ah D, Szuck B, Lau Y.J. Determinants of physical activity maintenance in breast cancer survivors after a community-based intervention. Oncology Nursing Forum 2016;43(1):93-102.
16. Nyamathi A, Salem B.E, Zhang S, et al. Nursing case management, peer coaching, and hepatitis A and B vaccine completion among homeless men recently released on parole;
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randomized clinical trial. Nursing Research 2015;64(3):177-189. 17. Nyamathi A.M, Zhang S.X, Wall S, et al. Drug use and
multiple sex partners among homeless ex-offenders secondary findings from an experimental study. Nursing Research 2016;65(3):179-190.
18. Plichta S, Kelvin E. Munro’s statistical methods for health care research. 6th ed. Philadelphia: Lippincott, Williams & Wilkins;2013.
19. Rini E.V. The development and psychometric analysis of the women’s experience in childbirth survey. Journal of Nursing Measurement 2016;124(2):268-280.
20. Stoddard S.A, Varela J.J, Zimmerman M.A. Future expectations, attitude, toward violence, and bullying perpetration during early adolescence. Nursing Research 2015;64(6):422-433.
21. Turner-Sack A.M, Menna R, Setchell S.R, et al. Psychological functioning, post-traumatic growth, and coping in parents and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43(1):48-56.
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CHAPTER 11
Systematic reviews and clinical practice guidelines Geri LoBiondo-Wood
Learning outcomes
After reading this chapter, you should be able to do the following:
• Describe the types of research reviews. • Describe the components of a systematic review. • Differentiate between a systematic review, meta-analysis, and integrative review. • Describe the purpose of clinical guidelines. • Differentiate between an expert- and an evidence-based clinical guideline. • Critically appraise systematic reviews and clinical practice guidelines.
KEY TERMS
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AGREE II
clinical practice guidelines
effect size
evidence-based practice guidelines
expert-based practice guidelines
forest plot
integrative review
meta-analysis
systematic review
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The breadth and depth of clinical research has grown. As the number of studies focused on a similar area conducted by multiple research teams has increased, it has become important to have a means of organizing and assessing the quality, quantity, and consistency among the findings of a group of like studies. The previous chapters have introduced the types of qualitative and quantitative designs and how to critique these studies for quality and applicability to practice. The purpose of this chapter is to acquaint you with systematic reviews and clinical guidelines that assess multiple studies focused on the same clinical question, and how these reviews and guidelines can support evidence-based practice. Terminology used to define systematic reviews and clinical guidelines has changed as this area of research and literature assessment has grown. The definitions used in this textbook are consistent with the definitions from the Cochrane Collaboration and the Preferred Reporting for Systematic Reviews and Meta-Analyses (PRISMA) Group (Higgins & Green, 2011; Moher et al., 2009; Stroup et al., 2000). Systematic reviews and clinical guidelines are critical and meaningful for the development of quality improvement practices.
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Systematic review types A systematic review is a summation and assessment of research studies found in the literature based on a clearly focused question that uses systematic and explicit criteria and methods to identify, select, critically appraise, and analyze relevant data from the selected studies to summarize the findings in a focused area (Liberati et al., 2009; Moher et al., 2009; Moher, Shamseer, et al., 2015). Statistical methods may or may not be used to analyze the studies reviewed. Multiple terms and methods are used to systematically review the literature, depending on the review’s purpose. See Box 11.1 for the components of a systematic review. Some terms are used interchangeably. The terms systematic review and meta-analysis are often used interchangeably or together. The only review type that can be labeled a meta-analysis is one that reviewed studies using statistical methods. When evaluating a systematic review, it is important to assess how well each of the studies in the review minimized bias or maintained the elements of control (see Chapters 8 and 9). BOX 11.1 Systematic Review Components With or Without Meta-Analysis Introduction Review of rationale and a clear clinical question (PICO)
Methods Information sources, databases used, and search strategy identified: how studies were selected and data extracted as well as the variables extracted and defined
Description of methods used to assess risk of bias, summary measures identified (e.g., risk, ratio); identification of how data are combined, if studies are graded, what quality appraisal system was used (see Chapters 1, 17, and 18)
Results Number of studies screened and characteristics, risk of bias within studies; if a meta-analysis there will be a synthesis of results
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including confidence intervals, risk of bias for each study, and all outcomes considered
Discussion Summary of findings, including the strength, quality, quantity, and consistency of the evidence for each outcome
Any limitations of the studies; conclusions and recommendations of findings for practice
Funding Sources of funding for the systematic review
You will also find reviews of an area of research or theory synthesis termed integrative reviews. Integrative reviews critically appraise the literature in an area but without a statistical analysis and are the broadest category of review (Whittemore, 2005; Whittemore & Knafl, 2005). Recently new types of reviews have been developed. These include rapid reviews, scoping reviews, and realist reviews (Moher, Stewart, et al., 2015). Systematic, integrative, and additional types of reviews are not designs per se, but methods for searching and integrating the literature related to a specific clinical issue. These methods take the results of many studies in a specific area; assess the studies critically for reliability and validity (quality, quantity, and consistency) (see Chapters 1, 7, 17, and 18); and synthesize findings to inform practice. No matter what type of review you are reading, it is important that the authors have clearly detailed the methods that were used and that those methods can be replicated (Moher, Stewart, et al., 2015). Meta-analysis provides Level I evidence as the studies in the review are statistically analyzed and integrates the results of many studies. Systematic reviews and meta-analyses also grade the level of design or evidence of the studies reviewed. The Critical Thinking Decision Path outlines the path for completing a systematic review.
CRITICAL THINKING DECISION PATH Completing a Systematic Review
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Systematic review A systematic review is a summary of a search of quantitative studies that use similar designs based on a focused clinical question (PICO). The goal is to assess the strength and quality of the evidence found in the literature on a clinical subject. The review uses rigorous inclusion and exclusion criteria, an explicit reproducible methodology to identify all studies that meet the eligibility criteria, and an assessment of the validity of the findings from the included studies (Moher et al., 2009). The goal is to bring together all of the studies related to a focused clinical question in order to assess the strength and quality of the evidence provided by the chosen studies in relation to:
• Sampling issues
• Internal validity (bias) threats
• External validity
• Data analysis
• Applicability of findings to practice
The purpose is to report, in a consolidated fashion, the most
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current and valid research on intervention effectiveness and clinical knowledge, which will ultimately inform evidence-based decision making about the applicability of findings to practice.
Once the studies in a systematic review are gathered from a comprehensive literature search (see Chapter 3), assessed for quality, and synthesized according to quality or focus, then practice recommendations are made and presented in an article. More than one person independently evaluates the studies to be included or excluded in the review. The articles critically appraised are discussed and presented in a table format within the article, which helps you to easily identify the studies gathered for the review and their quality (Moher et al., 2009). The most important principle to assess when reading a systematic review is how the author(s) identified the studies evaluated and how they systematically reviewed and appraised the literature that led to the reviewers’ conclusions.
The components of a systematic review are the same as a meta- analysis (see Box 11.1) except for the analysis of the studies. An example of a systematic review was completed by Conley and Redeker (2016) on the self-management interventions for inflammatory bowel disease. In this review, the authors:
• Synthesized studies from the literature on self-management interventions for inflammatory disease
• Included a clear clinical question; all of the sections of a systematic review were presented, except there was no statistical meta-analysis (combination of studies data) of the studies as a whole because the interventions and outcomes varied across the studies reviewed
• Summarized studies according to the health-related outcomes and assessed for quality
Each study in this review was considered individually, not analyzed collectively, for its sample size, effect size, and its contribution to knowledge in the area based on a set of criteria. Although systematic reviews are highly useful, they also have to be reviewed for potential bias and carefully critiqued for scientific
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rigor.
Meta-analysis A meta-analysis is a systematic summary using statistical techniques to assess and combine studies of the same design to obtain a precise estimate of effect (impact of an intervention on the dependent variable/outcomes or association between variables). The terms meta-analysis and systematic review are often used interchangeably. The main difference is only a meta-analysis includes a statistical assessment of the studies reviewed. A meta- analysis treats all the studies reviewed as one large data set in order to obtain a precise estimate of the effect (impact) of the results (outcomes) of the studies in the review.
Meta-analysis uses a rigorous process of summary and determines the impact of a number of studies rather than the impact derived from a single study alone (see Chapter 10). After the clinical question is identified and the search of the review of published and unpublished literature is completed, a meta-analysis is conducted in two phases:
Phase I: The data are extracted (i.e., outcome data, sample sizes, quality of the studies, and measures of variability from the identified studies).
Phase II: The decision is made as to whether it is appropriate to calculate what is known as a pooled average result (effect) of the studies reviewed.
Effect sizes are calculated using the difference in the average scores between the intervention and control groups from each study (Cochrane Handbook of Systematic Reviews for Interventions, 2016). Each study is considered a unit of analysis. A meta-analysis takes the effect size (see Chapter 12) from each of the studies reviewed to obtain an estimate of the population (or the whole) to create a single effect size of all the studies. Thus the effect size is an estimate of how large of a difference there is between intervention and control groups in the summarized studies. Example: ➤ The meta-analysis in Appendix E studied the question
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“What is the impact of nurse-led clinics (NLCs) on the mortality and morbidity of patients with cardiovascular disease (CVD)?” In this review, the authors synthesized the literature from studies on the effectiveness of NLCs in terms of mortality and morbidity outcomes (Al-Mallah et al., 2015). The studies that assessed this question were reviewed and each weighted for its impact or effect on improving mortality and morbidity. This estimate helps health care providers decide which intervention, if any, was more useful for improving well-being. Detailed components of a systematic review with or without meta-analysis (Moher et al., 2009) are listed in Box 11.1.
In addition to calculating effect sizes, meta-analyses use multiple statistical methods to present and depict the data from studies reviewed (see Chapters 19 and 20). One of these methods is a forest plot, sometimes called a blobbogram. A forest plot graphically depicts the results of analyzing a number of studies.Fig. 11.1 is an example of a forest plot from Al-Mallah and colleagues’ meta- analysis (Al-Mallah et al., 2015; Appendix E, Fig. 2, Box A). This review identified that the available evidence suggests a favorable effect of NLCs on all-cause mortality, rate of major adverse cardiac events, and adherence to medications in patients with CVD.
FIG 11.1 An example of a forest plot. Source: (Adapted from
Al-Mallah, M. H., Farah, I., Al-Madani, W., et al. [2015]. The impact of nurse- led clinics on the mortality and morbidity of patients with cardiovascular
diseases: A systematic review and meta-analysis. Journal of Cardiovascular Nursing, 31[1], 89–95.)
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EVIDENCE-BASED PRACTICE TIP Evidence-based practice methods such as meta-analysis increase your ability to manage the ever-increasing volume of information produced to develop the best evidence-based practices.
Fig. 11.1 displays nine studies that compared all-cause mortality in nurse-led groups versus the control groups (usual care). Each study analyzed is listed. To the right of the listed study is a horizontal line that identifies the effect size estimate for each study. The box on the vertical line represents the effect size of each study, and the diamond is the effect or significance of the combined studies. The boxes to the left of the zero line mean that NLC care was favored or produced a significant effect. The box to the right of the line indicates studies in which usual care was not favored or significant. The diamond is a more precise estimate of the interventions as it combines the data from all the studies. The exemplar provided is basic, as meta-analysis is a sophisticated methodology. For a fuller understanding, several references are provided (Borenstein et al., 2009; da Costa & Juni, 2014; Higgins & Green, 2011); see also Chapters 19 and 20.
A well-done meta-analysis assesses for bias in studies and provides clinicians a means of evaluating the merit of a body of clinical research. The Cochrane Library published by the Cochrane Collaboration provides a repository of sound meta-analyses. Example: ➤ Martineau and colleagues (2016) completed a meta- analysis to assess the use of vitamin D to prevent asthma exacerbation and improve asthma control in children and adults. The report presents an introduction, details of the methods used to search the literature (databases, search terms, and years), data extraction, and analysis. The report also includes an evidence table of the studies reviewed, a description of how the data were summarized, results of the meta-analysis, a forest plot of the reviewed studies (see Chapter 19), conclusions, and implications for practice and research.
Cochrane collaboration The largest repository of meta-analyses is the Cochrane
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Collaboration/Review. The Cochrane Collaboration prepares and maintains a body of systematic reviews that focus on health care interventions (Box 11.2). The reviews are found in the Cochrane Database of Systematic Reviews. The Cochrane Collaboration collaborates with a wide range of health care individuals with different skills and backgrounds for developing reviews. These partnerships assist with developing reviews that minimize bias while keeping current with assessment of health care interventions, promoting access to the database, and ensuring the quality of the reviews (Cochrane Handbook for Systematic Reviews, 2016). The steps of a Cochrane Report mirror those of a meta-analysis except for the inclusion of a plain language summary. This useful feature is a straightforward summary of the meta-analysis. The Cochrane Library also publishes several other useful databases (Box 11.3). BOX 11.2 Cochrane Review Sections
Review information: Authors and contact person
Abstract
Plain language summary
The review
Background of the question
Objectives of the search
Methods for selecting studies for review
Type of studies reviewed
Types of participants, types of intervention, types of outcomes in the studies
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Search methods for finding studies
Data collection
Analysis of the located studies, including effect sizes
Results including description of studies, risk of bias, intervention effects
Discussion
Implications for research and practice
References and tables to display the data
Supplementary information (e.g., appendices, data analysis)
BOX 11.3 Cochrane Library Databases
• Cochrane Database of Systematic Reviews: Full-text Cochrane reviews
• DARE: Critical assessments and abstracts of other systematic reviews that conform to quality criteria
• CENTRAL: Information of studies published in conference proceedings and other sources not available in other databases
• CMR: Bibliographic information on articles and books on reviewing research and methodological studies
CENTRAL, Cochrane Central Register of Controlled Trials; CMR, Cochrane Methodology Register; DARE, Database of Abstracts of Review of Effects.
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Integrative review You will also find critical reviews of an area of research without a statistical analysis or a theory synthesis, termed integrative reviews. An integrative review is the broadest category of review (Whittemore, 2005; Whittemore & Knafl, 2005). It can include theoretical literature, research literature, or both. An integrative review may include methodology studies, a theory review, or the results of differing research studies with wide-ranging clinical implications (Whittemore, 2005). An integrative review can include quantitative or qualitative research, or both. Statistics are not used to summarize and generate conclusions about the studies. Several examples of an integrative review are found in Box 11.4. Recommendations for future research are suggested in each review. BOX 11.4 Integrative Review Examples
• Brady and colleagues (2014) published an integrative review on the management and effects of steroid-induced hyperglycemia in hospitalized patients with cancer with or without preexisting diabetes. This review included a purpose, description of the methods used (databases searched, years included), key terms used, and parameters of the search. These components allow others to evaluate and replicate the search. Eighteen studies that assessed steroid-induced hyperglycemia in hospitalized patients with cancer were reviewed in the text and via a table format.
• Kestler and LoBiondo-Wood (2012) published an integrative review of symptom experience in children and adolescents with cancer. The review was a follow-up of a 2003 review published by Docherty (2003) and was completed to assess the progress that has been made since the 2003 research publication on the symptoms of pediatric oncology patients. The review included a description of the search strategy used including databases, years searched, terms used, and the results of the search. Literature on each symptom was described, and a table of the 52 studies reviewed was included.
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Reporting guidelines: Systematic reviews and meta-analysis Systematic reviews and meta-analysis publications are found widely in the research literature. As these resources present an accumulation of potentially clinically relevant knowledge, there was also a need to develop a standard for what information should be included in these reviews. There are several guidelines available for reporting systematic reviews. These are the PRISMA (Moher et al., 2009) and MOOSE (Meta-analysis of Observational Studies in Epidemiology) (Stroup et al., 2000). A review of these guidelines will help you critically read meta-analyses and interpret if there is any bias in the review.
Tools for evaluating individual studies As the importance of practicing from a base of evidence has grown, so has the need to have tools or instruments available that can assist practitioners in evaluating studies of various types. When evaluating studies for clinical evidence, it is first important to assess if the study is valid. At the end of each chapter of this text are critiquing questions that will aid you in assessing if studies are valid and if the results are applicable to your practice. In addition to these questions, there are standardized appraisal tools that can assist with appraising the evidence. The Center for Evidence Based Medicine (CEBM), whose focus is on teaching critical appraisal, developed tools known as Critical Appraisal Tools that provide an evidence-based approach for assessing the quality, quantity, and consistency of specific study designs (CEBM, 2016). These instruments are part of an international network that provides consumers with specific questions to help assess study quality. Each checklist has a number of general questions as well as design- specific questions. The tools center on assessing a study’s methodology, validity, and reliability. The questions focus on the following:
1. Does this study address a clearly focused question?
2. Did the study use valid methods to address the question?
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3. Are the valid results of the study important?
4. Are these valid, important results applicable to my patient or population?
There are four critical appraisal worksheets with targeted questions relevant to a specific design. The checklist with instructions can be found at http://www.cebm.net/critical appraisal. The design-specific CEBM tools with critical evaluative information for each design are available online and include:
• Systematic reviews
• Randomized controlled studies
• Diagnostic studies
• Prognosis
Clinical practice guidelines Clinical practice guidelines are systematically developed statements or recommendations that link research and practice and serve as a guide for practitioners. Guidelines have been developed to assist in bridging practice and research. Guidelines are developed by professional organizations, government agencies, institutions, or convened expert panels. Guidelines provide clinicians with an algorithm for clinical management or decision making for specific diseases (e.g., colon cancer) or treatments (e.g., pain management). Not all guidelines are well developed, and, like research, they must be assessed before implementation (see Chapter 9). Guidelines should present scope and purpose of the practice, detail who the development group included, demonstrate scientific rigor, be clear in their presentation, demonstrate clinical applicability, and demonstrate editorial independence. An example is the National Comprehensive Cancer Network, which is an interdisciplinary consortium of 21 cancer centers around the world. Interdisciplinary groups develop practice guidelines for practitioners and education guidelines for patients. These
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guidelines are accessible at www.nccn.org. Practice guidelines can be either expert-based or evidence-based.
Evidence-based practice guidelines are those developed using a scientific process. This process includes first assembling a multidisciplinary group of experts in a specific field. This group is charged with completing a rigorous search of the literature and completing an evidence table that summarizes the quality and strength of the evidence from which the practice guideline is derived (see Chapters 19 and 20). For various reasons, not all areas of clinical practice have a sufficient research base; therefore, expert- based practice guidelines are developed. Expert-based guidelines depend on having a group of nationally known experts in the field who meet and solely use opinions of experts along with whatever research evidence is developed to date. If limited research is available for such a guideline, a rationale should be presented for the practice recommendations.
Many national organizations develop clinical practice guidelines. It is important to know which one to apply to your patient population. Example: ➤ There are numerous evidence-based practice guidelines developed for the management of pain. These guidelines are available from organizations such as the Oncology Nurses Society, American Academy of Pediatrics, National Comprehensive Cancer Network, National Cancer Institute, American College of Physicians, and American Academy of Pain Medicine. You need to be able to evaluate each of the guidelines and decide which is the most appropriate for your patient population.
The Agency for Healthcare Research and Quality supports the National Guideline Clearinghouse (NGC). The NGC’s mission is to provide health care professionals from all disciplines with objective, detailed information on clinical practice guidelines that are disseminated, implemented, and issued. The NGC encourages groups to develop guidelines for implementation via their site; it is a very useful site for finding well-developed clinical guidelines on a wide range of health- and illness-related topics. Specific guidelines can be found on the AHRQ Effective Health Care Program website.
HIGHLIGHT When evaluating a Clinical Practice Guideline (CPG), it is
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important for an interprofessional team to use an evidence-based critical appraisal tool like AGREE II to determine the strength and quality of the CPG for applicability to practice.
Evaluating clinical practice guidelines As evidence-based practice guidelines proliferate, it becomes increasingly important that you critique these guidelines with regard to the methods used for guideline formulation and consider how they might be used in practice. Critical areas that should be assessed when critiquing evidence-based practice guidelines include the following:
• Date of publication or release and authors
• Endorsement of the guideline
• Clear purpose of what the guideline covers and patient groups for which it was designed
• Types of evidence (research, theoretical) used in guideline formulation
• Types of research included in formulating the guideline (e.g., “We considered only randomized and other prospective controlled trials in determining efficacy of therapeutic interventions.”)
• Description of the methods used in grading the evidence
• Search terms and retrieval methods used to acquire evidence used in the guideline
• Well-referenced statements regarding practice
• Comprehensive reference list
• Review of the guideline by experts
• Whether the guideline has been used or tested in practice and, if so, with what types of patients and in which types of settings
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Evidence-based practice guidelines that are formulated using rigorous methods provide a useful starting point for understanding the evidence base of practice. However, more research may be available since the publication of the guideline, and refinements may be needed. Although information in well-developed, national, evidence-based practice guidelines are a helpful reference, it is usually necessary to localize the guideline using institution-specific evidence-based policies, procedures, or standards before application within a specific setting.
There are several tools for appraising the quality of clinical practice guidelines. The Appraisal of Guidelines Research and Evaluation II (AGREE II) instrument is one of the most widely used to evaluate the applicability of a guideline to practice (Brouwers et al., 2010, AGREE Collaboration). The AGREE II was developed to assist in evaluating guideline quality, provide a methodological strategy for guideline development, and inform practitioners about what information should be reported in guidelines and how it should be reported. The AGREE II is available online. The instrument focuses on six domains, with a total of 23 questions rated on a seven-point scale and two final assessment items that require the appraiser to make overall judgments of the guideline based on how the 23 items were rated. Along with the instrument itself, the AGREE Enterprise website offers guidance on tool usage and development. The AGREE II has been tested for reliability and validity. The guideline assesses the following components of a practice guideline:
1. Scope and purpose of the guideline
2. Stakeholder involvement
3. Rigor of the guideline development
4. Clarity and presentation of the guideline
5. Applicability of the guideline to practice
6. Demonstrated editorial independence of the developers
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CRITICAL APPRAISAL CRITERIA Systematic reviews
1. Does the PICO question match the studies included in the review?
2. Are the review methods clearly stated and comprehensive?
3. Are the dates of the review’s inclusion clear and relevant to the area reviewed?
4. Are the inclusion and exclusion criteria for studies in the review clear and comprehensive?
5. What criteria were used to assess each of the studies in the review for quality and scientific merit?
6. If studies were analyzed individually, were the data clear?
7. Were the methods of study combination clear and appropriate?
8. If the studies were reviewed collectively, how large was the effect?
9. Are the clinical conclusions drawn from the studies relevant and supported by the review?
Clinical practice guidelines, although they are systematically developed and make explicit recommendations for practice, may be formatted differently. Practice guidelines should reflect the components listed. Guidelines can be located on an organization’s website, at the AHRQ, on the NGC website (www.AHRQ.gov), or on MEDLINE (see Chapters 3 and 20). Well-developed guidelines are constructed using the principles of a systematic review.
Appraisal for evidence-based practice systematic reviews and clinical guidelines
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For each of the review methods described—systematic, meta- analysis, integrative, and clinical guidelines—think about each method as one that progressively sifts and sorts research studies and the data until the highest quality of evidence is used to arrive at the conclusions. First the researcher combines the results of all the studies based on a focused, specific question. The studies that do not meet the inclusion criteria are then excluded and the data assessed for quality. This process is repeated sequentially, excluding studies until only the studies of highest quality available are included in the analysis. An alteration in the overall results as an outcome of this sorting and separating process suggests how sensitive the conclusions are to the quality of studies included (Whittemore, 2005). No matter which type of review is completed, it is important to understand that the research studies reviewed still must be examined through your evidence-based practice lens. This means that evidence that you have derived through your critical appraisal and synthesis or derived through other researchers’ reviews must be integrated with an individual clinician’s expertise and patients’ wishes.
CRITICAL APPRAISAL CRITERIA Critiquing clinical guidelines
1. Is the date of publication or release current?
2. Are the authors of the guideline clear and appropriate to the guideline?
3. Is the clinical problem and purpose clear in terms of what the guideline covers and patient groups for which it was designed?
4. What types of evidence were used in formulating the guideline, and are they appropriate to the topic?
5. Is there a description of the methods used to grade the evidence?
6. Were the search terms and retrieval methods used to acquire research and theoretical evidence used in the guideline clear and relevant?
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7. Is the guideline well-referenced and comprehensive?
8. Are the recommendations in the guideline sourced according to the level of evidence for its basis?
9. Has the guideline been reviewed by experts in the appropriate field of discipline?
10. Who funded the guideline development?
You should note that a researcher who uses any of the systematic review methods of combining evidence does not conduct the original studies or analyze the data from each study, but rather takes the data from all the published studies and synthesizes the information by following a set of systematic steps. Systematic methods for combining evidence are used to synthesize both nonexperimental and experimental research studies.
Finally, evidence-based practice requires that you determine— based on the strength and quality of the evidence provided by the systematic review coupled with your clinical expertise and patient values—whether or not you would consider a change in practice. For example, the meta-analysis by Al-Mallah and colleagues (2015) in Appendix E details the important findings from the literature, some of which could be used in nursing practice and some that need further research.
Systematic reviews that use multiple randomized controlled trials (RCTs) to combine study results offer stronger evidence (Level I) in estimating the magnitude of an effect for an intervention (see Chapter 2, Table 2.3). The strength of evidence provided by systematic reviews is a key component for developing a practice based on evidence. The qualitative counterpart to systematic reviews is meta-synthesis, which uses qualitative principles to assess qualitative research and is described in Chapter 6.
Key points • A systematic review is a summary of a search of quantitative
studies that use similar designs based on a PICO question.
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• A meta-analysis is a systematic summary of studies using statistical techniques to assess and combine studies of the same design to obtain a precise estimate of the impact of an intervention.
• The terms systematic review and meta-analysis are used interchangeably, but only a meta-analysis includes a statistical assessment of the studies reviewed.
• An integrative review is the broadest category of reviews and can include a theoretical literature review, or a review of both quantitative and qualitative research literature.
• The Cochrane Collaboration prepares and maintains a body of up-to-date systematic reviews focused on health care interventions.
• There are standardized tools available for evaluating individual studies. An example of such tools are available from the Centre for Evidence Based Medicine.
• Clinical practice guidelines are systematically developed statements or recommendations that link research and practice. There are two types of clinical practice guidelines: evidence- based practice guidelines and expert-based practice guidelines.
• Evidence-based guidelines are practice guidelines developed by experts who assess the research literature for the quality and strength of the evidence for an area of practice.
• Expert-based guidelines are developed typically by a nationally known group of experts in an area using opinions of experts along with whatever research evidence is available to date.
• The Appraisal of Guidelines Research and Evaluation II is a tool for appraising the quality of clinical practice guidelines.
Critical thinking challenges
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• An assignment for your research class is to critically appraise the systematic review in Appendix E by Malwallah and colleagues using the Systematic Review Critical Appraisal Tool from the Center for Evidence-based Medicine (CEBM) using the following link, www.cebm.net, to determine whether the effect size reveals a significant difference between the intervention and control group in the summarized studies. How does the effect size pertain to applicability of findings to practice.
• Your interprofessional primary care team is asked to write an evidence-based policy that will introduce depression screening as a required part of the admission protocol in your practice. Debate the pros and cons of considering the evidence to inform your protocol provided by a meta-analysis of 10 RCT studies with a combined sample size of n = 859, in comparison to 10 individual RCTs, only 2 of which have a sample size of n = 100.
• Explain why it is important to have an interprofessional team conducting a systematic review.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Al-Mallah M. H., Farah I., Al-Madani W., et al. The impact
of nurse-led clinics on the mortality and morbidity of patients with cardiovascular diseases A systematic review and meta- analysis. Journal of Cardiovascular Nursing 2015;31(1):89-95.
2. Borenstein M., Hedges L. V., Higgins J. P. T., Rothstein H. R. Introduction to meta-analysis. United Kingdom: Wiley 2009;
3. Brady V. J., Grimes D., Armstrong T., LoBiondo-Wood G. Management of steroid-induced hyperglycemia in hospitalized patients with cancer A review. Oncology Nursing Forum 2014;41:E355-E365.
4. Brouwers M., Kho M. E., Browman G. P., for the AGREE
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Next Steps Consortium, et al. AGREE II Advancing guideline development, reporting and evaluation in healthcare. Canadian Medical Association Journal 2010;182:E839-E842 Available at: doi:10.1503/090449
5. Center for Evidence-Based Medicine Critical Appraisal Tools. Available at: www.cebm.net/critical-appraisal 2016;
6. Cochrane Handbook for Systematic Reviews. Available at: http://www.cochrane-handbook.org 2016;
7. Conley S., Redeker N. A systematic review of management interventions for inflammatory bowel disease. Journal of Nursing Scholarship 2016;48(2):118-127.
8. da Costa B. R., Juni P. Systematic reviews and meta-analyses of randomized trials Principles and pitfalls. European Heart Journal 2014;35:3336-3345.
9. Docherty S. L. Symptom experiences of children and adolescents with cancer. Annual Review Nursing Research 2003;21(2):123-149.
10. Higgins J. P. T., Green S. Cochrane handbook for systematic reviews of interventions version 5.1.0. Available at: http://www.cochrane-handbook.org 2011;
11. Kestler S. A., LoBiondo-Wood G. Review of symptom experiences in children and adolescents with cancer. Cancer Nursing 2012;35(2):E31-E49 Available at: doi:10.1097/NCC.0b013e3182207a2a
12. Liberati A., Altman D. G., Tetzlaff J., et al. The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions Explanation and elaboration. Annuals of Internal Medicine 2009;151(4):w65- w94.
13. Martineau A. R., Cates C. J., Urashima M., et al. Vitamin D for the management of asthma. Cochrane Database of Systematic Reviews 2016;9:CD011511 Available at: doi:10.1002/14651858.CD011511.pub2
14. Moher D., Liberati A., Tetzlaff J., Altman D. G. Preferred reporting items for systematic reviews and meta-analyses The PRISMA statement. PLOS Medicine 2009;62(10):1006-1012 Available at: doi:10.1016/j.jclinepi.2009.06.005
15. Moher D., Shamseer L., Clarke M., et al. Preferred reporting
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items for systematic review and meta-analysis protocols (PRISMA—P) 2015 Statement. Systematic Reviews 2015;4(1):1.
16. Moher D., Stewart L., Shekelle P. All in the family Systematic reviews, rapid reviews, scoping reviews, realist reviews and more. Systematic Reviews 2015;4:183.
17. Stroup D. F., Berlin J. A., Morton S. C., et al. Meta-analysis of observational studies in epidemiology A proposal for reporting. Meta-analysis of observational studies in epidemiology (MOOSE) group. The Journal of the American Medical Association 2000;283:2008-2012.
18. Whittemore R. Combining evidence in nursing research Methods and implications. Nursing Research 2005;54(1):56- 62.
19. Whittemore R., Knafl K. The integrative review Updated methodology. Journal of Advanced Nursing 2005;52(5):546- 553.
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CHAPTER 12
Sampling Judith Haber
Learning outcomes
After reading this chapter, you should be able to do the following:
• Identify the purpose of sampling. • Define population, sample, and sampling. • Compare a population and a sample. • Discuss the importance of inclusion and exclusion criteria. • Define nonprobability and probability sampling. • Identify the types of nonprobability and probability sampling strategies. • Compare the advantages and disadvantages of nonprobability and probability sampling strategies. • Discuss the contribution of nonprobability and probability sampling strategies to strength of evidence provided by study findings. • Discuss the factors that influence sample size. • Discuss potential threats to internal and external validity as sources of sampling bias. • Use the critical appraisal criteria to evaluate the “Sample” section of a research report.
KEY TERMS
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accessible population
convenience sampling
data saturation
delimitations
element
eligibility criteria
exclusion criteria
inclusion
multistage (cluster) sampling
network (snowball) sampling
nonprobability sampling
pilot study
population
probability sampling
purposive sampling
quota sampling
random selection
representative sample
sample
sampling
sampling frame
sampling unit
simple random sampling
snowballing
stratified random sampling
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target population
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The sampling section of a study is usually found in the “Methods” section of a research article. You will find it important to understand the sampling process and the elements that contribute to a researcher using the most appropriate sampling strategy for the type of research being conducted. Equally important is knowing how to critically appraise the sampling section of a study to identify how the strengths and weaknesses of the sampling process contributed to the overall strength and quality of evidence provided by the findings of a study.
When you are critically appraising the sampling section of a study, the threats to internal and external validity as sources of bias need to be considered (see Chapter 8). Your evaluation of the sampling section is very important in your overall critical appraisal of a study’s findings and applicability to practice.
Sampling is the process of selecting representative units of a population in a study. Many problems in research cannot be solved without employing rigorous sampling procedures. Example: ➤ When testing the effectiveness of a medication for patients with type 2 diabetes, the drug is administered to a sample of the population for whom the drug is potentially appropriate. The researcher must come to conclusions without giving the drug to every patient with diabetes or laboratory animal. Because human lives are at stake, the researcher cannot afford to arrive casually at conclusions that are based on the first dozen patients available for study.
The impact of arriving at conclusions that are not accurate or making generalizations from a small nonrepresentative sample is much more severe in research than in everyday life. Essentially, researchers sample representative segments of the population because it is rarely feasible or necessary to sample the entire population of interest to obtain relevant information.
This chapter will familiarize you with the basic concepts of
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sampling as they primarily pertain to the principles of quantitative research design, nonprobability and probability sampling, sample size, and the related critical appraisal process. Sampling issues that relate to qualitative research designs are discussed in Chapters 5, 6, and 7.
Sampling concepts Population A population is a well-defined set with specified properties. A population can be composed of people, animals, objects, or events. Examples of populations might be all of the female patients older than 65 years admitted to a specific hospital for congestive heart failure (CHF) during the year 2017, all of the children with asthma in the state of New York, or all of the men and women with a diagnosis of clinical depression in the United States. These examples illustrate that a population may be broadly defined and potentially involve millions of people or narrowly specified to include only several hundred people.
The population criteria establish the target population—that is, the entire set of cases about which the researcher would like to make generalizations. A target population might include all undergraduate nursing students enrolled in accelerated baccalaureate programs in the United States. Because of time, money, and personnel, however, it is often not feasible to pursue a study using a target population.
An accessible population, one that meets the target population criteria and that is available, is used instead. Example: ➤ An accessible population might include all full-time accelerated baccalaureate students attending school in Oregon. Pragmatic factors must also be considered when identifying a potential population of interest.
It is important to know that a population is not restricted to humans. It may consist of hospital records; blood, urine, or other specimens taken from patients at a clinic; historical documents; or laboratory animals. Example: ➤ A population might consist of all the HgbA1C blood test specimens collected from patients in the City
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Hospital diabetes clinic or all of the patient charts on file who had been screened during pregnancy for HIV infection. A population can be defined in a variety of ways. The basic unit of the population must be clearly defined because the generalizability of the findings will be a function of the population criteria.
Inclusion and exclusion criteria When reading a research report, you should consider whether the researcher has identified the population characteristics that form the basis for the inclusion (eligibility) or exclusion (delimitations) criteria used to select the sample—whether people, objects, or events. The terms inclusion or eligibility criteria and exclusion criteria or delimitations define characteristics that limit the population to a homogenous group of subjects. The population characteristics that provide the basis for inclusion (eligibility) criteria should be evident in the sample—that is, the characteristics of the population and the sample should be congruent in order to assess the representativeness of the sample. Examples of inclusion or eligibility criteria and exclusion criteria or delimitations include the following:
• gender
• age
• marital status
• socioeconomic status
• religion
• ethnicity
• level of education
• age of children
• health status
• diagnosis
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Think about the concept of inclusion or eligibility criteria applied to a study where the subjects are patients. Example: ➤ Participants in a study investigating the effectiveness of a nurse practitioner (NP) delivered symptom management intervention for patients initiating chemotherapy for nonmetastatic cancer compared to standard oncology care. The aim was to reduce patient reported symptom burden by facilitating patient-NP collaboration and early management of symptoms (Traeger et al., 2015). Participants had to meet the following inclusion (eligibility) criteria:
1. Age: At least 18 years
2. Newly diagnosed with Stage I to Stage III breast cancer (BC), lung cancer (LC), or colorectal cancer (CRC)
3. Scheduled to initiate chemotherapy for nonmetastatic disease
4. Able to respond to questionnaires in English
Inclusion and exclusion criteria are established to control for extraneous variability or bias that would limit the strength of evidence contributed by the sampling plan in relation to the study’s design. Each inclusion or exclusion criterion should have a rationale, presumably related to a potential contaminating effect on the dependent variable. Example: ➤ Subjects were excluded from this study if they had:
• A concurrent cognitive or psychiatric condition or substance abuse problem that would prevent adherence to the protocol
• Evidence of metastatic cancer
• Had already received chemotherapy for their malignancy
The careful establishment of sample inclusion or exclusion criteria will increase a study’s precision and strength of evidence, thereby contributing to the accuracy and generalizability of the findings (see Chapter 8). Fig. 12.1 provides an example of a flow chart that illustrates how potential study participants were screened using the above inclusion (eligibility) and exclusion criteria for
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enrollment in the NP delivered symptom management intervention study by Traeger and colleagues (2015).
FIG 12.1 Subject selection using a proportional
stratified random sampling strategy.
HELPFUL HINT Researchers may not clearly identify the population under study, or the population is not clarified until the “Discussion” section when the effort is made to discuss the group (population) to which the study findings can be generalized.
Samples and sampling Sampling is the selection of a portion or subset of the designated population that represents the entire population. A sample is a set of elements that make up the population; an element is the most basic unit about which information is collected. The most common element in nursing research is individuals, but other elements (e.g., places, objects) can form the basis of a sample or population. Example: ➤ A researcher was planning a study that investigated barriers that may underlie the decline in girls’ physical activity
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(PA), beginning at the onset of adolescence. Eight midwestern US schools were randomly assigned to either receive a multicomponent PA intervention called “Girls on the Move” or serve as a control. The schools were identified as the sampling units rather than the treatment alone (Vermeesch et al., 2015). The purpose of sampling is to increase a study’s efficiency. If you think about it, you will realize that it is not feasible to examine every element in the population. When sampling is done properly, the researcher can draw inferences and make generalizations about the population without examining each element in the population. Sampling procedures identify specific selection criteria to ensure that the characteristics of the phenomena of interest will be, or are likely to be, present in all of the units being studied. The researcher’s efforts to ensure that the sample is representative of the target population strengthens the evidence generated by the sample, which allows the researcher to draw conclusions that are generalizable to the population and applicable to practice (see Chapter 8).
After having reviewed a number of research studies, you will recognize that samples and sampling procedures vary in terms of merit. The foremost criterion in appraising a sample is its representativeness. A representative sample is one whose key characteristics closely match those of the population. If 70% of the population in a study of child-rearing practices consisted of women and 40% were full-time employees, a representative sample should reflect these characteristics in the same proportions.
EVIDENCE-BASED PRACTICE TIP Consider whether the choice of participants was biased, thereby influencing the strength of evidence provided by the outcomes of the study.
Types of samples Sampling strategies are generally grouped into two categories: nonprobability sampling and probability sampling. In nonprobability sampling, elements are chosen by nonrandom methods. The drawback of this strategy is that there is no way of estimating each element’s probability of being included in a particular sample. Essentially, there is no way of ensuring that
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every element has a chance for inclusion in a nonprobability sample.
Probability sampling uses some form of random selection when the sample is chosen. This type of sample enables the researcher to estimate the probability that each element of the population will be included in the sample. Probability sampling is the more rigorous type of sampling strategy and is more likely to result in a representative sample. A summary of sampling strategies appears in Table 12.1 and is discussed in the following sections.
TABLE 12.1 Summary of Sampling Strategies
EVIDENCE-BASED PRACTICE TIP Determining whether the sample is representative of the population being studied will influence your interpretation of the evidence provided by the findings and decision making about their relevance to the patient population and practice setting.
HELPFUL HINT A research article may not be explicit about the sampling strategy used. If the sampling strategy is not specified, assume that a convenience sample was used for a quantitative study and a purposive sample was used for a qualitative study.
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Nonprobability sampling Because of lack of random selection, the findings of studies using nonprobability sampling are less generalizable than those using a probability sampling strategy, and they tend to produce less representative samples. When a nonprobability sample is carefully chosen to reflect the target population through the careful use of inclusion and exclusion criteria and adequate sample size, you can have more confidence in the sample’s representativeness and the external validity of the findings (see Chapter 8). The three major types of nonprobability sampling are convenience, quota, and purposive sampling strategies.
Convenience sampling Convenience sampling is the use of the most readily accessible persons or objects as subjects. The subjects may include volunteers, the first 100 patients admitted to hospital X with a particular diagnosis, all of the people enrolled in program Y during the month of September, or all of the students enrolled in course Z at a particular university during 2014. The subjects are convenient and accessible to the researcher and are thus called a convenience sample. Example: ➤ A study evaluating an NP-led intensive behavioral treatment program for obesity implemented in an adult primary care practice used a convenience sample of obese adults (18 years and older) who were primary care patients of a patient-centered medical home (PCMH) practice who met the eligibility criteria and volunteered to participate in the study (Thabault et al., 2016).
The advantage of a convenience sample is that generally it is easier to obtain subjects. The researcher will still have to be concerned with obtaining a sufficient number of subjects who meet the inclusion criteria. The major disadvantage of a convenience sample is that the risk of bias is greater than in any other type of sample (see Table 12.1). The fact that convenience samples use voluntary participation increases the probability of researchers recruiting those people who feel strongly about the issue being studied, which may favor certain outcomes. In this case, ask yourself the following as you think about the strength and quality of evidence contributed by the sampling component of a study:
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• What motivated some people to participate and others not to participate (self-selection)?
• What kind of data would have been obtained if nonparticipants had also responded?
• How representative are the people who did participate in relation to the population?
• What kind of confidence can you have in the evidence provided by the findings?
Researchers may recruit subjects in clinic settings, stop people on a street corner to ask their opinion on some issue, place advertisements in the newspaper, or place signs in local churches, community centers, or supermarkets, indicating that volunteers are needed for a particular study. To assess the degree to which a convenience sample approximates a random sample, the researcher checks for the representativeness of the convenience sample by comparing the sample to population percentages and, in that way, assesses the extent to which bias is or is not evident (Sousa et al., 2004).
Because acquiring research subjects is a problem that confronts many researchers, innovative recruitment strategies may be used. A unique method of accessing and recruiting subjects is the use of online computer networks (e.g., disease-specific chat rooms, blogs, and bulletin boards). Example: ➤ In the study by Traeger et al. (2015) that implemented a nursing intervention to enhance outpatient chemotherapy symptom management, trained staff screened chemotherapy schedules and electronic health record data to identify all potential participants. When you appraise a study you should recognize that the convenience sampling strategy, although most common, is the weakest sampling strategy with regard to strength of evidence and generalizability (external validity) unless it is followed by random assignment to groups, as you will find in studies that are randomized clinical trials (RCT) (see Chapter 9). When a convenience sample is used, caution should be exercised in interpreting the data and assessing the researcher’s comments about the external validity and applicability
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of the findings (see Chapter 8).
Quota sampling Quota sampling refers to a form of nonprobability sampling in which subjects who meet the inclusion criteria are recruited and consecutively enrolled until the target sample size is reached. The study by Traeger and colleagues provides an example of quota sampling when trained study coordinators approached eligible chemotherapy patients during their first chemotherapy visit to introduce the study, obtained informed consent, and enrolled interested and eligible consecutive patients until the target enrollment was reached.
Sometimes knowledge about the population of interest is used to build some representativeness into the sample (see Table 12.1). A quota sample can identify the strata of the population and proportionally represents the strata in the sample. Example: ➤ The data in Table 12.2 reveal that 40% of the 5000 nurses in city X are associate degree graduates, 20% are 4-year baccalaureate degree graduates, and 40% are accelerated second-degree baccalaureate graduates. Each stratum of the population should be proportionately represented in the sample. In this case, the researcher used a proportional quota sampling strategy and decided to sample 10% of a population of 5000 (i.e., 500 nurses). Based on the proportion of each stratum in the population, 200 associate degree graduates, 100 4-year baccalaureate graduates, and 200 accelerated baccalaureate graduates were the quotas established for the three strata. The researcher recruited subjects who met the study’s eligibility criteria until the quota for each stratum was filled. In other words, once the researcher obtained the necessary 200 associate degree graduates, 100 4-year baccalaureate degree graduates, and 200 accelerated baccalaureate degree graduates, the sample was complete.
TABLE 12.2 Numbers and Percentages of Students in Strata of a Quota Sample of 5000 Graduates of Nursing Programs in City X
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The characteristics chosen to form the strata are selected according to a researcher’s knowledge of the population and the literature review. The criterion for selection should be a variable that reflects important differences in the dependent variables under investigation. Age, gender, religion, ethnicity, medical diagnosis, socioeconomic status, level of completed education, and occupational rank are among the variables that are likely to be important stratifying variables in nursing research studies.
The researcher systematically ensures that proportional segments of the population are included in the sample. The quota sample is not randomly selected (i.e., once the proportional strata have been identified, the researcher recruits and enrolls subjects until the quota for each stratum has been filled) but does increase the sample’s representativeness. This sampling strategy addresses the problem of overrepresentation or underrepresentation of certain segments of a population in a sample.
As you critically appraise a study, your aim is to determine whether the sample strata appropriately reflect the population under consideration and whether the stratifying variables are homogeneous enough to ensure a meaningful comparison of differences among strata. Establishment of strict inclusion and exclusion criteria and using power analysis to determine appropriate sample size increase the rigor of a quota sampling strategy by creating homogeneous subject categories that facilitate making meaningful comparisons across strata.
Purposive sampling Purposive sampling is a common strategy. The researcher selects subjects who are considered to be typical of the population. Purposive sampling can be found in both quantitative and qualitative studies. When a researcher is considering the sampling strategy for a randomized clinical trial focusing on a specific diagnosis or patient population, the sampling strategy is often purposive in nature. In such studies the researcher first purposively selects subjects who are then randomized to groups.
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Purposive sampling is commonly used in qualitative research studies. Example: ➤ The objective of the qualitative study by van Dijk et al. (2015) was to examine how patients assign a number to their currently experienced postoperative pain. They selected a purposive sample of patients who had surgery the day before and were experiencing postoperative pain with a score of at least 4 on the Numeric Rating Scale (NRS). Subjects were selected until the new information obtained did not provide further insight into the themes or no new themes emerged (data saturation; see Chapters 5, 6, and 14). A purposive sample is used also when a highly unusual group is being studied, such as a population with a rare genetic disease (e.g., Huntington chorea). In this case, the researcher would describe the sample characteristics precisely to ensure that the reader will have an accurate picture of the subjects in the sample.
Today, computer networks (e.g., online services) can be a valuable resource in helping researchers access and recruit subjects for purposive samples. Online support group bulletin boards that facilitate recruitment of subjects for purposive samples exist for people with cancer, rheumatoid arthritis, multiple sclerosis, human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS), postpartum depression, Lyme disease, and many others.
The researcher who uses a purposive sample assumes that errors of judgment in overrepresenting or underrepresenting elements of the population in the sample will tend to balance out. As indicated in Table 12.1, there may be conscious bias in the selection of subjects; the ability to generalize from the evidence provided by the findings is very limited. Box 12.1 lists examples of when a purposive sample may be appropriate. BOX 12.1 Criteria for Use of a Purposive Sampling Strategy
• Effective pretesting of newly developed instruments with a purposive sample of divergent types of people
• Validation of a scale or test with a known-group technique
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• Collection of exploratory data in relation to an unusual or highly specific population, particularly when the total target population remains an unknown to the researcher
• Collection of descriptive data (e.g., as in qualitative studies) that seek to describe the lived experience of a particular phenomenon (e.g., postpartum depression, caring, hope, surviving childhood sexual abuse)
• Focus of the study population relates to a specific diagnosis (e.g., type 1 diabetes, ovarian cancer) or condition (e.g., legal blindness, terminal illness) or demographic characteristic (e.g., same-sex twin pairs)
Network sampling Network sampling, sometimes referred to as snowballing, is used for locating samples that are difficult or impossible to locate in other ways. This strategy takes advantage of social networks and the fact that friends tend to have characteristics in common. When a few subjects with the necessary eligibility criteria are found, the researcher asks for their assistance in getting in touch with others with similar criteria. Example: ➤ Online computer networks, as described in the section on purposive sampling and in this last example, can be used to assist researchers in acquiring otherwise difficult to locate subjects, thereby taking advantage of the networking or snowball effect. In a study that aimed to gain consensus from experts on the priorities for clinical nursing and midwifery research in southern and eastern African countries, the researchers used contacts with networks of regional nursing colleagues and leaders, snowball sampling, to compile a list of potential research experts who met the inclusion criteria and agreed to participate by responding to the Delphi research priority survey. To expand their network of experts, they asked survey respondents for referrals to others who met the criteria and might be willing to participate. Surveys were sent to the new potential participants who were identified (Sun et al., 2015).
HELPFUL HINT When convenience or purposive sampling is used as the first step
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in recruiting a sample for a randomized clinical trial, as illustrated in Fig. 12.1, it is followed by random assignment of subjects to an intervention or control group, which increases the generalizability of the findings.
Probability sampling The primary characteristic of probability sampling is the random selection of elements from the population. Random selection occurs when each element of the population has an equal and independent chance of being included in the sample. When probability sampling is used, you have greater confidence that the sample is representative of the population being studied rather than biased. Three commonly used probability sampling strategies are simple random, stratified random, and cluster.
Random selection of sample subjects should not be confused with randomization or random assignment of subjects. The latter, discussed earlier in this chapter and in Chapter 8, refers to the assignment of subjects to either an experimental or a control group on a random basis. Random assignment is most closely associated with RCT.
Simple random sampling Simple random sampling is a carefully controlled process. The researcher defines the population (a set), lists all of the units of the population (a sampling frame), and selects a sample of units (a subset) from which the sample will be chosen. Example: ➤ If American hospitals specializing in the treatment of cancer were the sampling unit, a list of all such hospitals would be the sampling frame. If certified school nurses constituted the accessible population, a list of those nurses would be the sampling frame.
Once a list of the population elements has been developed, the best method of selecting a random sample is to use a computer program that generates the order in which the random selection of subjects is to be carried out.
The advantages of simple random sampling are as follows:
• Sample selection is not subject to the conscious biases of the researcher.
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• Representativeness of the sample in relation to the population characteristics is maximized.
• Differences in the characteristics of the sample and the population are purely a function of chance.
• Probability of choosing a nonrepresentative sample decreases as the size of the sample increases.
Example: ➤ Simple random sampling was used in a study testing the feasibility of collecting hair for cortisol measurement from a probability sample of 516 racially and socioeconomically diverse urban adolescents aged 11 to 17 years participating in a larger prospective study on adolescent health and well-being (Ford et al., 2016). The sampling frame was based on a combination of eligible households and public school data from the study area. The addresses were sorted by zip code, and random replicates of 500 participants were drawn. The randomly selected households were contacted to solicit participation in the study.
The major disadvantage of simple random sampling is that it can be a time-consuming and inefficient method of obtaining a random sample. Example: ➤ Consider the task of listing all of the baccalaureate nursing students in the United States. With random sampling, it may also be impossible to obtain an accurate or complete listing of every element in the population. Example: ➤ Imagine trying to obtain a list of all suicides in New York City for the year 2016. It often is the case that although suicide may have been the cause of death, another cause (e.g., cardiac failure) appears on the death certificate. It would be difficult to estimate how many elements of the target population would be eliminated from consideration. The issue of bias would definitely enter the picture despite the researcher’s best efforts. In the final analysis, you, as the evaluator of a research article, must be cautious about generalizing from findings, even when random sampling is the stated strategy or if the target population has been difficult or impossible to list completely.
EVIDENCE-BASED PRACTICE TIP When thinking about applying study findings to your clinical
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practice, consider whether the participants making up the sample are similar to your own patients.
Stratified random sampling Stratified random sampling requires that the population be divided into strata or subgroups as illustrated in Fig. 12.1. The subgroups or subsets that the population is divided into are homogeneous. An appropriate number of elements from each subset are randomly selected on the basis of their proportion in the population. The goal of this strategy is to achieve a greater degree of representativeness. Stratified random sampling is similar to the proportional stratified quota sampling strategy discussed earlier in the chapter. The major difference is that stratified random sampling uses a random selection procedure for obtaining sample subjects.
The population is stratified according to any number of attributes, such as age, gender, ethnicity, religion, socioeconomic status, or level of education completed. The variables selected to form the strata should be adaptable to homogeneous subsets with regard to the attributes being studied. Example: ➤ A study by Wong et al. (2016) examined whether high-comorbidity patients had larger increases in primary care provider (PCP) visits attributable to primary care medical home (PCMH) implementation in a large integrated health system in comparison to other patients enrolled in primary care. The data were obtained from the Veterans Health Association (VHA) Corporate Data Warehouse (CDW), which contains comprehensive administrative data tracking patient utilization, demographics, and clinical measures including ICD-9 diagnostic codes. For each quarter of the study, they identified a 1% random sample of all VHA primary care patients in the database that quarter. The final sample consisted of 8.4 million patient quarter observations. All analyses were stratified by age group (under 65 and age 65+), comorbidity burden score, and outpatient visits. As illustrated in Table 12.1, several advantages to a stratified random sampling strategy include (1) representativeness of the sample is enhanced; (2) researcher has a valid basis for making comparisons among subsets; and (3) researcher is able to oversample a disproportionately small stratum to adjust for their underrepresentation, statistically weigh the data accordingly, and
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continue to make legitimate comparisons. The obstacles encountered by a researcher using this strategy
include (1) difficulty of obtaining a population list containing complete critical variable information, (2) time-consuming effort of obtaining multiple enumerated lists, (3) challenge of enrolling proportional strata, and (4) time and money involved in carrying out a large-scale study using a stratified sampling strategy.
Multistage sampling (cluster sampling) Multistage (cluster) sampling involves a successive random sampling of units (clusters) that progress from large to small and meet sample eligibility criteria. The first-stage sampling unit consists of large units or clusters. The second-stage sampling unit consists of smaller units or clusters. Third-stage sampling units are even smaller. Example: ➤ If a sample of critical care nurses is desired, the first sampling unit would be a random sample of hospitals, obtained from an American Hospital Association list, that meet the eligibility criteria (e.g., size, type). The second-stage sampling unit would consist of a list of critical care nurses practicing at each hospital selected in the first stage (i.e., the list obtained from the vice president for nursing at each hospital). The criteria for inclusion in the list of critical care nurses would be as follows:
1. Certified as a Certified Critical Care Registered Nurse (CCRN) with at least 3 years’ experience as a critical care nurse
2. At least 75% of the CCRN’s time spent in providing direct patient care in a critical care unit
3. Full-time employment at the hospital
The second-stage sampling unit would obtain a random selection of 10 CCRNs from each hospital who met the previously mentioned eligibility criteria.
When multistage sampling is used in relation to large national surveys, states are used as the first-stage sampling unit; followed by successively smaller units such as counties, cities, districts, and blocks as the second-stage sampling unit; and finally households as
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the third-stage sampling unit. Sampling units or clusters can be selected by simple random or
stratified random sampling methods. Example: ➤ Sun et al. (2015) conducted a survey using the Delphi method to gain consensus about regional clinical nursing and midwifery research priorities from experts in participating eastern and southern African countries. Clinical nursing and midwifery experts from 13 countries participated in the first round of the survey by completing the electronic survey, and experts from 14 countries participated in the second round. This approach to multistage sampling was chosen because the electronic format facilitates obtaining consensus from a large panel of experts in a wide geographic region by providing anonymity, eliminating the potential for leaders to dominate the process, and providing a chance in Round 2 to change their mind after considering the group opinion. The main advantage of cluster sampling, as illustrated in Table 12.1, is that it can be more economical in terms of time and money than other types of probability sampling. There are two major disadvantages: (1) more sampling errors tend to occur than with simple random or stratified random sampling, and (2) appropriate handling of the statistical data from cluster samples is very complex. When you are critically appraising a study, you will need to consider whether the use of cluster sampling is justified in light of the research design, as well as other pragmatic matters, such as economy.
EVIDENCE-BASED PRACTICE TIP The sampling strategy, whether probability or nonprobability, must be appropriate to the design and evaluated in relation to the level of evidence provided by the design.
CRITICAL THINKING DECISION PATH Assessing the Relationship Between the Type of Sampling Strategy and the Appropriate Generalizability
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The Critical Thinking Decision Path illustrates the relationship between the type of sampling strategy and the appropriate generalizability.
Sample size There is no single rule that can be applied to the determination of a sample’s size. When arriving at an estimate of sample size, many factors, such as the following, must be considered:
• Type of design
• Type of sampling procedure
• Type of formula used for estimating optimum sample size
• Degree of precision required
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• Heterogeneity of the attributes under investigation
• Relative frequency that the phenomenon of interest occurs in the population (i.e., a common versus a rare health problem)
• Projected cost of using a particular sampling strategy
HELPFUL HINT Look for a brief discussion of a study’s sampling strategy in the “Methods” section of a research article. Sometimes there is a separate subsection with the heading “Sample,” “Subjects,” or “Study Participants.” A statistical description of the characteristics of the actual sample often does not appear until the “Results” section of a research article. You may also find a table in the Results section that summarizes the sample characteristics using descriptive statistics (see Chapter 14).
The sample size should be determined before a study is conducted. A general rule is always to use the largest sample possible. The larger the sample, the more representative of the population it is likely to be; smaller samples produce less accurate results.
One exception to this principle occurs when using qualitative designs. In this case, sample size is not predetermined. Sample sizes in qualitative research tend to be small because of the large volume of verbal data that must be analyzed and because this type of design tends to emphasize intensive and prolonged contact with subjects (Speziale & Carpenter, 2011). Subjects are added to the sample until data saturation is reached (i.e., new data no longer emerge during the data-collection process). Fittingness of the data is a more important concern than representativeness of subjects (see Chapters 5, 6, and 7).
Another exception is in the case of a pilot study, which is defined as a small sample study conducted as a prelude to a larger scale study that is often called the “parent study.” The pilot study is typically a smaller scale of the parent study, with similar methods and procedures that yield preliminary data to determine the feasibility of conducting a larger scale study and establish that
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sufficient scientific evidence exists to justify subsequent, more extensive research.
The principle of “larger is better” holds true for both probability and nonprobability samples. Results based on small samples (under 10) tend to be unstable—the values fluctuate from one sample to the next, and it is difficult to apply statistics meaningfully. Small samples tend to increase the probability of obtaining a markedly nonrepresentative sample. As the sample size increases, the mean more closely approximates the population values, thus introducing fewer sampling errors.
HIGHLIGHT Remember to have your interprofessional Journal Club evaluate the appropriateness of the generalizations made about the studies you critically appraise in light of the sampling procedure and any sources of bias that affect applicability of the findings to your patient population.
It is possible to estimate the sample size needed with the use of a statistical procedure known as power analysis (Cohen, 1988). Power analysis is an advanced statistical technique that is commonly used by researchers and is a requirement for external funding. When it is not used, you will have less confidence provided by the findings because the study may be based on a sample that is too small. A researcher may commit a type II error of accepting a null hypothesis when it should have been rejected if the sample is too small (see Chapter 16). No matter how high a research design is located on the evidence hierarchy (e.g., Level II—experimental design consisting of a randomized clinical trial), the findings of a study and their generalizability are weakened when power analysis is not calculated to ensure an adequate sample size to determine the effect of the intervention.
It is beyond the scope of this chapter to describe this complex procedure in great detail, but a simple example will illustrate its use. Nyamathi and colleagues (2015) wanted to assess the impact of three interventions: peer coaching with nurse case management (PC-NCM), peer coaching (PC), and usual care (UC) on completion of hepatitis A and B vaccination series. How would a research team such as Nyamathi and colleagues know the appropriate number of
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subjects that should be used in the study? When using power analysis, the researcher must estimate how large an impact (effect) will be observed between the three intervention groups (i.e., to test differences among PC-NCM, PC., and UC groups in terms of vaccination completion rates). If a moderate difference is expected, a conventional effect size of.20 is assumed. With a significance level of.05, a total of 114 participants would be needed for each intervention group to detect a statistically significant difference between the groups with a power of.80. The total sample in this study (n = 600) exceeded the minimum number of 114 per intervention group.
HELPFUL HINT Remember to evaluate the appropriateness of the generalizations made about the study findings in light of the target population, the accessible population, the type of sampling strategy, and the sample size.
When calculating sample size using power analysis, the total sample size needs to consider that attrition, or dropouts, will occur and build in approximately 15% extra subjects to make sure that the ability to detect differences between groups or the effect of an intervention remains intact. When expected differences are large, it does not take a very large sample to ensure that differences will be revealed through statistical analysis.
When critically appraising a study, you should evaluate the sample size in terms of the following: (1) how representative the sample is relative to the target population, and (2) to whom the researcher wishes to generalize the study’s results. The goal is to have a sample as representative as possible with as little sampling error as possible. Unless representativeness is ensured, all the data in the world become inconsequential. When an appropriate sample size, including power analysis for calculation of sample size, and sampling strategy have been used, you can feel more confident that the sample is representative of the accessible population rather than biased (Fig. 12.2) and the potential for generalizability of findings is greater (see Chapter 8).
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FIG 12.2 Summary of general sampling procedure.
EVIDENCE-BASED PRACTICE TIP Research designs and types of samples are often linked. When a nonprobability purposive sampling strategy is used to recruit participants to a study using an experimental design, you would expect random assignment of subjects to an intervention or control group to follow.
Appraisal for evidence-based practice sampling The criteria for critical appraisal of a study’s sample are presented in the Critical Appraisal Criteria box. As you evaluate the sample section of a study, you must raise two questions:
1. If this study were to be replicated, would there be enough information presented about the nature of the population, the sample, the sampling strategy, and sample size of another investigator to carry out the study?
2. What are the sampling threats to internal and external validity that are sources of bias?
The answers to these questions highlight the important link of the sample to the findings and the strength of the evidence used to make clinical decisions about the applicability of the findings to clinical practice (see Chapter 8).
In Chapter 8, we talked about how selection effect as a threat to internal validity could occur in studies where a convenience, quota, or purposive sampling strategy was used. In these studies, individuals themselves decide whether or not to participate. Subject mortality or attrition is another threat to internal validity related to sampling (see Chapter 8). Mortality is the loss of subjects from the study, usually from the first data-collection point to the second. If
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the subjects who remain in the study are different from those who drop out, the results can be affected. When more of the subjects in one group drop out than the other group, the results can also be influenced. It is common for journals to require authors reporting on research results to include a flow chart that diagrams the screening, recruitment, enrollment, random assignment, and attrition process and results. Threats to external validity related to sampling are concerned with the generalizability of the results to other populations. Generalizability depends on who actually participates in a study. Not everyone who is approached meets the inclusion criteria, agrees to enroll, or completes the study. Bias in sample representativeness and generalizability of findings are important sampling issues that have generated national concern because the presence of these factors decreases confidence in the evidence provided by the findings and limits applicability. Historically, many of the landmark adult health studies (e.g., the Framingham heart study, the Baltimore longitudinal study on aging) excluded women as subjects. Despite the all-male samples, the findings of these studies were generalized from males to all adults, in spite of the lack of female representation in the samples. Similarly, the use of largely European-American subjects in clinical trials limits the identification of variant responses to interventions or drugs in ethnic or racially distinct groups (Ward, 2003). Findings based on European-American data cannot be generalized to African Americans, Asians, Hispanics, or any other cultural group.
CRITICAL APPRAISAL CRITERIA Sampling
1. Have the sample characteristics been completely described?
2. Can the parameters of the study population be inferred from the description of the sample?
3. To what extent is the sample representative of the population as defined?
4. Are the eligibility/inclusion criteria for the sample clearly identified?
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5. Have sample exclusion criteria/delimitations for the sample been established?
6. Would it be possible to replicate the study population?
7. How was the sample selected? Is the method of sample selection appropriate?
8. What kind of bias, if any, is introduced by this sampling method?
9. Is the sample size appropriate? How is it substantiated?
10. Are there indications that rights of subjects have been ensured?
11. Does the researcher identify limitations in generalizability of the findings from the sample to the population? Are they appropriate?
12. Is the sampling strategy appropriate for the design of the study and level of evidence provided by the design?
13. Does the researcher indicate how replication of the study with other samples would provide increased support for the findings?
When appraising the sample of a study, you must remember that despite the use of a carefully controlled sampling procedure that minimizes error, there is no guarantee that the sample will be representative. Factors such as sample heterogeneity and subject dropout may jeopardize the representativeness of the sample despite the most stringent random sampling procedure.
When a purposive sample is used in experimental and quasi- experimental studies, you should determine whether or how the subjects were randomly assigned to groups. If criteria for random assignment have not been followed, you have a valid basis for being cautious about the strength of evidence provided by the proposed conclusions of the study.
Although random selection may be the ideal in establishing the representativeness of a study population, more often realistic barriers (e.g., institutional policy, inaccessibility of subjects, lack of
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time or money, and current state of knowledge in the field) necessitate the use of nonprobability sampling strategies. Many important research questions that are of interest to nursing do not lend themselves to probability sampling. A well-designed, carefully controlled study using a nonprobability sampling strategy can yield accurate and meaningful evidence that makes a significant contribution to nursing’s scientific body of knowledge.
The greatest difficulty in nonprobability sampling stems from the fact that not every element in the population has an equal chance of being represented. Therefore it is likely that some segment of the population will be systematically underrepresented. If the population is homogeneous on critical characteristics, such as age, gender, socioeconomic status, and diagnosis, systematic bias will not be very important. Few of the attributes that researchers are interested in, however, are sufficiently homogeneous to make sampling bias an irrelevant consideration.
Basically you will decide whether the sample size for a quantitative study is appropriate and its size is justifiable. You want to make sure that the researcher indicated how the sample size was determined. The method of arriving at the sample size and the rationale should be briefly mentioned. In the study designed to examine the role of resilience in the relationships of hallucination and delusion-like experiences to psychological distress in a nonclinical population, the sample was selected through a stratified cluster sampling procedure (Barahmand & Ahmad, 2016). The sampling frame consisted of 11,000 students. The power analysis indicated that based on a 5% margin of error and a 95% confidence level and expecting the sample proportion to be 50%, a sample size of at least 372 individuals (3.38% of the population) was needed to detect a significant difference. To allow for data loss through mortality, data loss, or incomplete answers, a sample of 440 individuals (4% of the population) were enrolled in the study. When appraising qualitative research designs, you also apply criteria related to sampling strategies that are relevant for a particular type of qualitative study. In general, sampling strategies for qualitative studies are purposive because the study of specific phenomena in their natural setting is emphasized; any subject belonging to a specified group is considered to represent that
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group. Keep in mind that qualitative studies will not discuss predetermining sample size or method of arriving at sample size. Rather, sample size will tend to be small and a function of data saturation. Finally, evidence that the rights of human subjects have been protected should appear in the “Sample” section of the research report and probably consists of no more than one sentence. Remember to evaluate whether permission was obtained from an institutional review board that reviewed the study relative to the maintenance of ethical research standards (see Chapter 13).
Key points • Sampling is a process that selects representative units of a
population for study. Researchers sample representative segments of the population because it is rarely feasible or necessary to sample entire populations of interest to obtain accurate and meaningful information.
• Researchers establish eligibility criteria; these are descriptors of the population and provide the basis for selection of a sample. Eligibility criteria, which are also referred to as delimitations, include the following: age, gender, socioeconomic status, level of education, religion, and ethnicity.
• The researcher must identify the target population (i.e., the entire set of cases about which the researcher would like to make generalizations). Because of the pragmatic constraints, however, the researcher usually uses an accessible population (i.e., one that meets the population criteria and is available).
• A sample is a set of elements that makes up the population.
• A sampling unit is the element or set of elements used for selecting the sample. The foremost criterion in appraising a sample is the representativeness or congruence of characteristics with the population.
• Sampling strategies consist of nonprobability and probability sampling.
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• In nonprobability sampling, the elements are chosen by nonrandom methods. Types of nonprobability sampling include convenience, quota, and purposive sampling.
• Probability sampling is characterized by the random selection of elements from the population. In random selection, each element in the population has an equal and independent chance of being included in the sample. Types of probability sampling include simple random, stratified random, and multistage sampling.
• Sample size is a function of the type of sampling procedure being used, the degree of precision required, the type of sample estimation formula being used, the heterogeneity of the study attributes, the relative frequency of occurrence of the phenomena under consideration, and cost.
• Criteria for drawing a sample vary according to the sampling strategy. Systematic organization of the sampling procedure minimizes bias. The target population is identified, the accessible portion of the target population is delineated, permission to conduct the research study is obtained, and a sampling plan is formulated.
• When critically appraising a research report, the sampling plan needs to be evaluated for its appropriateness in relation to the particular research design and level of evidence generated by the design.
• Completeness of the sampling plan is examined in light of potential replicability of the study. The critiquer appraises whether the sampling strategy is the strongest plan for the particular study under consideration.
• An appropriate systematic sampling plan will maximize the efficiency of a research study. It will increase the strength, accuracy, and meaningfulness of the evidence provided by the findings and enhance the generalizability of the findings from the sample to the population.
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Critical thinking challenges • How do inclusion and exclusion criteria contribute to increasing
the strength of evidence provided by the sampling strategy of a research study?
• Why is it important for a researcher to use power analysis to calculate sample size? How does adequate sample size affect subject mortality, representativeness of the sample, the researcher’s ability to detect a treatment effect, and your ability to generalize from the study findings to your patient population?
• How does a flow chart such as the one in Fig. 12.1 of the Thomas article in Appendix A contribute to the strength and quality of evidence provided by the findings of research study and their potential for applicability to practice?
• Your interprofessional team member argues that a random sample is always better, even if it is small and represents ONLY one site. Another team member counters that a very large convenience sample with random assignment to groups representing multiple sites can be very significant. Which colleague would you defend and why? How would each scenario affect the strength and quality of evidence provided by the findings?
• Your research classmate argues that a random sample is always better, even if it is small and represents only one site. Another student counters that a very large convenience sample representing multiple sites can be very significant. Which classmate would you defend and why? How would each scenario affect the strength and quality of evidence provided by the findings?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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References 1. Barahmand U., Ahmad R. H. S. Psychotic-like experiences
and psychological distress the role of resilience. Journal of the American Psychiatric Nurses Association 2016;22(4):312-319.
2. Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. New York, NY: Academic Press 1988;
3. Ford J. L., Boch S. J., McCarthy D. O. Feasibility of hair collection for cortisol measurement in population research on adolescent health. Nursing Research 2016;65(3):k249-k255.
4. Nyamathi A., Salem B. E., Zhang S., et al. Nursing case management, peer coaching, and hepatitis A and B vaccine completion among homeless men recently released on parole; Randomized clinical trial. Nursing Research 2015;64(3):177-189.
5. Sousa V. D., Zauszniewski J. A., Musil C. M. How to determine whether a convenience sample represents the population. Applied Nursing Research 2004;17(2):130-133.
6. Speziale S., Carpenter D. R. Qualitative research in nursing. 4th ed. Philadelphia, PA: Lippincott 2011;
7. Sun C., Dohrn J., Klopper H., et al. Clinical nursing and midwifery research priorities in eastern and southern African countries Results from a Delphi Survey. Nursing Research 2015;64(6):466-475.
8. Thabault P. J., Burke P. J., Ades P. A. Intensive behavioral treatment weight loss program in an adult primary care practice. Journal of the American Association of Nurse Practitioners 2016;28:249-257.
9. Traeger L., McDonnell T. M., McCarty C. E., et al. Nursing intervention to enhance outpatient chemotherapy symptom management patient reported outcomes of a randomized controlled trial. Cancer 2015;121:3905-3913.
10. Van Dijk J. F. M., Vervoort S. C. J. M., van Wijck A. J. M., et al. Postoperative patients perspectives on rating pain A qualitative study. International Journal of Nursing Studies 2016;53:260-269.
11. Vermeesch A. L., Ling J., Voskull V. R., et al. Biological and sociocultural differences in perceived barriers to physical activity among firth-to-seventh grade urban girls. Nursing Research
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2015;64(5):342-350. 12. Ward L. S. Race as a variable in cross-cultural research.
Nursing Outlook 2003;51(3):120-125. 13. Wong E. S., Rosland A. M., Fihn S. D., Nelson K. M. Patient-
centered medical home implementation in the veterans’ health administration and primary care use differences by patient co- morbidity burden. Journal of General Internal Medicine 2016;31(12):1467-1474.
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CHAPTER 13
Legal and ethical issues Judith Haber, Geri LoBiondo-Wood
Learning outcomes
After reading this chapter, you should be able to do the following:
• Describe the historical background that led to the development of ethical guidelines for the use of human subjects in research. • Identify the essential elements of an informed consent form. • Evaluate the adequacy of an informed consent form. • Describe the institutional review board’s role in the research review process. • Identify populations of subjects who require special legal and ethical research considerations. • Describe the nurse’s role as patient advocate in research situations. • Critique the ethical aspects of a research study.
KEY TERMS
anonymity
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assent
beneficence
confidentiality
consent
ethics
informed consent
institutional review boards
justice
respect for persons
risk/benefit ratio
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The focus of this chapter is the legal and ethical considerations that must be addressed before, during, and after the conduct of research. Informed consent, institutional review boards (IRBs), and research involving vulnerable populations—elderly people, pregnant women, children, and prisoners—are discussed. The nurse’s role as patient advocate, whether functioning as researcher, caregiver, or research consumer, is addressed.
Ethical and legal considerations in research: A historical perspective Ethical and legal considerations with regard to research first received attention after World War II, when the US Secretary of State and Secretary of War learned that the trials for war criminals would focus on justifying the atrocities committed by Nazi physicians as “medical research.” The American Medical Association appointed a group to develop a code of ethics for research that would serve as a standard for judging the medical atrocities committed on concentration camp prisoners.
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The resultant Nuremberg Code and its definitions of the terms voluntary, legal capacity, sufficient understanding, and enlightened decision have been the subject of numerous court cases and presidential commissions involved in setting ethical standards in research (Amdur & Bankert, 2011). The code requires informed consent in all cases but makes no provisions for any special treatment of children, the elderly, or the mentally incompetent. In the United States, federal guidelines for the ethical conduct of research were developed in the 1970s. Despite the safeguards provided by the federal guidelines, some of the most atrocious, and hence memorable, examples of unethical research took place in the United States as recently as the 1990s. These examples are highlighted in Table 13.1. They are sad reminders of our own tarnished research heritage and illustrate the human consequences of not adhering to ethical research standards.
TABLE 13.1 Highlights of Unethical Research Studies Conducted in the United States
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In 1973 the first set of proposed regulations on the protection of human subjects were published. The most important provision was a regulation mandating that an institutional review board must review and approve all studies. In 1974, the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research was created. A major charge brought forth by the commission was to identify the basic principles that should underlie the conduct of biomedical and behavioral research involving human subjects and to develop guidelines to ensure that research is conducted in accordance with those principles (Amdur & Bankert, 2011). Three ethical principles were identified as relevant to the conduct of research involving human subjects: the principles of respect for persons, beneficence, and justice (Box 13.1). Included in the report called the Belmont Report, these principles provided the basis for regulations affecting research (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1978).
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BOX 13.1 Basic Ethical Principles Relevant to the Conduct of Research Respect for persons People have the right to self-determination and to treatment as autonomous agents. Thus they have the freedom to participate or not participate in research. Persons with diminished autonomy are entitled to protection.
Beneficence Beneficence is an obligation to do no harm and maximize possible benefits. Persons are treated in an ethical manner, decisions are respected, they are protected from harm, and efforts are made to secure their well-being.
Justice Human subjects should be treated fairly. An injustice occurs when a benefit to which a person is entitled is denied without good reason or when a burden is imposed unduly.
The US Department of Health and Human Services (USDHHS) also developed a set of regulations which have been revised several times (USDHHS, 2009). They include:
• General requirements for informed consent
• Documentation of informed consent
• IRB review of research proposals
• Exempt and expedited review procedures for certain kinds of research
• Criteria for IRB approval of research
Protection of human rights Human rights are the claims and demands that have been justified in
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the eyes of an individual or by a group of individuals. The term refers to the rights outlined in the American Nurses Association (ANA, 2001) guidelines:
1. Right to self-determination
2. Right to privacy and dignity
3. Right to anonymity and confidentiality
4. Right to fair treatment
5. Right to protection from discomfort and harm
These rights apply to all involved in research, including research team members who may be involved in data collection, practicing nurses involved in the research setting, and subjects participating in the study. As you read a research article, you must realize that any issues highlighted in Table 13.2 should have been addressed and resolved before a research study is approved for implementation.
TABLE 13.2 Protection of Human Rights
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Procedures for protecting basic human rights
Informed consent Elements of informed consent illustrated by the ethical principles of respect and by its related right to self-determination are outlined in Box 13.2 and Table 13.2. It is critical to note that informed consent is not just giving a potential subject a consent form, but is a process that the researcher completes with each subject. Informed consent is documented by a consent form that is given to prospective subjects and contains standard elements. BOX 13.2 Elements of Informed Consent
1. Title of protocol
2. Invitation to participate
3. Basis for subject selection
4. Overall purpose of study
5. Explanation of procedures
6. Description of risks and discomforts
7. Potential benefits
8. Alternatives to participation
9. Financial obligations
10. Assurance of confidentiality
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11. In case of injury compensation
12. HIPAA disclosure
13. Subject withdrawal
14. Offer to answer questions
15. Concluding consent statement
16. Identification of investigators
Informed consent is a legal principle that means that potential subjects understand the implications of participating in research and they knowingly agree to participate (Amdur & Bankert, 2011). Informed consent (USDHHS, 2009; Food and Drug Administration [FDA], 2012a) is defined as follows:
The knowing consent of an individual or his/her legally authorized representative, under circumstances that provide the prospective subject or representative sufficient opportunity to consider whether or not to participate without undue inducement or any element of force, fraud, deceit, duress, or other forms of constraint or coercion.
No investigator may involve a person as a research subject before obtaining the legally effective informed consent of a subject or legally authorized representative. The study must be explained to all potential subjects, including the study’s purpose; procedures; risks, discomforts, and benefits; and expected duration of participation (i.e., when the study’s procedures will be implemented, how many times, and in what setting). Potential subjects must also be informed about any appropriate alternative procedures or treatments, if any, that might be advantageous to the subject. For example, in the Tuskegee Syphilis Study, the researchers should have disclosed that penicillin was an effective treatment for syphilis. Any compensation for subjects’ participation must be delineated when there is more than minimal risk through disclosure about medical treatments and/or compensation that is
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available if injury occurs.
HIGHLIGHT It is important for your team to remember that the right to personal privacy may be more difficult to protect when researchers are carrying out qualitative studies because of the small sample size and the subjects’ verbatim quotes are often used in the findings/results section of the research article to highlight the findings.
Prospective subjects must have time to decide whether to participate in a study. The researcher must not coerce the subject into participating, nor may researchers collect data on subjects who have explicitly refused to participate in a study. An ethical violation of this principle is illustrated by the halting of eight experiments by the US Food and Drug Administration (FDA) at the University of Pennsylvania’s Institute for Human Gene Therapy 4 months after the death of an 18-year-old man, Jesse Gelsinger, who received experimental treatment as part of the institute’s research. The institute could not document that all patients had been informed of the risks and benefits of the procedures. Furthermore, some patients who received the therapy should have been considered ineligible because their illnesses were more severe than allowed by the clinical protocols. Mr. Gelsinger had a non-life-threatening genetic disorder that permits toxic amounts of ammonia to build up in the liver. Nevertheless, he volunteered for an experimental treatment in which normal genes were implanted directly into his liver, and he subsequently died of multiple organ failure. The institute failed to report to the FDA that two patients in the same trial as Mr. Gelsinger had suffered severe side effects, including inflammation of the liver as a result of the treatment. This should have triggered a halt to the trial (Brainard & Miller, 2000). Of course, subjects may discontinue participation or withdraw from a study at any time without penalty or loss of benefits.
HELPFUL HINT Research reports rarely provide readers with detailed information regarding the degree to which the researcher adhered to ethical principles, such as informed consent, because of space limitations
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in journals that make it impossible to describe all aspects of a study. Failure to mention procedures to safeguard subjects’ rights does not necessarily mean that such precautions were not taken.
The language of the consent form must be understandable. The reading level should be no higher than eighth grade for adults, in lay language, and the avoidance of technical terms should be observed (USDHHS, 2009). Subjects should not be asked to waive their rights or release the investigator from liability for negligence. The elements for an informed consent form are listed in Box 13.2.
Investigators obtain consent through personal discussion with potential subjects. This process allows the person to obtain immediate answers to questions. However, consent forms, which are written in narrative or outline form, highlight elements that both inform and remind subjects of the nature of the study and their participation (Amdur & Bankert, 2011).
Assurance of anonymity and confidentiality (defined in Table 13.2) is conveyed in writing and describes how confidentiality of the subjects’ records will be maintained. The right to privacy is also protected through protection of individually identifiable health information (IIHI). The USDHHS developed the following guidelines to help researchers, health care organizations, health care providers, and academic institutions determine when they can use and disclose IIHI:
• IIHI has to be “de-identified” under the HIPAA Privacy Rule.
• Data are part of a limited data set, and a data use agreement with the researcher is in place.
• A potential subject provides authorization for the researcher to use and disclose protected health information (PHI).
• A waiver or alteration of the authorization requirement is obtained from the IRB.
• The consent form must be signed and dated by the subject. The presence of witnesses is not always necessary but does constitute evidence that the subject actually signed the form. If the subject is
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a minor or is physically or mentally incapable of signing the consent, the legal guardian or representative must sign. The investigator also signs the form to indicate commitment to the agreement.
A copy of the signed informed consent is given to the subject. The researcher maintains the original for their records. Some research, such as a retrospective chart audit, may not require informed consent—only institutional approval. In some cases, when minimal risk is involved, the investigator may have to provide the subject only with an information sheet and verbal explanation. In other cases, such as a volunteer convenience sample, completion and return of research instruments provide evidence of consent. The IRB will help advise on exceptions to these guidelines, and there are cases in which the IRB might grant waivers or amend its guidelines in other ways. The IRB makes the final determination regarding the most appropriate documentation format. You should note whether and what kind of evidence of informed consent has been provided in a research article.
HELPFUL HINT Researchers may not obtain written, informed consent when the major means of data collection is through self-administered questionnaires. The researcher usually assumes implied consent in such cases—that is, the return of the completed questionnaire reflects the respondent’s voluntary consent to participate.
Institutional review boards IRBs are boards that review studies to assess that ethical standards are met in relation to the protection of the rights of human subjects. The National Research Act (1974) requires that agencies such as universities, hospitals, and other health care organizations (e.g., managed care companies) where the conduct of biomedical or behavioral research involving human subjects is conducted must submit an application with assurances that they have an IRB, sometimes called a human subjects’ committee, that reviews the research projects and protects the rights of the human subjects (Food and Drug Administration [FDA], 2012b). At agencies where
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no federal grants or contracts are awarded, there is usually a review mechanism similar to an IRB process, such as a research advisory committee. The National Research Act requires that the IRBs have at least five members of various research backgrounds to promote complete and adequate study reviews. The members must be qualified by virtue of their expertise and experience and reflect professional, gender, racial, and cultural diversity. Membership must include one member whose concerns are primarily nonscientific (lawyer, clergy, ethicist) and at least one member from outside the agency. IRB members have mandatory training in scientific integrity and prevention of scientific misconduct, as do the principal investigator of a study and their research team members. In an effort to protect research subjects, the HIPAA Privacy Rule has made IRB requirements much more stringent for researchers (Code of Federal Regulations, Part 46, 2009).
The IRB is responsible for protecting subjects from undue risk and loss of personal rights and dignity. The risk/benefit ratio, the extent to which a study’s benefits are maximized and the risks are minimized such that the subjects are protected from harm, is always a major consideration. For a research proposal to be eligible for consideration by an IRB, it must already have been approved by a departmental review group, such as a nursing research committee that attests to the proposal’s scientific merit and congruence with institutional policies, procedures, and mission. The IRB reviews the study’s protocol to ensure that it meets the requirements of ethical research that appear in Box 13.3. BOX 13.3 Code of Federal Regulations for IRB Approval of Research Studies To approve research, the IRB must determine that the following has been satisfied:
1. Risks to subjects are minimized.
2. Risks to subjects are reasonable in relation to anticipated benefits.
3. Selection of the subjects is equitable.
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4. Informed consent must be and will be sought from each prospective subject or the subject’s legally authorized representative.
5. Informed consent form must be properly documented.
6. Where appropriate, the research plan makes adequate provision for monitoring the data collected to ensure subject safety.
7. There are adequate provisions to protect subjects’ privacy and the confidentiality of data.
8. Where some or all of the subjects are likely to be vulnerable to coercion or undue influence, additional safeguards are included.
IRBs provide guidelines that include steps to be taken to receive IRB approval. For example, guidelines for writing a standard consent form or criteria for qualifying for an expedited rather than a full IRB review may be made available. The IRB has the authority to approve research, require modifications, or disapprove a research study. A researcher must receive IRB approval before beginning to conduct research. IRBs have the authority to audit, suspend, or terminate approval of research that is not conducted in accordance with IRB requirements or that has been associated with unexpected serious harm to subjects.
IRBs also have mechanisms for reviewing research in an expedited manner when the risk to research subjects is minimal (Code of Federal Regulations, 2009). Keep in mind that although a researcher may determine that a project involves minimal risk, the IRB makes the final determination, and the research may not be undertaken until approved. A full list of research categories eligible for expedited review is available from any IRB office. Examples include the following:
• Prospective collection of specimens by noninvasive procedure (e.g., buccal swab, deciduous teeth, hair/nail clippings)
• Research conducted in established educational settings in which subjects are de-identified
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• Research involving materials collected for clinical purposes
• Research on taste, food quality, and consumer acceptance
• Collection of excreta and external secretions, including sweat
• Recording of data on subjects 18 years or older, using noninvasive procedures routinely employed in clinical practice
• Voice recordings
• Study of existing data, documents, records, pathological specimens, or diagnostic data
An expedited review does not automatically exempt the researcher from obtaining informed consent, and most importantly, the department or agency mechanisms retains the final judgment as to whether or not a study may be exempt.
CRITICAL THINKING DECISION PATH Evaluating the Risk/Benefit Ratio of a Research Study
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When critiquing research, it is important to be conversant with current regulations to determine whether ethical standards have been met. The Critical Thinking Decision Path illustrates the ethical decision-making process an IRB might use in evaluating the risk/benefit ratio of a research study.
Protecting basic human rights of vulnerable groups Researchers are advised to consult their agency’s IRB for the most recent federal and state rules and guidelines when considering research involving vulnerable groups who may have diminished
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autonomy, such as the elderly, children, pregnant women, the unborn, those who are emotionally or physically disabled, prisoners, the deceased, students, and persons with AIDS. In addition, researchers should consult the IRB before planning research that potentially involves an oversubscribed research population, such as organ transplantation patients or AIDS patients, or “captive” and convenient populations, such as prisoners. It should be emphasized that use of special populations does not preclude undertaking research; extra precautions must be taken to protect their rights.
Research with children. The age of majority differs from state to state, but there are some general rules for including children as subjects (Title 45, CFR46 Subpart D, USDHHS, 2009). Usually a child can assent between the ages of 7 and 18 years. Research in children requires parental permission and child assent. Assent contains the following fundamental elements:
1. A basic understanding of what the child will be expected to do and what will be done to the child
2. A comprehension of the basic purpose of the research
3. An ability to express a preference regarding participation
In contrast to assent, consent requires a relatively advanced level of cognitive ability. Informed consent reflects competency standards requiring abstract appreciation and reasoning regarding the information provided. The federal guidelines have specific criteria and standards that must be met for children to participate in research. If the research involves more than minimal risk and does not offer direct benefit to the individual child, both parents must give permission. When individuals reach maturity, usually at age 18 years, they may render their own consent. They may do so at a younger age if they have been legally declared emancipated minors. Questions regarding this are addressed by the IRB and/or research administration office and not left to the discretion of the researcher to answer.
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Research with pregnant women, fetuses, and neonates. Research with pregnant women, fetuses, and neonates requires additional protection but may be conducted if specific criteria are met (HHS Code of Federal Regulations, Title 45, CFR46 Subpart B, 2009). Decisions are made relative to the direct or indirect benefit or lack of benefit to the pregnant woman and the fetus. For example, pregnant women may be involved in research if the research suggests the prospect of direct benefit to the pregnant women and fetus by providing data for assessing risks to pregnant women and fetuses. If the research suggests the prospect of direct benefit to the fetus solely, then both the mother and father must provide consent.
Research with prisoners. The federal guidelines also provide guidance to IRBs regarding research with prisoners. These guidelines address the issues of allowable research, understandable language, adequate assurances that participation does not affect parole decisions, and risks and benefits (HHS Code of Federal Regulations, Title 45 Part 46, Subpart C, 2009).
Research with the elderly. Elderly individuals have been historically and are potentially vulnerable to abuse and as such require special consideration. There is no issue if the potential subject can supply legally effective informed consent. Competence is not a clear issue. The complexity of the study may affect one’s ability to consent to participate. The capacity to obtain informed consent should be assessed in each individual for each research protocol being considered. For example, an elderly person may be able to consent to participate in a simple observational study but not in a clinical drug trial. The issue of the necessity of requiring the elderly to provide consent often arises, and each situation must be evaluated for its potential to preserve the rights of this population.
No vulnerable population may be singled out for study because it is convenient. For example, neither people with mental illness nor prisoners may be studied because they are an available and convenient group. Prisoners may be studied if the studies pertain to them—that is, studies concerning the effects and processes of
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incarceration. Similarly, people with mental illness may participate in studies that focus on expanding knowledge about psychiatric disorders and treatments. Students also are often a convenient group. They must not be singled out as research subjects because of convenience; the research questions must have some bearing on their status as students. In all cases, the burden is on the investigator to show the IRB that it is appropriate to involve vulnerable subjects in research.
HELPFUL HINT Keep in mind that researchers rarely mention explicitly that the study participants were vulnerable subjects or that special precautions were taken to appropriately safeguard the human rights of this vulnerable group. Research consumers need to be attentive to the special needs of groups who may be unable to act as their own advocates or are unable to adequately assess the risk/benefit ratio of a research study.
Appraisal for evidence-based practice legal and ethical aspects of a research study Research reports do not contain detailed information regarding the ways in which the investigator adhered to the legal and ethical principles presented in this chapter. Lack of written evidence regarding the protection of human rights does not imply that appropriate steps were not taken.
The Critical Appraisal Criteria box provides guidelines for evaluating the legal and ethical aspects of a study. When reading a study, due to space constraints, you will not see all areas explicitly addressed in the article. Box 13.4 provides examples of statements in research articles that illustrate the brevity with which the legal and ethical component of a study is reported. BOX 13.4 Examples of Legal and Ethical Content in Published Research Reports Found in the Appendices
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• “The study was approved by the Institutional Review Board (IRB) from the university, the 4 recruitment facilities and the State Department of Health prior to recruitment of study participants” (Hawthorne et al., 2016, p. 76).
• “Following institutional ethics approvals from the University of Windsor in Ontario, Canada and the University of Western Ontario, Canada data were collected from the pediatric oncology patients” (Turner-Sack et al., 2016, p. 50).
CRITICAL APPRAISAL CRITERIA Legal and Ethical Issues
1. Was the study approved by an IRB or other agency committees?
2. Is there evidence that informed consent was obtained from all subjects or their representatives? How was it obtained?
3. Were the subjects protected from physical or emotional harm?
4. Were the subjects or their representatives informed about the purpose and nature of the study?
5. Were the subjects or their representatives informed about any potential risks that might result from participation in the study?
6. Is the research study designed to maximize the benefit(s) to human subjects and minimize the risks?
7. Were subjects coerced or unduly influenced to participate in this study? Did they have the right to refuse to participate or withdraw without penalty? Were vulnerable subjects used?
8. Were appropriate steps taken to safeguard the privacy of subjects? How have data been kept anonymous and/or confidential?
Information about the legal and ethical considerations of a study
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is usually presented in the methods section of an article. The subsection on the sample or data-collection methods is the most likely place for this information. The author most often indicates in a sentence that informed consent was obtained and that approval from an IRB was granted. To protect subject and institutional privacy, the locale of the study frequently is described in general terms in the sample subsection of the report. For example, the article might state that data were collected at a 1000-bed tertiary care center in the southwest, without mentioning its name. Protection of subject privacy may be explicitly addressed by statements indicating that anonymity or confidentiality of data was maintained or that grouped data were used in the data analysis.
When considering the special needs of vulnerable subjects, you should be sensitive to whether the special needs of groups, unable to act on their own behalf, have been addressed. For instance, has the right of self-determination been addressed by the informed consent protocol identified in the research report?
When qualitative studies are reported, verbatim quotes from informants often are incorporated into the findings section of the article. In such cases, you will evaluate how effectively the author protected the informant’s identity, either by using a fictitious name or by withholding information such as age, gender, occupation, or other potentially identifying data (see Chapters 5, 6, and 7 for ethical issues related to qualitative research).
It should be apparent from the preceding sections that although the need for guidelines for the use of human subjects in research is evident and the principles themselves are clear, there are many instances when you must use your best judgment both as a patient advocate and as a research consumer when evaluating the ethical nature of a research project. When conflicts arise, you must feel free to raise suitable questions with appropriate resources and personnel. In an institution these may include contacting the researcher first and then, if there is no resolution, the director of nursing research and the chairperson of the IRB. In cases where ethical considerations in a research article are in question, clarification from a colleague, agency, or IRB is indicated. You should pursue your concerns until satisfied that the patient’s rights and your rights as a professional nurse are protected.
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Key points • Ethical and legal considerations in research first received
attention after World War II during the Nuremberg Trials, from which developed the Nuremberg Code. This became the standard for research guidelines protecting the human rights of research subjects.
• The Belmont Report discusses three basic ethical principles (respect for persons, beneficence, and justice) that underlie the conduct of research involving human subjects.
• Protection of human rights includes (1) right to self- determination, (2) right to privacy and dignity, (3) right to anonymity and confidentiality, (4) right to fair treatment, and (5) right to protection from discomfort and harm.
• Procedures for protecting human rights include gaining informed consent, which illustrates the ethical principle of respect, and obtaining IRB approval, which illustrates the ethical principles of respect, beneficence, and justice.
• Special consideration should be given to studies involving vulnerable populations, such as children, the elderly, prisoners, and those who are mentally or physically disabled.
• Nurses must be knowledgeable about the legal and ethical components of research so they can evaluate whether a researcher has ensured protection of patient rights.
Critical thinking challenges • A state government official interested in determining the number
of infants infected with the human immunodeficiency virus (HIV) has approached your hospital to participate in a state-wide funded study. The protocol will include the testing of all newborns for HIV, but the mothers will not be told that the test is being done, nor will they be told the results. Using the basic ethical principles found in Box 13.2, defend or refute the practice.
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How will the findings of the proposed study be affected if the protocol is carried out?
• As a research consumer, what kind of information related to the legal and ethical aspects of a research study would you expect to see written about in a published research study? How does that differ from the data the researcher would have to prepare for an IRB submission?
• A randomized clinical trial (RCT) testing the effectiveness of a new Lyme disease vaccine is being conducted as a multisite RCT. There are two vaccine intervention groups, each of which is receiving a different vaccine, and one control group that is receiving a placebo. Using the information in Table 13.2, identify the conditions under which the RCT is halted due to potential legal and ethical issues to subjects.
• Your interprofessional QI team is asked to do a presentation about risk/benefit ratio and how it influences clinical decision making and resource allocation in your clinical organization.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Amdur R., Bankert E. A. Institutional Review Board Member
Handbook. 3rd ed. Boston, MA: Jones & Bartlett 2011; 2. American Nurses Association. Code for nurses with
interpretive statements. Kansas City, MO: Author 2001; 3. Brainard J., Miller D. W. U. S. regulators suspend medical
studies at two universities. Chronicle of Higher Education 2000;A30.
4. Code of Federal Regulations. Part 46, Vol. 1. Available at: http://www.accessdata.fda.gov/scripts/cdrh/cfdocs/cfcfr/cfresearch.cfm 2009;
5. French H. W. AIDS research in Africa Juggling risks and
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hopes. New York Times 1997, October 9;A1-A12. 6. Hawthorne D., Youngblut J. M, Brooten D. Parent
spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;31:73-80.
7. Hershey N., Miller R. D. Human experimentation and the law. Germantown, MD: Aspen 1976;
8. Hilts P. J. Agency faults a UCLA study for suffering of mental patients.;: New York Times1995, March 9;A1-A11.
9. Levine R. J. Ethics and regulation of clinical research. 2nd ed. Baltimore, MD-Munich, Germany: Urban & Schwartzenberg 1986;
10. National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. Belmont report ethical principles and guidelines for research involving human subjects, DHEW pub no 05. Washington, DC: US Government Printing Office 1978; 78–0012.
11. Turner-Sack A. M, Menna R., Setchell S. R, et al. Psychological functioning, post-treatment growth, and coping in parents and siblings of adolescent cancer survivors. 2016;43(1):48-56.
12. US Department of Health and Human Services (USDHHS). 45 CFR 46. Code of Federal Regulations protection of human subjects. Washington, DC: Author 2009;
13. US Food and Drug Administration (FDA). A guide to informed consent, Code of Federal Regulations, Title 21, Part 50. Available at: www.fda.gov/oc/ohrt/irbs/informedconsent.html 2012;
14. US Food and Drug Administration (FDA). Institutional Review Boards, Code of Federal Regulations, Title 21, Part 56. Available at: www.fda.gov/oc/ohrt/irbs/appendixc.html 2012;
15. Wheeler D. L. Three medical organizations embroiled in controversy over use of placebos in AIDS studies abroad. Chronicle of Higher Education 1997;A15-A16.
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CHAPTER 14
Data collection methods Susan Sullivan-Bolyai, Carol Bova
Learning outcomes
After reading this chapter, you should be able to do the following:
• Define the types of data collection methods used in research. • List the advantages and disadvantages of each data collection method. • Compare how specific data collection methods contribute to the strength of evidence in a study. • Identify potential sources of bias related to data collection. • Discuss the importance of intervention fidelity in data collection. • Critically evaluate the data collection methods used in published research studies.
KEY TERMS
anecdotes
closed-ended questions
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concealment
consistency
content analysis
debriefing
demographic data
existing data
field notes
intervention
interview guide
interviews
Likert scales
measurement
measurement error
objective
observation
open-ended questions
operational definition
participant observation
physiological data
questionnaires
random error
reactivity
respondent burden
scale
scientific observation
self-report
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systematic
systematic error
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Nurses are always collecting information (or data) from patients. We collect data on blood pressure, age, weight, and laboratory values as part of our daily work. Data collected for practice purposes and for research have several key differences. Data collection procedures in research must be objective, free from the researchers’ personal biases, attitudes, and beliefs, and systematic. Systematic means that everyone who is involved in the data collection process collects the data from each subject in a uniform, consistent, or standard way. This is called fidelity. When reading a study, the data collection methods should be identifiable, transparent, and repeatable. Thus, when reading the research literature to inform your evidence-based practice, there are several issues to consider regarding data collection methods.
It is important that researchers carefully define the concepts or variables they measure. The process of translating a concept into a measurable variable requires the development of an operational definition. An operational definition is how the researcher measures each variable. Example: ➤ Turner-Sack and colleagues (2016) (see Appendix D) conceptually defined coping for adolescents (cancer survivors) and their siblings as active, emotion-focused avoidant and acceptance coping; for parents, the definition was similar but slightly different, with active, social support, and emotion-focused avoidant and acceptance coping. They operationally defined coping as measured by the COPE, a measurement scale that assesses coping in adolescents and adults.
The purpose of this chapter is to familiarize you with the ways that researchers collect data from subjects. The chapter provides you with the tools for evaluating data collection procedures commonly used in research, their strengths and weaknesses, how consistent data collection operations (fidelity) can increase study rigor and decrease bias that affects study internal and external validity (see Chapter 8), and how useful each technique is for
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providing evidence for nursing practice. This information will help you critique the research literature and decide whether the findings provide evidence that is applicable to your practice setting.
Measuring variables of interest Largely the success of a study depends on the fidelity (consistency and quality) of the data collection methods or measurement used. Determining what measurement to use in a study may be the most difficult and time-consuming step in study design. Thus, the process of evaluating and selecting the instruments to measure variables of interest is of critical importance to the potential success of the study.
As you read research articles and the data collection techniques used, look for consistency with the study’s aim, hypotheses, setting, and population. Data collection may be viewed as a two- step process. First, the researcher chooses the study’s data collection method(s). An algorithm that influences a researcher’s choice of data collection methods is diagrammed in the Critical Thinking Decision Path. The second step is deciding if the measurement scales are reliable and valid. Reliability and validity of instruments are discussed in Chapter 15 (for quantitative research) and in Chapter 6 (for qualitative research).
CRITICAL THINKING DECISION PATH Consumer of Research Literature Review
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Data collection methods When reading a study, be aware that investigators decide early in the process whether they need to collect their own data or whether data already exist in the form of records or databases. This decision is based on a thorough literature review and the availability of existing data. If the researcher determines that no data exist, new data can be collected through observation, self-report (interviewing or questionnaires), or by collecting physiological data using standardized instruments or testing procedures (e.g., laboratory tests, x-rays). Existing data can be collected by extracting data from medical records or local, state, and national databases. Each of these methods has a specific purpose, as well as pros and cons inherent in its use. It is important to remember that all data collection methods rely on the ability of the researcher to standardize these procedures to increase data accuracy and reduce measurement error.
Measurement error is the difference between what really exists and what is measured in a study. Every study has some amount of measurement error. Measurement error can be random or systematic (see Chapter 15). Random error occurs when scores vary in a random way. Random error occurs when data collectors do not use standard procedures to collect data consistently among all
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subjects in a study. Systematic error occurs when scores are incorrect but in the same direction. An example of systematic error occurs when all subjects were weighed using a weight scale that is under by 3 pounds for all subjects in the study. Researchers attempt to design data collection methods that will be consistently applied across all subjects and time points to reduce measurement error.
HELPFUL HINT Remember that the researcher may not always present complete information about the way the data were collected, especially when established instruments were used. To learn about the instrument that was used in greater detail, you may need to consult the original article describing the instrument.
To help decipher the quality of the data collection section in a research article, we will discuss the three main methods used for collecting data: observation, self-report, and physiological measurement.
EVIDENCE-BASED PRACTICE TIP It is difficult to place confidence in a study’s findings if the data collection methods are not consistent.
Observational methods Observation is a method for collecting data on how people behave under certain conditions. Observation can take place in a natural setting (e.g., in the home, in the community, on a nursing unit) or laboratory setting and includes collecting data on communication (verbal, nonverbal), behavior, and environmental conditions. Observation is also useful for collecting data that may have cultural or contextual influences. Example: ➤ If a researcher wanted to understand the emergence of obesity among immigrants in the United States, it might be useful to observe food preparation, exercise patterns, and shopping practices in the communities of the specific groups.
Although observing the environment is a normal part of living, scientific observation places a great deal of emphasis on the objective and systematic nature of the observation. The researcher is not merely looking at what is happening, but rather is watching
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with a trained eye for specific events. To be scientific, observations must fulfill the following four conditions:
1. Observations undertaken are consistent with the study’s aims/objectives.
2. There is a standardized and systematic plan for observation and data recording.
3. All observations are checked and controlled.
4. The observations are related to scientific concepts and theories.
Observational methods may be structured or unstructured. Unstructured observation methods are not characterized by a total absence of structure, but usually involve collecting descriptive information about the topic of interest. In participant observation, the observer keeps field notes (a short summary of observations) to record the activities, as well as the observer’s interpretations of these activities. Field notes usually are not restricted to any particular type of action or behavior; rather, they represent a narrative set of written notes intended to paint a picture of a social situation in a more general sense. Another type of unstructured observation is the use of anecdotes. Anecdotes are summaries of a particular observation that usually focus on the behaviors of interest and frequently add to the richness of research reports by illustrating a particular point (see Chapters 5 and 6 for more on qualitative data collection strategies). Structured observations involve specifying in advance what behaviors or events are to be observed. Typically standardized forms are used for record keeping and include categorization systems, checklists, or rating scales. Structured observation relies heavily on the formal training and standardization of the observers (see Chapter 15 for an explanation of interrater reliability).
Observational methods can also be distinguished by the role of the observer. The observer’s role is determined by the amount of interaction between the observer and those being observed. These methods are illustrated in Fig. 14.1. Concealment refers to whether the subjects know they are being observed. Concealment has ethical
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implications for the study. Whether concealment is permitted in a study will be decided by an institutional review board. The decision will be based on the potential risk to the subjects, the scientific rationale for the concealment, as well as the plan to debrief the participants about the concealment once the study is completed. Intervention deals with whether the observer provokes actions from those who are being observed. Box 14.1 describes the basic types of observational roles implemented by the observer(s). These are distinguishable by the amount of concealment or intervention implemented by the observer.
FIG 14.1 Types of observational roles in research.
BOX 14.1 Basic Types of Observational Roles
1. Concealment without intervention. The researcher watches subjects without their knowledge and does not provoke the subject into action. Often such concealed observations use hidden television cameras, audio recording devices, or one-way mirrors. This method is often used in observational studies of children and their parents. You may be familiar with rooms with one-way mirrors in which a researcher can observe the behavior of the occupants of the room without being observed by them. Such studies allow for the observation of children’s natural behavior
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and are often used in developmental research.
2. Concealment with intervention. Concealed observation with intervention involves staging a situation and observing the behaviors that are evoked in the subjects as a result of the intervention. Because the subjects are unaware of their participation in a research study, this type of observation has fallen into disfavor and rarely is used in nursing research.
3. No concealment without intervention. The researcher obtains informed consent from the subject to be observed and then simply observes his or her behavior.
4. No concealment with intervention. No concealment with intervention is used when the researcher is observing the effects of an intervention introduced for scientific purposes. Because the subjects know they are participating in a research study, there are few problems with ethical concerns; however, reactivity is a problem in this type of study.
Observing subjects without their knowledge may violate assumptions of informed consent, and therefore researchers face ethical problems with this approach. However, sometimes there is no other way to collect such data, and the data collected are unlikely to have negative consequences for the subject. In these cases, the disadvantages of the study are outweighed by the advantages. Further, the problem is often handled by informing subjects after the observation, allowing them the opportunity to refuse to have their data included in the study and discussing any questions they might have. This process is called debriefing.
When the observer is neither concealed nor intervening, the ethical question is not a problem. Here the observer makes no attempt to change the subjects’ behavior and informs them that they are to be observed. Because the observer is present, this type of observation allows a greater depth of material to be studied than if the observer is separated from the subject by an artificial barrier, such as a one-way mirror. Participant observation is a commonly used observational technique in which the researcher functions as a part of a social group to study the group in question. The problem
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with this type of observation is reactivity (also referred to as the Hawthorne effect), or the distortion created when the subjects change behavior because they know they are being observed.
EVIDENCE-BASED PRACTICE TIP When reading a research report that uses observation as a data collection method, note evidence of consistency across data collectors through use of interrater reliability (see Chapter 15) data. When this is present, it increases your confidence that the data were collected systematically.
Scientific observation has several advantages, the main one being that observation may be the only way for the researcher to study the variable of interest. Example: ➤ What people say they do often may not be what they really do. Therefore, if the study is designed to obtain substantive findings about human behavior, observation may be the only way to ensure the validity of the findings. In addition, no other data collection method can match the depth and variety of information that can be collected when using these techniques. Such techniques also are quite flexible in that they may be used in both experimental and nonexperimental designs. As with all data collection methods, observation also has its disadvantages. Data obtained by observational techniques are vulnerable to observer bias. Emotions, prejudices, and values can influence the way behaviors and events are observed and recorded. In general, the more the observer needs to make inferences and judgments about what is being observed, the more likely it is that distortions will occur. Thus in judging the adequacy of observation methods, it is important to consider how observation forms were constructed and how observers were trained and evaluated.
Ethical issues can also occur if subjects are not fully aware that they are being observed. For the most part, it is best to inform subjects of the study’s purpose and the fact that they are being observed. However, in certain circumstances, informing the subjects will change behaviors (Hawthorne effect; see Chapter 8). Example: ➤ If a nurse researcher wanted to study hand-washing frequency in a nursing unit, telling the nurses that they were being observed for their rate of hand washing would likely increase the hand-washing rate and thereby make the study results less valid.
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Therefore, researchers must carefully balance full disclosure of all research procedures with the ability to obtain valid data through observational methods.
HIGHLIGHT It is important for members of your team to remember to look for evidence of fidelity, that data collectors and those carrying out the intervention were trained on how to collect data and/or implement an intervention consistently. It is also important to determine that there was periodic supervision to make sure that the consistency was maintained.
Self-report methods Self-report methods require subjects to respond directly to either interviews or questionnaires about their experiences, behaviors, feelings, or attitudes. Self-report methods are commonly used in nursing research and are most useful for collecting data on variables that cannot be directly observed or measured by physiological instruments. Some variables commonly measured by self-report in nursing research studies include quality of life, satisfaction with nursing care, social support, pain, resilience, and functional status.
The following are some considerations when evaluating self- report methods:
• Social desirability. There is no way to know for sure if a subject is telling the truth. People are known to respond to questions in a way that makes a favorable impression. Example: ➤ If a nurse researcher asks patients to describe the positive and negative aspects of nursing care received, the patient may want to please the researcher and respond with all positive responses, thus introducing bias into the data collection process. There is no way to tell whether the respondent is telling the truth or responding in a socially desirable way, so the accuracy of self-report measures is always open for scrutiny.
• Respondent burden is another concern for researchers who use self- report (Ulrich et al., 2012). Respondent burden occurs when the length of the questionnaire or interview is too long or the
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questions are too difficult to answer in a reasonable amount of time considering respondents’ age, health condition, or mental status. It also occurs when there are multiple data collection points, as in longitudinal studies when the same questionnaires have to be completed multiple times. Respondent burden can result in incomplete or erroneous answers or missing data, jeopardizing the validity of the study findings.
Interviews and questionnaires Interviews are a method of data collection where a data collector asks subjects to respond to a set of open-ended or closed-ended questions as described in Box 14.2. Interviews are used in both quantitative and qualitative research, but are best used when the researcher may need to clarify the task for the respondent or is interested in obtaining more personal information from the respondent. BOX 14.2 Uses for Open-Ended and Closed-Ended Questions
• Open-ended questions are used when the researcher wants the subjects to respond in their own words or when the researcher does not know all of the possible alternative responses. Interviews that use open-ended questions often use a list of questions and probes called an interview guide. Responses to the interview guide are often audio-recorded to capture the subject’s responses. An example of an open-ended question is used for the interview in Appendix D.
• Closed-ended questions are structured, fixed-response items with a fixed number of responses. Closed-ended questions are best used when the question has a finite number of responses and the respondent is to choose the one closest to the correct response. Fixed-response items have the advantage of simplifying the respondent’s task but result in omission of important information about the subject. Interviews that use closed-ended questions typically record a subject’s responses
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directly on the questionnaire. An example of a closed-ended item is found in Box 14.3.
Open-ended questions allow more varied information to be collected and require a qualitative or content analysis method to analyze responses (see Chapter 6). Content analysis is a method of analyzing narrative or word responses to questions and either counting similar responses or grouping the responses into themes or categories (also used in qualitative research). Interviews may take place face to face, over the telephone, or online via a web- based format.
Questionnaires are paper-and-pencil instruments designed to gather data from individuals about knowledge, attitudes, beliefs, and feelings. Questionnaires, like interviews, may be open-ended or closed-ended, as presented in Box 14.2. Questionnaires are most useful when there is a finite set of questions. Individual items in a questionnaire must be clearly written so that the intent of the question and the nature of the response options are clear. Questionnaires may be composed of individual items that measure different variables or concepts (e.g., age, race, ethnicity, and years of education) or scales. Survey researchers rely almost entirely on questionnaires for data collection.
Questionnaires can be referred to as instruments, measures, scales, or tools. When multiple items are used to measure a single concept, such as quality of life or anxiety, and the scores on those items are combined mathematically to obtain an overall score, the questionnaire or measurement instrument is called a scale. The important issue is that each of the items must measure the same concept or variable. An intelligence test is an example of a scale that combines individual item responses to determine an overall quantification of intelligence.
Scales can have subscales or total scale scores. For instance, in the study by Turner-Sack and colleagues (2016) (see Appendix D), the COPE scale has four separate subscales to measure coping for adolescents (cancer survivors) and their siblings, and four for parents with subjects responding to a four-point scale ranging from 1 to 4, with 1 indicating “I usually do not do this” and 4 indicating “I usually do this a lot.” The investigators also added a religious
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coping subscale for adolescents and siblings and parents. Higher scores reflect more use of that particular type of coping strategy. The response options for scales are typically lists of statements on which respondents indicate, for example, whether they “strongly agree,” “agree,” “disagree,” or “strongly disagree.” This type of response option is called a Likert-type scale.
EVIDENCE-BASED PRACTICE TIP Scales used in research should have evidence of adequate reliability and validity so that you feel confident that the findings reflect what the researcher intended to measure (see Chapter 15).
Box 14.3 shows three items from a survey of nursing job satisfaction. The first item is closed-ended and uses a Likert scale response format. The second item is also closed-ended, and it forces respondents to choose from a finite number of possible answers. The third item is open-ended, and respondents use their own words to answer the question, allowing an unlimited number of possible answers. Often researchers use a combination of Likert- type, closed-ended, and open-ended questions when collecting data in nursing research. BOX 14.3 Examples of Open-Ended and Closed-Ended Questions Open-ended questions Please list the three most important reasons why you chose to stay in your current job:
1. ______________________________
2. ______________________________
3. ______________________________
Closed-ended questions (likert scale) How satisfied are you with your current position?
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Closed-ended questions On average, how many patients do you care for in 1 day?
1. 1 to 3
2. 4 to 6
3. 7 to 9
4. 10 to 12
5. 13 to 15
6. 16 to 18
7. 19 to 20
8. More than 20
Turner-Sack and colleagues (2016; see Appendix D) used all self- report instruments to examine differences among adolescents, siblings, and parents and their psychological functioning, post- traumatic growth, and coping strategies. They also collected demographic data. Demographic data includes information that describes important characteristics about the subjects in a study (e.g., age, gender, race, ethnicity, education, marital status). It is important to collect demographic data in order to describe and compare different study samples so you can evaluate how similar the sample is to your patient population.
When reviewing articles with numerous questionnaires, remember (especially if the study deals with vulnerable populations) to assess if the author(s) addressed potential respondent burden such as:
• Reading level (eighth grade)
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• Questionnaire font size (14-point font)
• Need to read and assist some subjects
• Time it took to complete the questionnaire (30 minutes)
• Multiple data collection points
This information is very important for judging the respondent burden associated with study participation. It is important to examine the benefits and caveats associated with using interviews and questionnaires as self-report methods. Interviews offer some advantages over questionnaires. The response rate is almost always higher with interviews, and there are fewer missing data, which helps reduce bias.
HELPFUL HINT Remember, sometimes researchers make trade-offs when determining the measures to be used. Example: ➤ A researcher may want to learn about an individual’s attitudes regarding job satisfaction; however, practicalities may preclude using an interview, so a questionnaire may be used instead.
Another advantage of the interview is that vulnerable populations such as children, the blind, and those with low literacy may not be able to fill out a questionnaire. With an interview, the data collector knows who is giving the answers. When questionnaires are mailed, for example, anyone in the household could be the person who supplies the answers. Interviews also allow for some safeguards, such as clarifying misunderstood questions, and observing and recording the level of the respondent’s understanding of the questions. In addition, the researcher has flexibility over the order of the questions.
With questionnaires, the respondent can answer questions in any order. Sometimes changing the order of the questions can change the response. Finally, interviews allow for richer and more complex data to be collected. This is particularly so when open-ended responses are sought. Even when closed-ended response items are used, interviewers can probe to understand why a respondent
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answered in a particular way. Questionnaires also have certain advantages. They are much less
expensive to administer than interviews that require hiring and thoroughly training interviewers. Thus if a researcher has a fixed amount of time and money, a larger and more diverse sample can be obtained with questionnaires. Questionnaires may allow for more confidentiality and anonymity with sensitive issues that participants may be reluctant to discuss in an interview. Finally, the fact that no interviewer is present assures the researcher and the reader that there will be no interviewer bias. Interviewer bias occurs when the interviewer unwittingly leads the respondent to answer in a certain way. This problem can be especially pronounced in studies that use open-ended questions. The tone used to ask the question and/or nonverbal interviewer responses such as a subtle nod of the head could lead a respondent to change an answer to correspond with what the researcher wants to hear.
Finally, the use of Internet-based self-report data collection (both interviewing and questionnaire delivery) has gained momentum. The use of an online format is economical and can capture subjects from different geographic areas without the expense of travel or mailings. Open-ended questions are already typed and do not require transcription, and closed-ended questions can often be imported directly into statistical analysis software, and therefore reduce data entry mistakes. The main concerns with Internet-based data collection procedures involve the difficulty of ensuring informed consent (e.g., Is checking a box indicating agreement to participate the same thing as signing an informed consent form?) and the protection of subject anonymity, which is difficult to guarantee with any Internet-based venue. In addition, the requirement that subjects have computer access limits the use of this method in certain age groups and populations. However, the advantages of increased efficiency and accuracy make Internet- based data collection a growing trend among nurse researchers.
Physiological measurement Physiological data collection involves the use of specialized equipment to determine the physical and biological status of subjects. Such measures can be physical, such as weight or
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temperature; chemical, such as blood glucose level; microbiological, as with cultures; or anatomical, as in radiological examinations. What separates these data collection procedures from others used in research is that they require special equipment to make the observation.
Physiological or biological measurement is particularly suited to the study of many types of nursing problems. Example: ➤ Examining different methods for taking a patient’s temperature or blood pressure or monitoring blood glucose levels may yield important information for determining the effectiveness of certain nursing monitoring procedures or interventions. However, it is important that the method be applied consistently to all subjects in the study. Example: ➤ Nurses are quite familiar with taking blood pressure measurements. However, for research studies that involve blood pressure measurement, the process must be standardized (Bern et al., 2007; Pickering et al., 2005). The subject must be positioned (sitting or lying down) the same way for a specified period of time, the same blood pressure instrument must be used, and often multiple blood pressure measurements are taken under the same conditions to obtain an average value.
The advantages of using physiological data collection methods include the objectivity, precision, and sensitivity associated with these measures. Unless there is a technical malfunction, two readings of the same instrument taken at the same time by two different nurses are likely to yield the same result. Because such instruments are intended to measure the variable being studied, they offer the advantage of being precise and sensitive enough to pick up subtle variations in the variable of interest. It is also unlikely that a subject in a study can deliberately distort physiological information.
Physiological measurements are not without inherent disadvantages and include the following:
• Some instruments may be quite expensive to obtain and use.
• Physiological instruments often require specialized training to be used accurately.
• The variable of interest may be altered as a result of using the
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instrument. Example: ➤ An individual’s blood pressure may increase just because a health care professional enters the room (called white coat syndrome).
• Although thought as being nonintrusive, the presence of some types of devices might change the measurement. Example: ➤ The presence of a heart rate monitoring device might make some patients anxious and increase their heart rate.
• All types of measuring devices are affected in some way by the environment. A simple thermometer can be affected by the subject drinking something hot or smoking a cigarette immediately before the temperature is taken. Thus it is important to consider whether the researcher controlled such environmental variables in the study.
Existing data All of the data collection methods discussed thus far concern the ways that researchers gather new data to study phenomena of interest. Sometimes existing data can be examined in a new way to study a problem. The use of records (e.g., medical records, care plans, hospital records, death certificates) and databases (e.g., US Census, National Cancer Database, Minimum Data Set for Nursing Home Resident Assessment and Care Screening) are frequently used to answer research questions about clinical problems. Typically, this type of research design is referred to as secondary analysis.
The use of available data has advantages. First, data are already collected, thus eliminating subject burden and recruitment problems. Second, most databases contain large populations; therefore sample size is rarely a problem and random sampling is possible. Larger samples allow the researcher to use more sophisticated analytic procedures, and random sampling enhances generalizability of findings. Some records and databases collect standardized data in a uniform way and allow the researcher to examine trends over time. Finally, the use of available records has the potential to save significant time and money.
On the other hand, institutions may be reluctant to allow
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researchers to have access to their records. If the records are kept so that an individual cannot be identified (known as de-identified data), this is usually not a problem. However, the Health Insurance Portability and Accountability Act (HIPAA), a federal law, protects the rights of individuals who may be identified in records (Bova et al., 2012; see Chapter 13). Recent escalation in the computerization of health records has led to discussion about the desirability of access to such records for research. Currently, it is not clear how much computerized health data will be readily available for research purposes.
Another problem that affects the quality of available data is that the researcher has access only to those records that have survived. If the records available are not representative of all of the possible records, the researcher may have to make an intelligent guess as to their accuracy. Example: ➤ A researcher might be interested in studying socioeconomic factors associated with the suicide rate. Frequently, these data are underreported because of the stigma attached to suicide, so the records would be biased.
EVIDENCE-BASED PRACTICE TIP Critical appraisal of any data collection method includes evaluating the appropriateness, objectivity, and consistency of the method employed.
Construction of new instruments Sometimes researchers cannot locate an instrument with acceptable reliability and validity to measure the variable of interest (see Chapter 15). In this situation, a new instrument or scale must be developed.
Instrument development is complex and time consuming. It consists of the following steps:
• Define the concept to be measured.
• Clarify the target population.
• Develop the items.
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• Assess the items for content validity.
• Develop instructions for respondents and users.
• Pretest and pilot test the items.
• Estimate reliability and validity.
Defining the concept to be measured requires that the researcher develop expertise in the concept, which includes an extensive review of the literature and of all existing measurements that deal with related concepts. The researcher will use all of this information to synthesize the available knowledge so that the construct can be defined.
Once defined, the individual items measuring the concept can be developed. The researcher will develop many more items than are needed to address each aspect of the concept. The items are evaluated by a panel of experts in the field to determine if the items measure what they are intended to measure (content validity) (see Chapter 15). Items will be eliminated if they are not specific to the concept. In this phase, the researcher needs to ensure consistency among the items, as well as consistency in testing and scoring procedures.
Finally, the researcher pilot tests the new instrument to determine the quality of the instrument as a whole (reliability and validity), as well as the ability of each item to discriminate among individual respondents (variance in item response). Pilot testing can also yield important evidence about the reading level (too low or too high), length of the instrument (too short or too long), directions (clear or not clear), response rate (the percent of potential subjects who return a completed scale), and the appropriateness of culture or context. The researcher also may administer a related instrument to see if the new instrument is sufficiently different from the older one (construct validity). Instrument development and testing is an important part of nursing science because our ability to evaluate evidence related to practice depends on measuring nursing phenomena in a clear, consistent, and reliable way.
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Appraisal for evidence-based practice data collection methods Assessing the adequacy of data collection methods is an important part of evaluating the results of studies that provide evidence for clinical practice. The data collection procedures provide a snapshot of the rigor with which the study was conducted. From an evidence-based practice perspective, you can judge if the data collection procedures would fit within your clinical environment and with your patient population. The manner in which the data were collected affects the study’s internal and external validity. A well-developed methods section of a study decreases bias in the findings. A key element for evidence-based practice is if the procedures were consistently completed. Also consider the following:
• If observation was used, was an observation guide developed, and were the observers trained and supervised until there was a high level of interrater reliability? How was the training confirmed periodically throughout the study to maintain fidelity and decrease bias?
• Was a data collection procedure manual developed and used during the study?
• If the study tested an intervention, were there interventionist and data collector training?
• If a physiological instrument was used, was the instrument properly calibrated throughout the study and the data collected in the same manner from each subject?
• If there were missing data, how were the data accounted for?
Some of these details may be difficult to discern in a research article, due to space limitations imposed by the journal. Typically, the interview guide, questionnaires, or scales are not available for review. However, research articles should indicate the following:
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• Type(s) of data collection method used (self-report, observation, physiological, or existing data)
• Evidence of training and supervision for the data collectors and interventionists
• Consistency with which data collection procedures were applied across subjects
• Any threats to internal validity or bias related to issues of instrumentation or testing
• Any sources of bias related to external validity issues, such as the Hawthorne effect
• Scale reliability and validity discussed
• Interrater reliability across data collectors and time points (if observation was used)
When you review the data collection methods section of a study, it is important to think about the data strength and quality of the evidence. You should have confidence in the following:
• An appropriate data collection method was used
• Data collectors were appropriately trained and supervised
• Data were collected consistently by all data collectors
• Respondent burden, reactivity, and social desirability was avoided
You can critically appraise a study in terms of data collection bias being minimized, thereby strengthening potential applicability of the evidence provided by the findings. Because a research article does not always provide all of the details, it is not uncommon to contact the researcher to obtain added information that may assist you in using results in practice. Some helpful questions to ask are listed in the Critical Appraisal Criteria box.
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CRITICAL APPRAISAL CRITERIA Data collection methods
1. Are all of the data collection instruments clearly identified and described?
2. Are operational definitions provided and clear?
3. Is the rationale for their selection given?
4. Is the method used appropriate to the problem being studied?
5. Were the methods used appropriate to the clinical situation?
6. Was a standardized manual used to guide data collection?
7. Were all data collectors adequately trained and supervised?
8. Are the data collection procedures the same for all subjects?
Observational methods
1. Who did the observing?
2. Were the observers trained to minimize bias?
3. Was there an observation guide?
4. Were the observers required to make inferences about what they saw?
5. Is there any reason to believe that the presence of the observers affected the subject’s behavior?
6. Were the observations performed using the principles of informed consent?
7. Was interrater agreement between observers established?
Self-report: Interviews
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1. Is the interview schedule described adequately enough to know whether it covers the topic?
2. Is there clear indication that the subjects understood the task and the questions?
3. Who were the interviewers, and how were they trained?
4. Is there evidence of interviewer bias?
Self-report: Questionnaires
1. Is the questionnaire described well enough to know whether it covers the topic?
2. Is there evidence that subjects were able to answer the questions?
3. Are the majority of the items appropriately closed-ended or open-ended?
Physiological measurement
1. Is the instrument used appropriate to the research question or hypothesis?
2. Is a rationale given for why a particular instrument was selected?
3. Is there a provision for evaluating the accuracy of the instrument?
Existing data: Records and databases
1. Are the existing data used appropriately, considering the research question and hypothesis being studied?
2. Are the data examined in such a way as to provide new information?
3. Is there any indication of selection bias in the available records?
Key points
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• Data collection methods are described as being both objective and systematic. The data collection methods of a study provide the operational definitions of the relevant variables.
• Types of data collection methods include observational, self- report, physiological, and existing data. Each method has advantages and disadvantages.
• Physiological measurement involves the use of technical instruments to collect data about patients’ physical, chemical, microbiological, or anatomical status. They are suited to studying patient clinical outcomes and how to improve the effectiveness of nursing care. Physiological measurements are objective, precise, and sensitive. Expertise, training, and consistent application of these tests or procedures are needed to reduce the measurement error associated with this data collection method.
• Observational methods are used in nursing research when the variables of interest deal with events or behaviors. Scientific observation requires preplanning, systematic recording, controlling the observations, and providing a relationship to scientific theory. This method is best suited to research problems that are difficult to view as a part of a whole. The advantages of observational methods are that they provide flexibility to measure many types of situations and they allow for depth and breadth of information to be collected. Disadvantages include that data may be distorted as a result of the observer’s presence and observations may be biased by the person who is doing the observing.
• Interviews are commonly used data collection methods in nursing research. Either open-ended or closed-ended questions may be used when asking the subject questions. The form of the question should be clear to the respondent, free of suggestion, and grammatically correct.
• Questionnaires, or paper-and-pencil tests, are useful when there are a finite number of questions to be asked. Questions need to be clear and specific. Questionnaires are less costly in terms of time
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and money to administer to large groups of subjects, particularly if the subjects are geographically widespread. Questionnaires also can be completely anonymous and prevent interviewer bias.
• Existing data in the form of records or large databases are an important source for research data. The use of available data may save the researcher considerable time and money when conducting a study. This method reduces problems with subject recruitment, access, and ethical concerns. However, records and available data are subject to problems of authenticity and accuracy.
Critical thinking challenges • When a researcher opts to use observation as the data collection
method, what steps must be taken to minimize bias?
• In a randomized clinical trial investigating the differential effect of an educational video intervention in comparison to a telephone counseling intervention, data were collected at four different hospitals by four different data collectors. What steps should the researcher take to ensure intervention fidelity?
• What are the strengths and weaknesses of collecting data using existing sources such as records, charts, and databases?
• Your interprofessional Journal Club just finished reading the research article by Nyamathi and colleagues in Appendix A. As part of your critical appraisal of this study, your team needed to identify the strengths and weaknesses of the data collection section. Discuss the sources of bias in the data collection procedures and evidence of fidelity.
• How does a training manual decrease the possibility of introducing bias into the data collection process, thereby increasing intervention fidelity?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for
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review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Bern L., Brandt M., Mbelu N., et al. Differences in blood
pressure values obtained with automated and manual methods in medical inpatients. MEDSURG Nursing 2007;16:356-361.
2. Bova C., Drexler D., Sullivan-Bolyai S. Reframing the influence of HIPAA on research. Chest 2012;141:782-786.
3. Pickering T., Hall J., Appel L., et al. Recommendations for blood pressure measurement in humans and experimental animals part 1: blood pressure measurement in humans: a statement for professionals from the Subcommittee of Professional and Public Education of the American Heart Association Council on High Blood Pressure Research. Hypertension 2005;45:142-161.
4. Turner-Sack A., Menna R., Setchell S., et al. Psychological functioning, post-traumatic growth, and coping in parents and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43:48-56 Available at: doi:10.1188/16.ONF.48-56
5. Ulrich C. M., Knafl K. A., Ratcliffe S. J., et al. Developing a model of the benefits and burdens of research participation in cancer clinical trials. American Journal of Bioethics Primary Research 2012;3(2):10-23.
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CHAPTER 15
Reliability and validity Geri LoBiondo-Wood, Judith Haber
Learning outcomes
After reading this chapter, you should be able to do the following:
• Discuss how measurement error can affect the outcomes of a study. • Discuss the purposes of reliability and validity. • Define reliability. • Discuss the concepts of stability, equivalence, and homogeneity as they relate to reliability. • Compare and contrast the estimates of reliability. • Define validity. • Compare and contrast content, criterion-related, and construct validity. • Identify the criteria for critiquing the reliability and validity of measurement tools. • Use the critical appraisal criteria to evaluate the reliability and validity of measurement tools. • Discuss how reliability and validity contribute to the strength and
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quality of evidence provided by the findings of a research study.
KEY TERMS
chance (random) errors
concurrent validity
construct
construct validity
content validity
content validity index
contrasted-groups (known-groups) approach
convergent validity
criterion-related validity
Cronbach’s alpha
divergent/discriminant validity
equivalence
error variance
face validity
factor analysis
homogeneity
hypothesis-testing approach
internal consistency
interrater reliability
item to total correlations
kappa
Kuder-Richardson (KR-20) coefficient
Likert scale
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observed test score
parallel or alternate form reliability
predictive validity
reliability
reliability coefficient
split-half reliability
stability
systematic (constant) error
test-retest reliability
validity
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The measurement of phenomena is a major concern of nursing researchers. Unless measurement instruments validly (accurately) and reliably (consistently) reflect the concepts of the theory being tested, conclusions drawn from a study will be invalid or biased. Issues of reliability and validity are of central concern to researchers, as well as to appraisers of research. From either perspective, the instruments that are used in a study must be evaluated. Researchers often face the challenge of developing new instruments and, as part of that process, establishing the reliability and validity of those instruments.
When reading studies, you must assess the reliability and validity of the instruments to determine the soundness of these selections in relation to the concepts (concepts are often called constructs in instrument development studies) or variables under study. The appropriateness of instruments and the extent to which reliability and validity are demonstrated have a profound influence on the strength of the findings and the extent to which bias is present. Invalid measures produce invalid estimates of the relationships between variables, thus introducing bias, which affects the study’s internal and external validity. As such, the assessment of reliability
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and validity is an extremely important critical appraisal skill for assessing the strength and quality of evidence provided by the design and findings of a study and its applicability to practice.
This chapter examines the types of reliability and validity and demonstrates the applicability of these concepts to the evaluation of instruments in research and evidence-based practice.
Reliability, validity, and measurement error Reliability is the ability of an instrument to measure the attributes of a variable or construct consistently. Validity is the extent to which an instrument measures the attributes of a concept accurately. To understand reliability and validity, you need to understand potential errors related to instruments. Researchers may be concerned about whether the scores that were obtained for a sample of subjects were consistent, true measures of the behaviors and thus an accurate reflection of the differences among individuals. The extent of variability in test scores that is attributable to error rather than a true measure of the behaviors is the error variance. Error in measurement can occur in multiple ways.
An observed test score that is derived from a set of items actually consists of the true score plus error (Fig. 15.1). The error may be either chance or random error, or it may be systematic or constant error. Validity is concerned with systematic error, whereas reliability is concerned with random error. Chance or random errors are errors that are difficult to control (e.g., a respondent’s anxiety level at the time of testing). Random errors are unsystematic in nature; they are a result of a transient state in the subject, the context of the study, or the administration of an instrument. Example: ➤ Perceptions or behaviors that occur at a specific point in time (e.g., anxiety) are known as state or transient characteristics and are often beyond the awareness and control of the examiner. Another example of random error is in a study that measures blood pressure. Random error resulting in different blood pressure readings could occur by misplacement of the cuff, not waiting for a specific time period before taking the blood pressure, or placing the arm randomly in relationship to the heart while
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measuring blood pressure.
FIG 15.1 Components of observed scores.
Systematic or constant error is measurement error that is attributable to relatively stable characteristics of the study sample that may bias their behavior and/or cause incorrect instrument calibration. Such error has a systematic biasing influence on the subjects’ responses and thereby influences the validity of the instruments. For instance, level of education, socioeconomic status, social desirability, response set, or other characteristics may influence the validity of the instrument by altering measurement of the “true” responses in a systematic way. Example: ➤ A subject is completing a survey examining attitudes about caring for elderly patients. If the subject wants to please the investigator, items may constantly be answered in a socially desirable way rather than reflecting how the individual actually feels, thus making the estimate of validity inaccurate. Systematic error occurs also when an instrument is improperly calibrated. Consider a scale that consistently gives a person’s weight at 2 pounds less than the actual body weight. The scale could be quite reliable (i.e., capable of reproducing the precise measurement), but the result is consistently invalid.
The concept of error is important when appraising instruments in a study. The information regarding the instruments’ reliability and validity is found in the instrument or measures section of a study, which can be separately titled or appear as a subsection of the
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methods section of a research report, unless the study is a psychometric or instrument development study (see Chapter 10). HELPFUL HINT Research articles vary considerably in the amount of detail included about reliability and validity. When the focus of a study is instrument development, psychometric evaluation—including reliability and validity data—is carefully documented and appears throughout the article rather than briefly in the “Instruments” or “Measures” section, as in a research article.
Validity Validity is the extent to which an instrument measures the attributes of a concept accurately. When an instrument is valid, it reflects the concept it is supposed to measure. A valid instrument that is supposed to measure anxiety does so; it does not measure another concept, such as stress. A measure can be reliable but not valid. Let’s say that a researcher wanted to measure anxiety in patients by measuring their body temperatures. The researcher could obtain highly accurate, consistent, and precise temperature recordings, but such a measure may not be a valid indicator of anxiety. Thus the high reliability of an instrument is not necessarily congruent with evidence of validity. A valid instrument, however, is reliable. An instrument cannot validly measure a variable if it is erratic, inconsistent, or inaccurate. There are three types of validity that vary according to the kind of information provided and the purpose of the instrument (i.e., content, criterion-related, and construct validity). As you appraise research articles, you will want to evaluate whether sufficient evidence of validity is present and whether the type of validity is appropriate to the study’s design and the instruments used in the study.
As you read the instruments or measures sections of studies, you will notice that validity data are reported much less frequently than reliability data. DeVon and colleagues (2007) note that adequate validity is frequently claimed, but rarely is the method specified. This lack of reporting, largely due to publication space constraints, shows the importance of critiquing the quality of the instruments and the conclusions (see Chapters 14 and 17).
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EVIDENCE-BASED PRACTICE TIP Selecting instruments that have strong evidence of validity increases your confidence in the study findings—that the researchers actually measured what they intended to measure.
Content validity Content validity represents the universe of content or the domain of a given variable/construct. The universe of content provides the basis for developing the items that will adequately represent the content. When an investigator is developing an instrument and issues of content validity arise, the concern is whether the measurement instrument and the items it contains are representative of the content domain that the researcher intends to measure. The researcher begins by defining the concept and identifying the attributes or dimensions of the concept. The items that reflect the concept and its domain are developed.
The formulated items are submitted to content experts who judge the items. Example: ➤ Researchers typically request that the experts indicate their agreement with the scope of the items and the extent to which the items reflect the concept under consideration. Box 15.1 provides an example of content validity. BOX 15.1 Published Examples of Content Validity and Content Validity Index Content validity An expert panel of key stakeholders assisted with validation of the items on the adherence subscale on the modified version of the Fidelity Checklist. To determine adherence items, the expert panel of key stakeholders identified items that were deemed mandatory for clinicians to cover during the intervention. The mandatory items were used to develop the adherence subscale. Through in- person discussion, key stakeholders arrived at a 100% agreement on the relevance of each item of the adherence subscale, ensuring the content validity of both the intervention and the adherence subscale ( Clark et al., 2016).
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Content validity index For the Chinese Illness Perception Questionnaire Revised Trauma (the Chinese IPQ-Revised-Trauma), the Item-level Content Validity Index (I-CVI) was calculated by a panel of five trauma content experts. An average of 88% for all subscale items was scored by the experts, indicating that the validity of the score was reguaranteed. A few words were fixed after expert checking. The ratings were on a four-point scale with a response format of 1 = not relevant to 4 = highly relevant. The I-CVI for each item was computed based on the percentage of experts giving a rating of 3 or 4, indicating item relevance ( Lee et al., 2016).
Another method used to establish content validity is the content validity index (CVI). The CVI moves beyond the level of agreement of a panel of expert judges and calculates an index of interrater agreement or relevance. This calculation gives a researcher more confidence or evidence that the instrument truly reflects the concept or construct. When reading the instrument section of a research article, note that the authors will comment if a CVI was used to assess content validity. When reading a psychometric study that reports the development of an instrument, you will find great detail and a much longer section indicating how exactly the researchers calculated the CVI and the acceptable item cutoffs. In the scientific literature there has been discussion of accepting a CVI of 0.78 to 1.0, depending on the number of experts (DeVon et al., 2007; Lynn, 1986). An example from a study that used CVI is presented in Box 15.1. A subtype of content validity is face validity, which is a rudimentary type of validity that basically verifies that the instrument gives the appearance of measuring the concept. It is an intuitive type of validity in which colleagues or subjects are asked to read the instrument and evaluate the content in terms of whether it appears to reflect the concept the researcher intends to measure.
EVIDENCE-BASED PRACTICE TIP If face and/or content validity, the most basic types of validity, was (or were) the only type(s) of validity reported in a research article, you would not appraise the measurement instrument(s) as having strong psychometric properties, which would negatively influence
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your confidence about the study findings.
Criterion-related validity Criterion-related validity indicates to what degree the subject’s performance on the instrument and the subject’s actual behavior are related. The criterion is usually the second measure, which assesses the same concept under study. Two forms of criterion-related validity are concurrent and predictive.
Concurrent validity refers to the degree of correlation of one test with the scores of another more established instrument of the same concept when both are administered at the same time. A high correlation coefficient indicates agreement between the two measures and evidence of concurrent validity.
Predictive validity refers to the degree of correlation between the measure of the concept and some future measure of the same concept. Because of the passage of time, the correlation coefficients are likely to be lower for predictive validity studies. Examples of concurrent and predictive validity as they appear in research articles are illustrated in Box 15.2. BOX 15.2 Published Examples of Reported Criterion- Related Validity Concurrent validity The Patient-Reported Outcomes Measurement Information System Fatigue-Short Form (PROMIS-SF) consists of seven items that measure both the experience of fatigue and the interference of fatigue on daily activities over the past week (NIH, 2007). Concurrent validity of the PROMIS-SF was established through correlations between the PROMIS-SF and the Multidimensional Fatigue Symptom Inventory-Short Form (MFSI-SF), as well as the Brief Fatigue Inventory (BFI). Correlations between the PROMIS-SF and the MFSI-SF ranged from r = 0.70 to 0.85, and correlations between the PROMIS-F-SF and the BFI ranged from r = 0.60 to 0.71. Correlations between measures of like constructs are expected to be strong. As all three were measures of fatigue, strong correlations were expected and provided evidence of concurrent validity
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(Ameringer et al., 2016).
Predictive validity In a study modifying the Champion Health Belief Model Scale (Champion, 1993) to fit with prostate cancer screening (PCS), translate it into Arabic, and test the psychometric properties of the Champion Health Belief Model Scale for Prostate Cancer Screening (CHBMS-PCS), the predictive validity of the Arabic version was established by using regression analysis (Chapter 16) to predict the combined predictive effect of all seven subscales of the CHBMS- PCS on the performance of the PCS. All of the subscales were found to be significantly correlated and predictive for the performance of the PCS at the p <.05 level or less (Abudas et al., 2016).
Construct validity Construct validity is based on the extent to which a test measures a theoretical construct, attribute, or trait. It attempts to validate the theory underlying the measurement by testing of the hypothesized relationships. Testing confirms or fails to confirm the relationships that are predicted between and/or among concepts and, as such, provides more or less support for the construct validity of the instruments measuring those concepts. The establishment of construct validity is complex, often involving several studies and approaches. The hypothesis-testing, factor analytical, convergent and divergent, and contrasted-groups approaches are discussed in the following sections. Box 15.3 provides examples of different types of construct validity as it is reported in published research articles. BOX 15.3 Published Examples of Reported Construct Validity Contrasted groups (known groups) In the study to examine the psychometric properties of the Patient- Reported Outcomes Measurement Information System Fatigue Short-Form across diverse populations, known group validity was
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established by correlating the four study samples’ levels of fatigue (e.g., fibromyalgia, sickle cell disease, cardio metabolic risk, pregnancy) with healthy controls. The study samples had significantly higher levels of fatigue than the healthy controls (Ameringer et al., 2016).
Convergent validity “Convergent construct validity of the Spiritual Coping Strategies Scale (SCS) subscales is supported by correlations of 0.40 with the well-established Spiritual Well Being instrument (Baldacchino & Bulhagiar, 2003). In this study, parents’ subscales internal consistencies at T1 and T2 were r = 0.87 to 0.90 for religious activities and r = 0.80 to 0.82 for spiritual activities” (Hawthorne et al., 2016; Appendix B).
Divergent (discriminant) validity Pearson correlations between the Patient-Reported Outcomes Measurement Information System Fatigue Short-Form (PROMIS-F- SF), and the Perceived Stress Scale (PSS) and depressive symptoms (CES-D) were calculated to assess the discriminant validity. Since correlations between measures of constructs that are related but not alike are expected to be weak to moderate, correlations between the PROMIS-F-SF and CES-D ranged from r = 0.45 to 0.64 and the PROMIS-F-SF and the PSS ranged from r = 0.37 to 0.62 supported the discriminant validity of the PROMIS-F-SF (Ameringer et al., 2016).
Factor analysis In a study assessing nurses’ perceived leadership abilities during episodes of clinical deterioration, Hart and colleagues (2016) did psychometric testing of the Clinical Deterioration Leadership Ability Scale (CDLAS). Construct validity was supported by a Principal Components Analysis with varimax rotation. The factor analysis determined a 1-factor structure with factor loadings that ranged from 0.655 to 0.792; exceeding the factor loading cutoff of 0.40, this factor was named leadership abilities.
Hypothesis testing In a study assessing nurses’ perceived leadership abilities during
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episodes of clinical deterioration, it was hypothesized that nurses with 11 or more years of practice experience would score significantly higher on the Clinical Deterioration Leadership Ability Scale (CDLAS) than nurses with 10 years or less of practice experience. A statistically significant difference in CDLAS mean t- test scores (p = 0.047) supported this hypothesis, thereby providing evidence of construct validity (Hart et al., 2016).
Hypothesis-testing approach When the hypothesis-testing approach is used, the investigator uses the theory or concept underlying the measurement instruments to validate the instrument. The investigator does this by developing hypotheses regarding the behavior of individuals with varying scores on the measurement instrument, collecting data to test the hypotheses, and making inferences on the basis of the findings concerning whether the rationale underlying the instrument’s construction is adequate to explain the findings and thereby provide support for evidence of construct validity (see Box 15.2).
Convergent and divergent approaches Strategies for assessing construct validity include convergent and divergent approaches. Convergent validity, sometimes called concurrent validity, refers to a search for other measures of the construct. Sometimes two or more instruments that theoretically measure the same construct are identified, and both are administered to the same subjects. A correlational analysis (i.e., test of relationship; see Chapter 16) is performed. If the measures are positively correlated, convergent validity is said to be supported.
Divergent validity, sometimes called discriminant validity, uses measurement approaches that differentiate one construct from others that may be similar. Sometimes researchers search for instruments that measure the opposite of the construct. If the divergent measure is negatively related to other measures, validity for the measure is strengthened.
HELPFUL HINT When validity data about the measurements used in a study are
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not included in a research article, you have no way of determining whether the intended concept is actually being captured by the measurement. Before you use the results in such a case, it is important to go back to the original primary source to check the instrument’s validity.
Contrasted-groups approach When the contrasted-groups approach (sometimes called the known-groups approach) is used to test construct validity, the researcher identifies two groups of individuals who are suspected to score extremely high or low in the characteristic being measured by the instrument. The instrument is administered to both the high- scoring and the low-scoring group, and the differences in scores are examined. If the instrument is sensitive to individual differences in the trait being measured, the mean performance of these two groups should differ significantly and evidence of construct validity would be supported. A t test or analysis of variance could be used to statistically test the difference between the two groups (see Box 15.2 and Chapter 16).
EVIDENCE-BASED PRACTICE TIP When the instruments used in a study are presented, note whether the sample(s) used to develop the measurement instrument(s) is (are) similar to your patient population.
Factor analytical approach A final approach to assessing construct validity is factor analysis. This is a procedure that gives the researcher information about the extent to which a set of items measures the same underlying concept (variable) of a construct. Factor analysis assesses the degree to which the individual items on a scale truly cluster around one or more concepts. Items designed to measure the same concept should load on the same factor; those designed to measure different concepts should load on different factors (Anastasi & Urbina, 1997; Furr & Bacharach, 2008; Nunnally & Bernstein, 1993). This analysis, as illustrated in the example in Box 15.2, will also indicate whether the items in the instrument reflect a single construct or several constructs.
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The Critical Thinking Decision Path will help you assess the appropriateness of the type of validity and reliability selected for use in a particular study.
CRITICAL THINKING DECISION PATH Determining the Appropriate Type of Validity and Reliability Selected for a Study
Reliability Reliable people are those whose behavior can be relied on to be
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consistent and predictable. Likewise, the reliability of an instrument is defined as the extent to which the instrument produces the same results if the behavior is repeatedly measured with the same scale. Reliability is concerned with consistency, accuracy, precision, stability, equivalence, and homogeneity. Concurrent with the questions of validity or after they are answered, you ask about the reliability of the instrument. Reliability refers to the proportion of consistency to inconsistency in measurement. In other words, if we use the same or comparable instruments on more than one occasion to measure a set of behaviors that ordinarily remains relatively constant, we would expect similar results if the instruments are reliable.
The main attributes of a reliable scale are stability, homogeneity, and equivalence. The stability of an instrument refers to the instrument’s ability to produce the same results with repeated testing. The homogeneity of an instrument means that all of the items in an instrument measure the same concept, variable, or characteristic. An instrument is said to exhibit equivalence if it produces the same results when equivalent or parallel instruments or procedures are used. Each of these attributes and an understanding of how to interpret reliability are essential.
Reliability coefficient interpretation Reliability is concerned with the degree of consistency between scores that are obtained at two or more independent times of testing and is expressed as a correlation coefficient. Reliability coefficient ranges from 0 to 1. The reliability coefficient expresses the relationship between the error variance, the true (score) variance, and the observed score. A zero correlation indicates that there is no relationship. When the error variance in a measurement instrument is low, the reliability coefficient will be closer to 1. The closer to 1 the coefficient is, the more reliable the instrument. Example: ➤ A reliability coefficient of an instrument is reported to be 0.89. This tells you that the error variance is small and the instrument has little measurement error. On the other hand, if the reliability coefficient of a measure is reported to be 0.49, the error variance is high and the instrument has a problem with measurement error. For a research instrument to be considered
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reliable, a reliability coefficient of 0.70 or above is necessary. If it is a clinical instrument, a reliability coefficient of 0.90 or higher is considered to be an acceptable level of reliability.
The tests of reliability used to calculate a reliability coefficient depends on the nature of the instrument. The tests are test-retest, parallel or alternate form, item to total correlation, split-half, Kuder-Richardson (KR-20), Cronbach’s alpha, and interrater reliability. These tests as they relate to stability, equivalence, and homogeneity are listed in Box 15.4, and examples of the types of reliability are in Box 15.5. There is no best means to assess reliability. The reliability method that the researcher uses should be consistent with the study’s aim and the instrument’s format. BOX 15.4 Measures Used to Test Reliability Stability Test-retest reliability
Parallel or alternate form
Homogeneity Item to total correlation
Split-half reliability Kuder-Richardson coefficient Cronbach’s alpha
Equivalence Parallel or alternate form
Interrater reliability
BOX 15.5 Published Examples of Reported Reliability Internal consistency In a study by Bhandari and Kim (2016) investigating self-care behaviors of Nepalese adults with type 2 diabetes, self-care behaviors were measured by the DMSE scale (Bijl et al., 1999). Cronbach’s alpha was 0.81 in a study of European adults with type
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2 DM (Bijl et al., 1999); it was 0.86 in the current study.
Test-retest reliability In a study by Ganz and colleagues (2016) that examined whether nurses fully implement their scope of practice, the Implementation of Scope of Practice Scale, developed by the researchers for the study, established strong test-retest reliability (r = 0.92) by administering the scale at baseline and again 3 weeks later.
Kuder-richardson (kr-20) A study by Jessee and Tanner (2016) aimed to develop a Clinical Coaching Interactions Inventory, a tool to evaluate one-to-one teaching, verbal questioning, and feedback behaviors of clinical faculty and/or preceptors interacting with students in clinical settings. The teaching-questioning dimension demonstrated Kuder-Richardson Formula 20 (KR-20) of 0.70 overall, 0.63 for the faculty version, and 0.71 for the staff nurse preceptor version. The inventory is composed of binary items (e.g., Yes/No), and therefore a lower KR-20 reliability estimate is not unexpected and a KR-20 reliability estimate can still be considered acceptable.
Interrater reliability and kappa In the Johansson and colleagues (2016) study evaluating the oral health status of older adults in Sweden receiving elder care, the ROAG-J was used to assess oral health by evaluating the condition of the voice, lips, oral mucosa, tongue, gums, teeth, saliva, swallowing, and any prostheses. Moderate to good interrater reliability was reported for the trained examiners (mean kappa estimate 0.59); interrater reproducibility (kappa estimate 1.00) and high sensitivity and specificity within elderly care in previous studies have been reported (Anderson et al., 2002; Ribeiro et al., 2014).
Item to total Abuadas and colleagues (2016) examined the item-to-total correlations as part of the assessment of reliability for the Arabic version of the Champion’s Health Belief Model Scales for Prostate Cancer Screening (CHBMS-PCS). The aim was to identify poorly functioning items on the CHBMS-PCS. A cutoff score of 0.30 was
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established; all of the corrected item-to-total correlations were greater than 0.30 and ranged from 0.60 to 0.79. This indicated that the scale items have distinguishing consistency with each other. This was reinforced by the Cronbach’s alpha coefficient for the total scale of 0.87.
Stability An instrument is stable or exhibits stability when the same results are obtained on repeated administration of the instrument. Measurement over time is important when an instrument is used in a longitudinal study and therefore used on several occasions. Stability is also a consideration when a researcher is conducting an intervention study that is designed to effect a change in a specific variable. In this case, the instrument is administered and then again later, after the experimental intervention has been completed. The tests that are used to estimate stability are test-retest and parallel or alternate form.
Test-retest reliability Test-retest reliability is the administration of the same instrument to the same subjects under similar conditions on two or more occasions. Scores from repeated testing are compared. This comparison is expressed by a correlation coefficient, usually a Pearson r (see Chapter 16). The interval between repeated administrations varies and depends on the variable being measured. Example: ➤ If the variable that the test measures is related to the developmental stages in children, the interval between tests should be short. The amount of time over which the variable was measured should also be identified in the study.
HELPFUL HINT When a longitudinal design with multiple data collection points is being conducted, look for evidence of test-retest or parallel form reliability.
Parallel or alternate form Parallel or alternate form reliability is applicable and can be tested only if two comparable forms of the same instrument exist. Not many
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instruments have a parallel form, so it is unusual to find examples in the literature. It is similar to test-retest reliability in that the same individuals are tested within a specific interval, but it differs because a different form of the same test is given to the subjects on the second testing. Parallel forms or tests contain the same types of items that are based on the same concept, but the wording of the items is different. The development of parallel forms is desired if the instrument is intended to measure a variable for which a researcher believes that “test-wiseness” will be a problem (see Chapter 8). Example: ➤ Consider a study to establish the reliability and validity of the Social Attribution Task-Multiple Choice (SAT- MC), a measurement instrument of geometric figures designed to assess implicit social attribution formation while reducing verbal and cognitive demands required of other common measures (Johannesen et al., 2013). The authors conducted a comparable analysis of the SAT-MC and the new SAT-MC II, a comparable form created for repeated testing to decrease threats to internal validity related to practice effect. External validation measures between the two forms were nearly identical, with evidence supporting convergent and divergent validity. Practically speaking, it is difficult to develop alternate forms of an instrument when one considers the many issues of reliability and validity. If alternate forms of a test exist, they should be highly correlated if the measures are to be considered reliable.
Internal consistency/homogeneity Another attribute of an instrument related to reliability is the internal consistency or homogeneity. In this case, the items within the scale reflect or measure the same concept. This means that the items within the scale correlate or are complementary to each other. This also means that a scale is unidimensional. A unidimensional scale is one that measures one concept, such as self-efficacy. Box 15.5 provides several examples of how internal consistency is reported. Internal consistency can be assessed using one of four methods: item to total correlations, split-half reliability, Kuder- Richardson (KR-20) coefficient, or Cronbach’s alpha.
EVIDENCE-BASED PRACTICE TIP
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When the characteristics of a study sample differ significantly from the sample in the original study, check to see if the researcher has reestablished the reliability of the instrument with the current sample.
Item to total correlations Item to total correlations measure the relationship between each of the items and the total scale. When item to total correlations are calculated, a correlation for each item on the scale is generated (Table 15.1). Items that do not achieve a high correlation may be deleted from the instrument. Usually in a research study, all of the item to total correlations are not reported unless the study is a report of a methodological study. The lowest and highest correlations are typically reported.
TABLE 15.1 Examples of Cronbach’s Alpha From the Alhusen Study (Appendix B)
Cronbach’s alpha The fourth and most commonly used test of internal consistency is Cronbach’s alpha, which is used when a measurement instrument uses a Likert scale. Many scales used to measure psychosocial variables and attitudes have a Likert scale response format. A Likert scale format asks the subject to respond to a question on a scale of varying degrees of intensity between two extremes. The two extremes are anchored by responses ranging from “strongly agree” to “strongly disagree” or “most like me” to “least like me.” The points between the two extremes may range from 1 to 4, 1 to 5, or 1 to 7. Subjects are asked to identify the response closest to how
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they feel. Cronbach’s alpha simultaneously compares each item in the scale with the others. A total score is then used in the data analysis as illustrated in Table 15.1. Alphas above 0.70 are sufficient evidence for supporting the internal consistency of the instrument. Fig. 15.2 provides examples of items from an instrument that use a Likert scale format.
FIG 15.2 Examples of a Likert scale. (Redrawn from Roberts, K. T., & Aspy, C. B. (1993). Development of the serenity scale. Journal of Nursing Measurement,
1(2), 145–164.)
Split-half reliability Split-half reliability involves dividing a scale into two halves and making a comparison. The halves may be odd-numbered and even- numbered items or may be a simple division of the first from the second half, or items may be randomly selected into halves that will be analyzed opposite one another. The split-half method provides a measure of consistency. The two halves of the test or the contents in both halves are assumed to be comparable, and a reliability
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coefficient is calculated. If the scores for the two halves are approximately equal, the test may be considered reliable. See Box 15.5 for an example.
Kuder-richardson (kr-20) coefficient The Kuder-Richardson (KR-20) coefficient is the estimate of homogeneity used for instruments that have a dichotomous response format. A dichotomous response format is one in which the question asks for a “yes/no” or “true/false” response. The technique yields a correlation that is based on the consistency of responses to all the items of a single form of a test that is administered one time. The minimum acceptable KR-20 score is r = 0.70 (see Box 15.5).
HIGHLIGHT Your team is critically appraising a research study reporting on an innovative intervention for reducing risk for hospital acquired pressure ulcers. Data are collected using observation and multiple observers. You want to find evidence that the observers have been trained until there is a high level of interrater reliability so that you are confident that they were observing the subjects’ skin according to standardized criteria and completing their Checklist ratings in a consistent way across observers.
Equivalence Equivalence either is the consistency or agreement among observers using the same measurement instrument or is the consistency or agreement between alternate forms of an instrument. An instrument is thought to demonstrate equivalence when two or more observers have a high percentage of agreement of an observed behavior or when alternate forms of a test yield a high correlation. There are two methods to test equivalence: interrater reliability and alternate or parallel form.
Interrater reliability Some measurement instruments are not self-administered questionnaires but are direct measurements of observed behavior. Instruments that depend on direct observation of a behavior that is
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to be systematically recorded must be tested for interrater reliability. To accomplish interrater reliability, two or more individuals should make an observation, or one observer should examine the behavior on several occasions. The observers should be trained or oriented to the definition and operationalization of the behavior to be observed. The consistency or reliability of the observations among observers is extremely important. Interrater reliability tests the consistency of the observer rather than the reliability of the instrument. Interrater reliability is expressed as a percentage of agreement between scorers or as a correlation coefficient of the scores assigned to the observed behaviors.
Kappa (κ) expresses the level of agreement observed beyond the level that would be expected by chance alone. κ ranges from +1 (total agreement) to 0 (no agreement). A κ of 0.80 or better indicates good interrater reliability. κ between 0.80 and 0.68 is considered acceptable/substantial agreement; less than 0.68 allows tentative conclusions to be drawn at times when lower levels are accepted (McDowell & Newell, 1996) (see Box 15.5).
EVIDENCE-BASED PRACTICE TIP Interrater reliability is an important approach to minimizing bias.
Parallel or alternate form Parallel or alternate form was described in the discussion of stability in this chapter. Use of parallel forms is a measure of stability and equivalence. The procedures for assessing equivalence using parallel forms are the same.
Classic test theory versus item response theory The methods of reliability and validity described in this chapter are considered classical test theory (CTT) methods. There are newer methods that you will find described in research articles under the category of item response theory (IRT). The two methods share basic characteristics, but some feel that IRT methods are superior for discriminating test items. Several terms and concepts linked with IRT are Rasch models and one (or two) parameter logistic
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models. The methodology of these methods is beyond the scope of this text, but several references are cited for future use (DeVellis, 2012; Furr & Bacharach, 2008).
How validity and reliability are reported When reading a research article, a lengthy discussion of how the different types of reliability and validity were obtained will typically not be found. What is found in the methods section is the instrument’s title, a definition of the concept/construct that it measures, and a sentence or two about discussion is appropriate. Examples of what you will see include the following:
• “Tedeschi and Calhoun (1996) reported an internal consistency coefficient of 0.9 for the full scale the PTG (Post-traumatic Growth Inventory) for the full scale and a test-retest reliability of 0.71 after two months. Yaskowich (2003) reported an internal consistency for the full scale of the modified PTGI in a sample of 35 adolescent cancer survivors. The internal consistency of the modified PTGI was 0.94 for survivors and siblings and 0.96 for parents in the current study” (Turner-Sack et al., 2016, p. 51; Appendix D).
• The Connor-Davidson Resilience Scale (CD-RISC) reports the “Cronbach’s alpha for the full scale is reported to be.89 and item- total correlations range from.30 to.70. The CD-RISC possess good validity and reliability in the Iranian population (Khoshouei, 2009) and Cronbach’s alpha for the scale in the current study was.93” (Barahmand & Ahmad, 2016).
• “Content, construct, and criterion-related validity has been documented for the Bakas Caregiving Outcomes Scale (BCOS) that measures Life changes (e.g., Changes in social functioning, subjective well-being, and physical health). Evidence of internal consistency reliability has been documented in primary care and with stroke care givers. The Cronbach alpha for the BCOS in this study was 0.87” (Bakas et al., 2015).
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Appraisal for evidence-based practice reliability and validity Reliability and validity are crucial aspects in the critical appraisal of a measurement instrument. Criteria for critiquing reliability and validity are presented in the Critical Appraisal Criteria box. When reviewing a research article, you need to appraise each instrument’s reliability and validity. In a research article, the reliability and validity for each measure should be presented or a reference should be provided where it was described in more detail. If this information is not been presented at all, you must seriously question the merit and use of the instrument and the evidence provided by the study’s results.
CRITICAL APPRAISAL CRITERIA Reliability and validity
1. Was an appropriate method used to test the reliability of the instrument?
2. Is the reliability of the instrument adequate?
3. Was an appropriate method(s) used to test the validity of the instrument?
4. Is the validity of the measurement instrument adequate?
5. If the sample from the developmental stage of the instrument was different from the current sample, were the reliability and validity recalculated to determine if the instrument is appropriate for use in a different population?
6. What kinds of threats to internal and/or external validity are presented by weaknesses in reliability and/or validity?
7. Are strengths and weaknesses of the reliability and validity of the instruments appropriately addressed in the “Discussion,” “Limitations,” or “Recommendations” sections of the report?
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8. How do the reliability and/or validity affect the strength and quality of the evidence provided by the study findings?
The amount of information provided for each instrument will vary depending on the study type and the instrument. In a psychometric study (an instrument development study) you will find great detail regarding how the researchers established the reliability and validity of the instrument. When reading a research article in which the instruments are used to test a research question or hypothesis, you may find only brief reference to the type of reliability and validity of the instrument. If the instrument is a well- known, reliable, and valid instrument, it is not uncommon that only a passing comment may be made, which is appropriate. Example: ➤ In the study by Vermeesch and colleagues (2015) examining biological and sociocultural differences in perceived barriers to physical activity among fifth to seventh grade urban girls, the researchers noted acceptable face, content and construct validity, and reliability estimated by Cronbach’s alpha of 0.78 have been reported (Robbins et al., 2008, 2009). As in the previously provided example, authors often will cite a reference that you can locate if you are interested in detailed data about the instrument’s reliability or validity. If a study does not use reliable and valid questionnaires, you need to consider the sources of bias that may exist as threats to internal or external validity. It is very difficult to place confidence in the evidence generated by a study’s findings if the measures used did not have established validity and reliability. The following discussion highlights key areas related to reliability and validity that should be evident as you read a research article.
The investigator determines which type of reliability procedures need to be used in the study, depending on the nature of the measurement instrument and how it will be used. Example: ➤ If the instrument is to be administered twice, you would expect to read that test-retest reliability was used to establish the stability of the instrument. If an alternate form has been developed for use in a repeated-measures design, evidence of alternate form reliability should be presented to determine the equivalence of the parallel forms. If the degree of internal consistency among the items is relevant, an appropriate test of internal consistency should be
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presented. In some instances, more than one type of reliability will be presented, but as you assess the instruments section of a research report, you should determine whether all are appropriate. Example: ➤ The Kuder-Richardson formula implies that there is a single right or wrong answer, making it inappropriate to use with scales that provide a format of three or more possible responses. In the latter case, another formula is applied, such as Cronbach’s coefficient alpha. Another important consideration is the acceptable level of reliability, which varies according to the type of test. Reliability coefficients of 0.70 or higher are desirable. The validity of an instrument is limited by its reliability; that is, less confidence can be placed in scores from tests with low reliability coefficients.
Satisfactory evidence of validity will probably be the most difficult item for you to ascertain. It is this aspect of measurement that is most likely to fall short of meeting the required criteria. Page count limitations often account for this brevity. Detailed validity data usually are only reported in studies focused on instrument development; therefore validity data are mentioned only briefly or, sometimes, not at all. The most common type of reported validity is content validity. When reviewing a study, you want to find evidence of content validity. Once again, you will find the detailed reporting of content validity and the CVI in psychometric studies; Box 15.2 provides a good example of how content validity is reported in a psychometric study. Such procedures provide you with assurance that the instrument is psychometrically sound and that the content of the items is consistent with the conceptual framework and construct definitions. In studies where several instruments are used, the reporting of content validity is either absent or very brief.
Construct validity and criterion-related validity are more precise statistical tests of whether the instrument measures what it is supposed to measure. Ideally an instrument should provide evidence of content validity, as well as criterion-related or construct validity, before one invests a high level of confidence in the instrument. You will see evidence that the reliability and validity of a measurement instrument are reestablished periodically, as you can see in the examples that appear in Boxes 15.2 to 15.5. You would expect to see the strengths and weaknesses of instrument
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reliability and validity presented in the “Discussion,” “Limitations,” and/or “Recommendations” sections of an article. In this context, the reliability and validity might be discussed in terms of bias—that is, threats to internal and/or external validity that affect the study findings. Example: ➤ In the study by Hart and colleagues (2016), evaluating the psychometric properties of the Clinical Deterioration Leadership Ability Scale (CDLAS), the authors note that despite satisfactory reliability and validity findings, limitations include the homogeneous sample of mostly white, female registered nurses practicing in one integrated five hospital health system in the southeast United States. This sample limits the generalizability of the results to other populations. The authors suggest that further research is needed with diverse groups of nurses in multiple geographic locations. In addition, further research should focus on conducting test-retest reliability to further establish the psychometric properties of the CDLAS.
The findings of any study in which the reliability and validity are sparse does limit generalizability of the findings, but also adds to our knowledge regarding future research directions. Finally, recommendations for improving future studies in relation to instrument reliability and validity may be proposed.
As you can see, the area of reliability and validity is complex. You should not feel intimidated by the complexity of this topic; use the guidelines presented in this chapter to systematically assess the reliability and validity aspects of a research study. Collegial dialogue is also an approach for evaluating the merits and shortcomings of an existing, as well as a newly developed, instrument that is reported in the nursing literature. Such an exchange promotes the understanding of methodologies and techniques of reliability and validity, stimulates the acquisition of a basic knowledge of psychometrics, and encourages the exploration of alternative methods of observation and use of reliable and valid instruments in clinical practice.
Key points • Reliability and validity are crucial aspects of conducting and
critiquing research.
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• Validity is the extent to which an instrument measures the attributes of a concept accurately. Three types of validity are content validity, criterion-related validity, and construct validity.
• The choice of a method for establishing reliability or validity is important and is made by the researcher on the basis of the characteristics of the measurement instrument and its intended use.
• Reliability is the ability of an instrument to measure the attributes of a concept or construct consistently. The major tests of reliability are test-retest, parallel or alternate form, split-half, item to total correlation, Kuder-Richardson, Cronbach’s alpha, and interrater reliability.
• The selection of a method for establishing reliability or validity depends on the characteristics of the instrument, the testing method that is used for collecting data from the sample, and the kinds of data that are obtained.
• Critical appraisal of instrument reliability and validity in a research report focuses on internal and external validity as sources of bias that contribute to the strength and quality of evidence provided by the findings.
Critical thinking challenges • Discuss the types of validity that must be established before you
invest a high level of confidence in the measurement instruments used in a research study.
• What are the major tests of reliability? Why is it important to establish the appropriate type of reliability for a measurement instrument?
• A journal club just finished reading the research report by Thomas and colleagues in Appendix A. As part of their critical appraisal of this study, they needed to identify the strengths and weaknesses of the reliability and validity section of this research
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report. If you were a member of this journal club, how would you assess the reliability and validity of the instruments used in this study?
• How does the strength and quality of evidence related to reliability and validity influence the applicability of findings to clinical practice?
• When your QI Team finds that a researcher does not report reliability or validity data, which threats to internal and/or external validity should your team consider? In your judgment, how would these threats affect your evaluation of the strength and quality of evidence provided by the study and your team’s confidence in applying the findings to practice?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Abuadas M. H, Petro-Nustas W., Albikawi Z. F, Nabolski
M. Transcultural adaptation and validation of Champion’s health belief model scales for prostate cancer screening. Journal of Nursing Measurement 2016;24(2):296-313.
2. Ameringer S., Jr. Menzies V., et al. Psychometric evaluation of the patient-reported outcomes measurement information system fatigue-short form across diverse populations. Nursing Research 2016;65(4):279k-289k
3. Anastasi A., Urbina S. Psychological testing. 7th ed. New York, NY: Macmillan 1997;
4. Bakas T., Austin J. K, Habermann B., et al. Telephone assessment and skill-building kit for stroke caregivers; A randomized controlled clinical trial. Stroke 2015;46:3478-3487.
5. Baldacchino D. R, Bulhagiar A. Psychometric evaluation of the spiritual coping strategies in English, Maltese Back translation and bilingual versions. Journal of Advanced Nursing 2003;42:558-570.
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6. Barahmand U., Ahmad R.H.S. Psychotic-like experiences and psychological distress The role of resilience. Journal of the American Psychiatric Nurses Association 2016;22(4):312-319.
7. Bhandari P., Kim M. Self-care behaviors of Nepalese adults with type 2 diabetes A mixed methods analysis. Nursing Research 2016;65(3):202-214.
8. Bijl J. V, Peolgeest-Eeltink A. V, Shortbridge-Baggett L. The psychometric properties of the diabetes management self-efficacy scale for patients with type 2 diabetes mellitus. Journal of Advanced Nursing 1999;30:352-359.
9. Champion V. L. Instrument refinement for breast cancer screening behaviors. Nursing Research 1993;42(3):139-143.
10. Clark A., Breitenstein S., Martsolf D. S, Winstanley E. L. Assessing fidelity of a community-based opioid overdose prevention program Modification of the fidelity checklist. Journal of Nursing Scholarship 2016;48(4):377-378.
11. DeVon F. A, Block M. E, Moyle-Wright P., et al. A psychometric toolbox for testing validity and reliability. Journal of Nursing Scholarship 2007;39(2):155-164.
12. DeVellis R. F. Scale development Theory and applications. Los Angeles, CA: Sage Publications 2012;
13. Furr M. R, Bacharach V. R. Psychometrics An introduction. Los Angeles, CA: Sage Publications 2008;
14. Ganz F. D, Toren O., Fadion F. Factors associated with full implementation of scope of practice. Journal of Nursing Scholarship 2016;48(3):285-293.
15. Hart P. L, Spiva L. A, Mareno N. Clinical deterioration leadership ability scale A psychometric study. Journal of Nursing Measurement 2016;24(2):314-322.
16. Hawthorne D. M, Youngblut J. M, Brooten D. Parent spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;31:73-80.
17. Johansson I., Jansson H., Lindmark U. Oral health status of older adults in Sweden receiving elder care Findings from nursing assessments. Nursing Research 2016;65(3):215-223.
18. Johannesen J. K, Lurie J. B, Fiszdon J. M, Bell M. D. The social attribution task-multiple choice (SAT-MC) A
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psychometric and equivalence study of an alternate form. ISRN Psychiatry 2013;2013:1-9.
19. Khoshouei M. S. Psychometric evaluation of the Connor- Davidson resilience scale (CD-RISC) using Iranian students. International Journal of Testing 2009;9(1):60-66.
20. Lee C. E, Von Ah D., Szuck B., Lau Y. J. Determinants of physical activity maintenance in breast cancer survivors after a community-based intervention. Oncology Nursing Forum 2016;43(1):93-102.
21. Lynn M. R. Determination and quantification of content validity. Nursing Research 1986;35:382-385.
22. McDowell I., Newell C. Measuring health A guide to rating scales and questionnaires. New York, NY: Oxford Press 1996;
23. Nunnally J. C, Bernstein I. H. Psychometric theory. 3rd ed. New York, NY: McGraw-Hill 1993;
24. Robbins L. B, Sikorski A., Hamel L. M, et al. Gender comparisons of perceived benefits of and barriers to physical activity in middle school youth. Research in Nursing and Health 2009;32:163-176.
25. Robbins L. B, Sikorski A., Morely B. Psychometric assessment of the adolescent physical activity perceived benefits and barriers scale. Journal of Nursing Measurement 2008;16:98-112.
26. Tedeschi R. G, Calhoun L. G. The post-traumatic growth inventory Measuring the positive legacy of trauma. Journal of Traumatic Stress 1996;9:455k-471k
27. Turner-Sack A. M, Menna R., Setchell S. R, et al. Psychological functioning, post-traumatic growth, and coping in parents and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43(1):48-56.
28. Vermeesch A. L, Ling J., Voskull V. R, et al. Biological and sociocultural differences in perceived barriers to physical activity among fifth-to-seventh-grade urban girls. Nursing Research 2015;64(5):342-350.
29. Yaskowich E. Posttraumatic growth in children and adolescents with cancer. Digital Dissertation 2003;63:3948.
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CHAPTER 16
Data analysis: Descriptive and inferential statistics Susan Sullivan-Bolyai, Carol Bova
Learning outcomes
After reading this chapter, you should be able to do the following:
• Differentiate between descriptive and inferential statistics. • State the purposes of descriptive statistics. • Identify the levels of measurement in a study. • Describe a frequency distribution. • List measures of central tendency and their use. • List measures of variability and their use. • State the purpose of inferential statistics. • Explain the concept of probability as it applies to the analysis of sample data. • Distinguish between a type I and type II error and its effect on a study’s outcome. • Distinguish between parametric and nonparametric tests.
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• List some commonly used statistical tests and their purposes. • Critically appraise the statistics used in published research studies. • Evaluate the strength and quality of the evidence provided by the findings of a research study and determine applicability to practice.
KEY TERMS
analysis of covariance
analysis of variance
categorical variable
chi-square (χ2)
continuous variable
correlation
degrees of freedom
descriptive statistics
dichotomous variable
factor analysis
Fisher exact probability test
frequency distribution
inferential statistics
interval measurement
levels of measurement
level of significance (alpha level)
mean
measures of central tendency
measures of variability
median
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measurement
modality
mode
multiple analysis of variance
multiple regression
multivariate statistics
nominal measurement
nonparametric statistics
normal curve
null hypothesis
ordinal measurement
parameter
parametric statistics
Pearson correlation coefficient (Pearson r; Pearson product moment correlation coefficient)
percentile
probability
range
ratio measurement
sampling error
scientific hypothesis
standard deviation
statistic
t statistic
type I error
type II error
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Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
It is important to understand the principles underlying statistical methods used in quantitative research. This understanding allows you to critically analyze the results of research that may be useful in practice. Researchers link the statistical analyses they choose with the type of research question, design, and level of data collected.
As you read a research article, you will find a discussion of the statistical procedures used in both the methods and results sections. In the methods section, you will find the planned statistical analyses. In the results section, you will find the data generated from testing the hypotheses or research questions. The data are analyzed using both descriptive and inferential statistics.
Procedures that allow researchers to describe and summarize data are known as descriptive statistics. Descriptive statistics include measures of central tendency, such as mean, median, and mode; measures of variability, such as range and standard deviation (SD); and some correlation techniques, such as scatter plots. For example, Nyamathi and colleagues (2015; Appendix A) used descriptive statistics to inform the reader about the 345 subjects who were eligible for the HAV/HBV vaccine in their study (51% African American, 31% Latino, 59% not married, with a mean education of 11.6 years).
Statistical procedures that allow researchers to estimate how reliably they can make predictions and generalize findings based on the data are known as inferential statistics. Inferential statistics are used to analyze the data collected, test hypotheses, and answer the research questions in a research study. With inferential statistics, the researcher is trying to draw conclusions that extend beyond the study’s data.
This chapter describes how researchers use descriptive and inferential statistics in studies. This will help you determine the appropriateness of the statistics used and to interpret the strength and quality of the reported findings, as well as the clinical significance and applicability of the results for your evidence-based practice.
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Levels of measurement Measurement is the process of assigning numbers to variables or events according to rules. Every variable in a study that is assigned a specific number must be similar to every other variable assigned that number. The measurement level is determined by the nature of the object or event being measured. Understanding the levels of measurement is an important first step when you evaluate the statistical analyses used in a study. There are four levels of measurement: nominal, ordinal, interval, and ratio (Table 16.1). The level of measurement of each variable determines the statistic that can be used to answer a research question or test a hypothesis. The higher the level of measurement, the greater the flexibility the researcher has in choosing statistical procedures. The following Critical Thinking Decision Path illustrates the relationship between levels of measurement and the appropriate use of descriptive statistics.
TABLE 16.1 Level of Measurement Summary Table
CRITICAL THINKING DECISION PATH Descriptive Statistics
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Nominal measurement is used to classify variables or events into categories. The categories are mutually exclusive; the variable or event either has or does not have the characteristic. The numbers assigned to each category are only labels; such numbers do not indicate more or less of a characteristic. Nominal-level measurement is used to categorize a sample on such information as gender, marital status, or religious affiliation. For example, Hawthorne and colleagues (2016; Appendix B) measured race using a nominal level of measurement. Nominal-level measurement is the lowest level and allows for the least amount of statistical manipulation. When using nominal-level variables, the frequency and percent are typically calculated. For example, Hawthorne and colleagues (2016) found that among their sample of mothers, 44% were black, non-Hispanic; 37% Hispanic; and 19% white, non- Hispanic.
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A variable at the nominal level can also be categorized as either a dichotomous or a categorical variable. A dichotomous (nominal) variable is one that has only two true values, such as true/false or yes/no. For example, in the Turner-Sack and colleagues (2016; Appendix D) study the variable gender (male/female) is dichotomous because it has only two possible values. On the other hand, nominal variables that are categorical still have mutually exclusive categories but have more than two true values, such as religion in the Hawthorne and colleagues study (Protestant, Catholic, Jewish, other, none).
Ordinal measurement is used to show relative rankings of variables or events. The numbers assigned to each category can be compared, and a member of a higher category can be said to have more of an attribute than a person in a lower category. The intervals between numbers on the scale are not necessarily equal, and there is no absolute zero. For example, ordinal measurement is used to formulate class rankings, where one student can be ranked higher or lower than another. However, the difference in actual grade point average between students may differ widely. Another example is ranking individuals by their level of wellness or by their ability to carry out activities of daily living. Hawthorne and colleagues used an ordinal variable to measure the total family annual income of families in their study and found that 37% (n = 34) of the sample had household incomes greater or equal to $50,000. Ordinal-level data are limited in the amount of mathematical manipulation possible. Frequencies, percentages, medians, percentiles, and rank order coefficients of correlation can be calculated for ordinal-level data.
Interval measurement shows rankings of events or variables on a scale with equal intervals between the numbers. The zero point remains arbitrary and not absolute. For example, interval measurements are used in measuring temperatures on the Fahrenheit scale. The distances between degrees are equal, but the zero point is arbitrary and does not represent the absence of temperature. Test scores also represent interval data. The differences between test scores represent equal intervals, but a zero does not represent the total absence of knowledge.
HELPFUL HINT
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The term continuous variable is also used to represent a measure that contains a range of values along a continuum and may include ordinal-, interval-, and ratio-level data ( Plichta & Kelvin, 2012). An example is heart rate.
In many areas of science, including nursing, the classification of the level of measurement of scales that use Likert-type response options to measure concepts such as quality of life, depression, functional status, or social support is controversial, with some regarding these measurements as ordinal and others as interval. You need to be aware of this controversy and look at each study individually in terms of how the data are analyzed. Interval-level data allow more manipulation of data, including the addition and subtraction of numbers and the calculation of means. This additional manipulation is why many argue for classifying behavioral scale data as interval level. For example, Turner-Sack and colleagues (2016) used the Brief Symptom Inventory (BSI) to evaluate psychological distress of adolescent cancer survivors and siblings. The BSI has 53 items and uses a five-point Likert scale from 0 (not at all) to 4 (extremely), with higher scores indicating greater psychological distress. They reported the mean BSI score as 47.31 for cancer survivors and 48.94 for siblings.
Ratio measurement shows rankings of events or variables on scales with equal intervals and absolute zeros. The number represents the actual amount of the property the object possesses. Ratio measurement is the highest level of measurement, but it is most often used in the physical sciences. Examples of ratio-level data that are commonly used in nursing research are height, weight, pulse, and blood pressure. All mathematical procedures can be performed on data from ratio scales. Therefore, the use of any statistical procedure is possible as long as it is appropriate to the design of the study.
HELPFUL HINT Descriptive statistics assist in summarizing data. The descriptive statistics calculated must be appropriate to the purpose of the study and the level of measurement.
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Descriptive statistics
Frequency distribution One way of organizing descriptive data is by using a frequency distribution. In a frequency distribution the number of times each event occurs is counted. The data can also be grouped and the frequency of each group reported. Table 16.2 shows the results of an examination given to a class of 51 students. The results of the examination are reported in several ways. The columns on the left give the raw data tally and the frequency for each grade, and the columns on the right give the grouped data tally and grouped frequencies.
TABLE 16.2 Frequency Distribution
Mean, 73.1; standard deviation, 12.1; median, 74; mode, 72; range, 36 (54–90).
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When data are grouped, it is necessary to define the size of the group or the interval width so that no score will fall into two groups and each group will be mutually exclusive. The grouping of the data in Table 16.2 prevents overlap; each score falls into only one group. The grouping should allow for a precise presentation of the data without a serious loss of information.
Information about frequency distributions may be presented in the form of a table, such as Table 16.2, or in graphic form. Fig. 16.1 illustrates the most common graphic forms: the histogram and the frequency polygon. The two graphic methods are similar in that both plot scores, or percentages of occurrence, against frequency. The greater the number of points plotted, the smoother the resulting graph. The shape of the resulting graph allows for observations that further describe the data.
FIG 16.1 Frequency distributions. A, Histogram. B,
Frequency polygon.
Measures of central tendency Measures of central tendency are used to describe the pattern of responses among a sample. Measures of central tendency include the mean, median, and mode. They yield a single number that describes the middle of the group and summarize the members of a sample. Each measure of central tendency has a specific use and is most appropriate to specific kinds of measurement and types of distributions.
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The mean is the arithmetical average of all the scores (add all of the values in a distribution and divide by the total number of values) and is used with interval or ratio data. The mean is the most widely used measure of central tendency. Most statistical tests of significance use the mean. The mean is affected by every score and can change greatly with extreme scores, especially in studies that have a limited sample size. The mean is generally considered the single best point for summarizing data when using interval- or ratio-level data. You can find the mean in research reports by looking for the symbol x̅.
The median is the score where 50% of the scores are above it and 50% of the scores are below it. The median is not sensitive to extremes in high and low scores. It is best used when the data are skewed (see the Normal Distribution section in this chapter) and the researcher is interested in the “typical” score. For example, if age is a variable and there is a wide range with extreme scores that may affect the mean, it would be appropriate to also report the median. The median is easy to find either by inspection or by calculation and can be used with ordinal-, interval-, and ratio-level data.
The mode is the most frequent value in a distribution. The mode is determined by inspection of the frequency distribution (not by mathematical calculation). For example, in Table 16.2 the mode would be a score of 72 because nine students received this score and it represents the score that was attained by the greatest number of students. It is important to note that a sample distribution can have more than one mode. The number of modes contained in a distribution is called the modality of the distribution. It is also possible to have no mode when all scores in a distribution are different. The mode is most often used with nominal data but can be used with all levels of measurement. The mode cannot be used for calculations, and it is unstable; that is, the mode can fluctuate widely from sample to sample from the same population.
HELPFUL HINT Of the three measures of central tendency, the mean is the affected by every score and the most useful. The mean can only be calculated with interval and ratio data.
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When you examine a study, the measures of central tendency provide you with important information about the distribution of scores in a sample. If the distribution is symmetrical and unimodal, the mean, median, and mode will coincide. If the distribution is skewed (asymmetrical), the mean will be pulled in the direction of the long tail of the distribution and will differ from the median. With a skewed distribution, all three statistics should be reported.
HELPFUL HINT Measures of central tendency are descriptive statistics that describe the characteristics of a sample.
Normal distribution The concept of the normal distribution is based on the observation that data from repeated measures of interval- or ratio-level data group themselves about a midpoint in a distribution in a manner that closely approximates the normal curve illustrated in Fig. 16.2. The normal curve is one that is symmetrical about the mean and is unimodal. The mean, median, and mode are equal. An additional characteristic of the normal curve is that a fixed percentage of the scores fall within a given distance of the mean. As shown in Fig. 16.2, about 68% of the scores or means will fall within 1 SD of the mean, 95% within 2 SD of the mean, and 99.7% within 3 SD of the mean. The presence or absence of a normal distribution is a fundamental issue when examining the appropriate use of inferential statistical procedures.
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FIG 16.2 The normal distribution and associated
standard deviations.
EVIDENCE-BASED PRACTICE TIP Inspection of descriptive statistics for the sample will indicate whether the sample data are skewed.
Interpreting measures of variability Variability or dispersion is concerned with the spread of data. Measures of variability answer questions such as: “Is the sample homogeneous (similar) or heterogeneous (different)?” If a researcher measures oral temperatures in two samples, one sample drawn from a healthy population and one sample from a hospitalized population, it is possible that the two samples will have the same mean. However, it is likely that there will be a wider range of temperatures in the hospitalized sample than in the healthy sample. Measures of variability are used to describe these differences in the dispersion of data. As with measures of central tendency, the various measures of variability are appropriate to specific kinds of measurement and types of distributions.
HELPFUL HINT
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The descriptive statistics related to variability will enable you to evaluate the homogeneity or heterogeneity of a sample.
The range is the simplest but most unstable measure of variability. Range is the difference between the highest and lowest scores. A change in either of these two scores would change the range. The range should always be reported with other measures of variability. The range in Table 16.2 is 36, but this could easily change with an increase or decrease in the high score of 90 or the low score of 54. Turner-Sack and colleagues (2016; Appendix D) reported the range of BSI scores among their sample of adolescent cancer survivors (range = 25 to 79).
A percentile represents the percentage of cases a given score exceeds. The median is the 50% percentile, and in Table 16.2 it is a score of 74. A score in the 90th percentile is exceeded by only 10% of the scores. The zero percentile and the 100th percentile are usually dropped.
The standard deviation (SD) is the most frequently used measure of variability, and it is based on the concept of the normal curve (see Fig. 16.2). It is a measure of average deviation of the scores from the mean and as such should always be reported with the mean. The SD considers all scores and can be used to interpret individual scores. The SD is used in the calculation of many inferential statistics.
HELPFUL HINT Many measures of variability exist. The SD is the most useful because it helps you visualize how the scores disperse around the mean.
Inferential statistics Inferential statistics allow researchers to test hypotheses about a population using data obtained from probability samples. Statistical inference is generally used for two purposes: to estimate the probability that the statistics in the sample accurately reflect the population parameter and to test hypotheses about a population.
A parameter is a characteristic of a population, whereas a statistic is a characteristic of a sample. We use statistics to estimate
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population parameters. Suppose we randomly sample 100 people with chronic lung disease and use an interval-level scale to study their knowledge of the disease. If the mean score for these subjects is 65, the mean represents the sample statistic. If we were able to study every subject with chronic lung disease, we could calculate an average knowledge score, and that score would be the parameter for the population. As you know, a researcher rarely is able to study an entire population, so inferential statistics provide evidence that allows the researcher to make statements about the larger population from studying the sample.
CRITICAL THINKING DECISION PATH Inferential Statistics—Difference Questions
The example given alludes to two important qualifications of how a study must be conducted so that inferential statistics may be used. First, it was stated that the sample was selected using
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probability methods (see Chapter 12). Because you are already familiar with the advantages of probability sampling, it should be clear that if we wish to make statements about a population from a sample, that sample must be representative. All procedures for inferential statistics are based on the assumption that the sample was drawn with a known probability. Second, the scale used has to be at either an interval or a ratio level of measurement. This is because the mathematical operations involved in calculating inferential statistics require this higher level of measurement. It should be noted that in studies that use nonprobability methods of sampling, inferential statistics are also used. To compensate for the use of nonprobability sampling methods, researchers use techniques such as sample size estimation using power analysis. The following two Critical Thinking Decision Paths examine inferential statistics and provide matrices that researchers use for statistical decision making. CRITICAL THINKING DECISION PATH Inferential Statistics—Relationship Questions
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Hypothesis testing Inferential statistics are used for hypothesis testing. Statistical hypothesis testing allows researchers to make objective decisions about the data from their study. The use of statistical hypothesis testing answers questions such as the following: “How much of this effect is the result of chance?” “How strongly are these two variables associated with each other?” “What is the effect of the intervention?”
HIGHLIGHT Members of your interprofessional team may have diverse data analysis preparation. Capitalizing on everybody’s background, try to figure out whether the statistical tests chosen for the studies your team is critically appraising are appropriate for the design, type of data collection, and level of measurement.
The procedures used when making inferences are based on principles of negative inference. In other words, if a researcher studied the effect of a new educational program for patients with chronic lung disease, the researcher would actually have two hypotheses: the scientific hypothesis and the null hypothesis. The research or scientific hypothesis is that which the researcher believes will be the outcome of the study. In our example, the scientific hypothesis would be that the educational intervention would have a marked effect on the outcome in the experimental group beyond that in the control group. The null hypothesis, which is the hypothesis that actually can be tested by statistical methods, would state that there is no difference between the groups. Inferential statistics use the null hypothesis to test the validity of a scientific hypothesis. The null hypothesis states that there is no relationship between the variables and that any observed relationship or difference is merely a function of chance.
HELPFUL HINT Most samples used in clinical research are samples of convenience, but often researchers use inferential statistics. Although such use violates one of the assumptions of such tests, the tests are robust
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enough to not seriously affect the results unless the data are skewed in unknown ways.
Probability Probability theory underlies all of the procedures discussed in this chapter. The probability of an event is its long-run relative frequency (0% to 100%) in repeated trials under similar conditions. In other words, what are the chances of obtaining the same result from a study that can be carried out many times under identical conditions? It is the notion of repeated trials that allows researchers to use probability to test hypotheses.
Statistical probability is based on the concept of sampling error. Remember that the use of inferential statistics is based on random sampling. However, even when samples are randomly selected, there is always the possibility of some error in sampling. Therefore, the characteristics of any given sample may be different from those of the entire population. The tendency for statistics to fluctuate from one sample to another is known as sampling error.
EVIDENCE-BASED PRACTICE TIP The strength and quality of evidence are enhanced by repeated trials that have consistent findings, thereby increasing generalizability of the findings and applicability to clinical practice.
Type I and type II errors Statistical inference is always based on incomplete information about a population, and it is possible for errors to occur. There are two types of errors in statistical inference—type I and type II errors. A type I error occurs when a researcher rejects a null hypothesis when it is actually true (i.e., accepts the premise that there is a difference when actually there is no difference between groups). A type II error occurs when a researcher accepts a null hypothesis that is actually false (i.e., accepts the premise that there is no difference between the groups when a difference actually exists). The relationship of the two types of errors is shown in Fig. 16.3.
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FIG 16.3 Outcome of statistical decision making.
When critiquing a study to see if there is a possibility of a type I error having occurred (rejecting the null hypothesis when it is actually true), one should consider the reliability and validity of the instruments used. For example, if the instruments did not accurately measure the intervention variables, one could conclude that the intervention made a difference when in reality it did not. It is critical to consider the reliability and validity of all the measurement instruments reported (see Chapter 15). For example, Turner-Sack and colleagues (2016) reported the reliability of the BSI in their sample and found it was reliable, as evidenced by a Cronbach’s alpha, of 0.97 for survivors and siblings and 0.98 for parents (refer to Chapter 15 to review scale reliability). This gives the reader greater confidence in the study’s results.
In a practice discipline, type I errors usually are considered more serious because if a researcher declares that differences exist where none are present, the potential exists for patient care to be affected adversely. Type II errors (accepting the null hypothesis when it is false) often occur when the sample is too small, thereby limiting the opportunity to measure the treatment effect, the true difference between two groups. A larger sample size improves the ability to detect the treatment effect—that is, the difference between two groups. If no significant difference is found between two groups with a large sample, it provides stronger evidence (than with a small sample) not to reject the null hypothesis.
Level of significance The researcher does not know when an error in statistical decision making has occurred. It is possible to know only that the null hypothesis is indeed true or false if data from the total population are available. However, the researcher can control the risk of
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making type I errors by setting the level of significance before the study begins (a priori).
The level of significance (alpha level) is the probability of making a type I error, the probability of rejecting a true null hypothesis. The minimum level of significance acceptable for most research is.05. If the researcher sets alpha, or the level of significance, at.05, the researcher is willing to accept the fact that if the study were done 100 times, the decision to reject the null hypothesis would be wrong 5 times out of those 100 trials. As is sometimes the case, if the researcher wants to have a smaller risk of rejecting a true null hypothesis, the level of significance may be set at.01. In this case the researcher is willing to be wrong only once in 100 trials.
The decision as to how strictly the alpha level should be set depends on how important it is to avoid errors. For example, if the results of a study are to be used to determine whether a great deal of money should be spent in an area of patient care, the researcher may decide that the accuracy of the results is so important that an alpha level of.01 is needed. In most studies, however, alpha is set at.05.
Perhaps you are thinking that researchers should always use the lowest alpha level possible to keep the risk of both types of errors at a minimum. Unfortunately, decreasing the risk of making a type I error increases the risk of making a type II error. Therefore the researcher always has to accept more of a risk of one type of error when setting the alpha level.
HELPFUL HINT Decreasing the alpha level acceptable for a study increases the chance that a type II error will occur. When a researcher is doing many statistical tests, the probability of some of the tests being significant increases as the number of tests increases. Therefore, when a number of tests are being conducted, the researcher may decrease the alpha level to.01.
Clinical and statistical significance It is important for you to realize that there is a difference between statistical significance and clinical significance. When a researcher
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tests a hypothesis and finds that it is statistically significant, it means that the finding is unlikely to have happened by chance. For example, if a study was designed to test an intervention to help a large sample of patients lose weight, and the researchers found that a change in weight of 1.02 pounds was statistically significant, one might find this questionable because few would say that a change in weight of just over 1 pound would represent a clinically significant difference. Therefore as a consumer of research it is important for you to evaluate the clinical significance as well as the statistical significance of findings.
Some people believe that if findings are not statistically significant, they have no practical value. However, knowing that something does not work is important information to share with the scientific community. Nonsupported hypotheses provide as much information about the intervention as supported hypotheses. Nonsignificant results (sometimes called negative findings) force the researcher to return to the literature and consider alternative explanations for why the intervention did not work as planned.
EVIDENCE-BASED PRACTICE TIP You will study the results to determine whether the new treatment is effective, the size of the effect, and whether the effect is clinically important.
Parametric and nonparametric statistics Tests of significance may be parametric or nonparametric. Parametric statistics have the following attributes:
1. Involve the estimation of at least one population parameter
2. Require measurement on at least an interval scale
3. Involve certain assumptions about the variables being studied
One important assumption is that the variable is normally distributed in the overall population.
In contrast to parametric tests, nonparametric statistics are not based on the estimation of population parameters, so they involve less restrictive assumptions about the underlying distribution.
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Nonparametric tests usually are applied when the variables have been measured on a nominal or ordinal scale, or when the distribution of scores is severely skewed.
HELPFUL HINT Just because a researcher has used nonparametric statistics does not mean that the study is not useful. The use of nonparametric statistics is appropriate when measurements are not made at the interval level or the variable under study is not normally distributed.
There has been some debate about the relative merits of the two types of statistical tests. The moderate position taken by most researchers and statisticians is that nonparametric statistics are best used when data are not at the interval level of measurement, when the sample is small, and data do not approximate a normal distribution. However, most researchers prefer to use parametric statistics whenever possible (as long as data meet the assumptions) because they are more powerful and more flexible than nonparametric statistics.
Tables 16.3 and 16.4 list the commonly used inferential statistics. The test used depends on the level of the measurement of the variables in question and the type of hypothesis being studied. These statistics test two types of hypotheses: that there is a difference between groups (see Table 16.3) or that there is a relationship between two or more variables (see Table 16.4).
TABLE 16.3 Tests of Differences Between Means
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ANOVA, Analysis of variance; ANCOVA, analysis of covariance; MANOVA, multiple analysis of variance.
TABLE 16.4 Tests of Association
EVIDENCE-BASED PRACTICE TIP Try to discern whether the test chosen for analyzing the data was chosen because it gave a significant p value. A statistical test should be chosen on the basis of its appropriateness for the type of data collected, not because it gives the answer that the researcher hoped to obtain.
Tests of difference The type of test used for any particular study depends primarily on whether the researcher is examining differences in one, two, or three or more groups and whether the data to be analyzed are nominal, ordinal, or interval (see Table 16.3). Suppose a researcher
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has conducted an experimental study (see Chapter 9). What the researcher hopes to determine is that the two randomly assigned groups are different after the introduction of the experimental treatment. If the measurements taken are at the interval level, the researcher would use the t test to analyze the data. If the t statistic was found to be high enough as to be unlikely to have occurred by chance, the researcher would reject the null hypothesis and conclude that the two groups were indeed more different than would have been expected on the basis of chance alone. In other words, the researcher would conclude that the experimental treatment had the desired effect.
EVIDENCE-BASED PRACTICE TIP Tests of difference are most commonly used in experimental and quasi-experimental designs that provide Level II and Level III evidence.
The t statistic tests whether two group means are different. Thus this statistic is used when the researcher has two groups, and the question is whether the mean scores on some measure are more different than would be expected by chance. To use this test, the dependent variable (DV) must have been measured at the interval or ratio level, and the two groups must be independent. By independent we mean that nothing in one group helps determine who is in the other group. If the groups are related, as when samples are matched, and the researcher also wants to determine differences between the two groups, a paired or correlated t test would be used. The degrees of freedom (represents the freedom of a score’s value to vary given what is known about the other scores and the sum of scores; often df = N − 1) are reported with the t statistic and the probability value (p). Degrees of freedom is usually abbreviated as df.
The t statistic illustrates one of the major purposes of research in nursing—to demonstrate that there are differences between groups. Groups may be naturally occurring collections, such as gender, or they may be experimentally created, such as the treatment and control groups. Sometimes a researcher has more than two groups, or measurements are taken more than once, and then analysis of variance (ANOVA) is used. ANOVA is similar to the t test. Like the
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t statistic, ANOVA tests whether group means differ, but rather than testing each pair of means separately, ANOVA considers the variation between groups and within groups.
HELPFUL HINT A research report may not always contain the test that was done. You can find this information by looking at the tables. For example, a table with t statistics will contain a column for “t” values, and an ANOVA table will contain “F” values.
Analysis of covariance (ANCOVA) is used to measure differences among group means, but it also uses a statistical technique to equate the groups under study on an important variable. Another expansion of the notion of ANOVA is multiple analysis of variance (MANOVA), which also is used to determine differences in group means, but it is used when there is more than one DV.
Nonparametric statistics When data are at the nominal level and the researcher wants to determine whether groups are different, the researcher uses the chi- square (χ2). Chi-square is a nonparametric statistic used to determine whether the frequency in each category is different from what would be expected by chance. As with the t test and ANOVA, if the calculated chi-square is high enough, the researcher would conclude that the frequencies found would not be expected on the basis of chance alone, and the null hypothesis would be rejected. Although this test is quite robust and can be used in many different situations, it cannot be used to compare frequencies when samples are small and expected frequencies are less than six in each cell. In these instances the Fisher exact probability test is used.
When the data are ranks, or are at the ordinal level, researchers have several other nonparametric tests at their disposal. These include the Kolmogorov-Smirnov test, the sign test, the Wilcoxon matched pairs test, the signed rank test for related groups, the median test, and the Mann-Whitney U test for independent groups. Explanation of these tests is beyond the scope of this chapter; those readers who desire further information should consult a general statistics book.
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HELPFUL HINT Chi-square is the test of difference commonly used for nominal level demographic variables such as gender, marital status, religion, ethnicity, and others.
Tests of relationships Researchers often are interested in exploring the relationship between two or more variables. Such studies use statistics that determine the correlation, or the degree of association, between two or more variables. Tests of the relationships between variables are sometimes considered to be descriptive statistics when they are used to describe the magnitude and direction of a relationship of two variables in a sample and the researcher does not wish to make statements about the larger population. Such statistics also can be inferential when they are used to test hypotheses about the correlations that exist in the target population.
EVIDENCE-BASED PRACTICE TIP You will often note that in the results or findings section of a research study, parametric (e.g., t tests, ANOVA) and nonparametric (e.g., chi-square, Fisher exact probability test) measures will be used to test differences among variables depending on their level of measurement. For example, chi-square may be used to test differences among nominal level demographic variables, t tests will be used to test the hypotheses or research questions about differences between two groups, and ANOVA will be used to test differences among groups when there are multiple comparisons.
Null hypothesis tests of the relationships between variables assume that there is no relationship between the variables. Thus when a researcher rejects this type of null hypothesis, the conclusion is that the variables are in fact related. Suppose a researcher is interested in the relationship between the age of patients and the length of time it takes them to recover from surgery. As with other statistics discussed, the researcher would design a study to collect the appropriate data and then analyze the data using measures of association. In this example, age and length
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of time until recovery would be considered interval-level measurements. The researcher would use a test called the Pearson correlation coefficient, Pearson r, or Pearson product moment correlation coefficient. Once the Pearson r is calculated, the researcher consults the distribution for this test to determine whether the value obtained is likely to have occurred by chance. Again, the research reports both the value of the correlation and its probability of occurring by chance.
Correlation coefficients can range in value from −1.0 to +1.0 and also can be zero. A zero coefficient means that there is no relationship between the variables. A perfect positive correlation is indicated by a +1.0 coefficient, and a perfect negative correlation by a −1.0 coefficient. We can illustrate the meaning of these coefficients by using the example from the previous paragraph. If there were no relationship between the age of the patient and the time required for the patient to recover from surgery, the researcher would find a correlation of zero. However, if the correlation was +1.0, it would mean that the older the patient, the longer the recovery time. A negative coefficient would imply that the younger the patient, the longer the recovery time.
Of course, relationships are rarely perfect. The magnitude of the relationship is indicated by how close the correlation comes to the absolute value of 1. Thus a correlation of −.76 is just as strong as a correlation of +.76, but the direction of the relationship is opposite. In addition, a correlation of.76 is stronger than a correlation of.32. When a researcher tests hypotheses about the relationships between two variables, the test considers whether the magnitude of the correlation is large enough not to have occurred by chance. This is the meaning of the probability value or the p value reported with correlation coefficients. As with other statistical tests of significance, the larger the sample, the greater the likelihood of finding a significant correlation. Therefore researchers also report the df associated with the test performed.
Nominal and ordinal data also can be tested for relationships by nonparametric statistics. When two variables being tested have only two levels (e.g., male/female; yes/no), the phi coefficient can be used to test relationships. When the researcher is interested in the relationship between a nominal variable and an interval variable,
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the point-biserial correlation is used. Spearman rho is used to determine the degree of association between two sets of ranks, as is Kendall’s tau. All of these correlation coefficients may range in value from −1.0 to +1.0.
EVIDENCE-BASED PRACTICE TIP Tests of relationship are usually associated with nonexperimental designs that provide Level IV evidence. Establishing a strong statistically significant relationship between variables often lends support for replicating the study to increase the consistency of the findings and provide a foundation for developing an intervention study.
Advanced statistics Nurse researchers are often interested in health problems that are very complex and require that we analyze many different variables at once using advanced statistical procedures called multivariate statistics. Computer software has made the use of multivariate statistics quite accessible to researchers. When researchers are interested in understanding more about a problem than just the relationship between two variables, they often use a technique called multiple regression, which measures the relationship between one interval-level DV and several independent variables (IVs). Multiple regression is the expansion of correlation to include more than two variables, and it is used when the researcher wants to determine what variables contribute to the explanation of the DV and to what degree. For example, a researcher may be interested in determining what factors help women decide to breastfeed their infants. A number of variables, such as the mother’s age, previous experience with breastfeeding, number of other children, and knowledge of the advantages of breastfeeding, might be measured and analyzed to see whether they separately and together predict the duration of breastfeeding. Such a study would require the use of multiple regression.
Another advanced technique often used in nursing research is factor analysis. There are two types of factor analysis, exploratory and confirmatory factor analysis. Exploratory factor analysis is used to reduce a set of data so that it may be easily described and used. It
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is also used in the early phases of instrument development and theory development. Factor analysis is used to determine whether a scale actually measured the concepts that it is intended to measure. Confirmatory factor analysis resembles structural equation modeling and is used in instrument development to examine construct validity and reliability and to compare factor structures across groups (Plichta & Kelvin, 2012).
Many studies use statistical modeling procedures to answer research questions. Causal modeling is used most often when researchers want to test hypotheses and theoretically derived relationships. Path analysis, structured equation modeling (SEM), and linear structural relations analysis (LISREL) are different types of modeling procedures used in nursing research.
Many other statistical techniques are available for nurse researchers. It is beyond the scope of this chapter to review all statistical analyses available. You should consider having several statistical texts available to you as you sort through the evidence reported in studies that are important to your clinical practice (e.g., Field, 2013; Plichta & Kelvin, 2012).
Appraisal for evidence-based practice descriptive and inferential statistics Nurses are challenged to understand the results of studies that use sophisticated statistical procedures. Understanding the principles that guide statistical analysis is the first step in this process. Statistics are used to describe the samples of studies and to test for hypothesized differences or associations in the sample. Knowing the characteristics of the sample of a study allows you to determine whether the results are potentially useful for your patients. For example, if a study sample was primarily white with a mean age of 42 years (SD 2.5), the findings may not be applicable if your patients are mostly elderly and African American. Cultural, demographic, or clinical factors of an elderly population of a different ethnic group may contribute to different results. Thus understanding the descriptive statistics of a study will assist you in determining the applicability of findings to your practice setting.
Statistics are also used to test hypotheses. Inferential statistics
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used to analyze data and the associated significance level (p values) indicate the likelihood that the association or difference found in a study is due to chance or to a true difference among groups. The closer the p value is to zero, the less likely the association or difference of a study is due to chance. Thus inferential statistics provide an objective way to determine if the results of the study are likely to be a true representation of reality. However, it is still important for you to judge the clinical significance of the findings. Was there a big enough effect (difference between the experimental and control groups) to warrant changing current practice?
CRITICAL APPRAISAL CRITERIA Descriptive and Inferential Statistics
1. Were appropriate descriptive statistics used?
2. What level of measurement was used to measure each of the major variables?
3. Is the sample size large enough to prevent one extreme score from affecting the summary statistics used?
4. What descriptive statistics are reported?
5. Were these descriptive statistics appropriate to the level of measurement for each variable?
6. Are there appropriate summary statistics for each major variable (e.g., demographic variables) and any other relevant data?
7. Does the hypothesis indicate that the researcher is interested in testing for differences between groups or in testing for relationships? What is the level of significance?
8. Does the level of measurement permit the use of parametric statistics?
9. Is the size of the sample large enough to permit the use of parametric statistics?
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10. Has the researcher provided enough information to decide whether the appropriate statistics were used?
11. Are the statistics used appropriate to the hypothesis, the research question, the method, the sample, and the level of measurement?
12. Are the results for each of the research questions or hypotheses presented clearly and appropriately?
13. If tables and graphs are used, do they agree with the text and extend it, or do they merely repeat it?
14. Are the results understandable?
15. Is a distinction made between clinical significance and statistical significance? How is it made?
The systematic review and meta-analysis by Al-Mallah and colleagues (2016; Appendix E) provides an excellent example of how a meta-analysis (the summarization of many studies) can help us understand the mortality and morbidity of patients who are cared for at nurse-led clinics.
EVIDENCE-BASED PRACTICE TIP A basic understanding of statistics will improve your ability to think about the effect of the IV on the DV and related patient outcomes for your patient population and practice setting.
There are a few steps to follow when critiquing the statistics used in studies (see the Critical Appraisal Criteria box). Before a decision can be made as to whether the statistics that were used make sense, it is important to return to the beginning of the research study and review the purpose of the study. Just as the hypotheses or research questions should flow from the purpose of a study, so should the hypotheses or research questions suggest the type of analysis that will follow. The hypotheses or the research questions should indicate the major variables that are expected to be tested and presented in the “Results” section. Both the summary descriptive
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statistics and the results of the inferential testing of each of the variables should be in the “Results” section with appropriate information.
After reviewing the hypotheses or research questions, you should proceed to the “Methods” section. Next, try to determine the level of measurement for each variable. From this information it is possible to determine the measures of central tendency and variability that should be used to summarize the data. For example, you would not expect to see a mean used as a summary statistic for the nominal variable of gender. In all likelihood, gender would be reported as a frequency distribution. However, you would expect to find a mean and SD for a variable that used a questionnaire. The means and SD should be provided for measurements performed at the interval level. The sample size is another aspect of the “Methods” section that is important to review when evaluating the researcher’s use of descriptive statistics. The sample is usually described using descriptive summary statistics. Remember, the larger the sample, the less chance that one outlying score will affect the summary statistics. It is also important to note whether the researchers indicated that they did a power analysis to estimate the sample size needed to conduct the study.
If tables or graphs are used, they should agree with the information presented in the text. Evaluate whether the tables and graphs are clearly labeled. If the researcher presents grouped frequency data, the groups should be logical and mutually exclusive. The size of the interval in grouped data should not obscure the pattern of the data, nor should it create an artificial pattern. Each table and graph should be referred to in the text, but each should add to the text—not merely repeat it.
The following are some simple steps for reading a table:
1. Look at the title of the table and see if it matches the purpose of the table.
2. Review the column headings and assess whether the headings follow logically from the title.
3. Look at the abbreviations used. Are they clear and easy to understand? Are any nonstandard abbreviations explained?
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4. Evaluate whether the statistics contained in the table are appropriate to the level of measurement for each variable.
After evaluating the descriptive statistics, inferential statistics can then be evaluated. The best place to begin appraising the inferential statistical analysis of a research study is with the hypothesis or research question. If the hypothesis or research question indicates that a relationship will be found, you should expect to find tests of correlation. If the study is experimental or quasi-experimental, the hypothesis or research question would indicate that the author is looking for significant differences between the groups studied, and you would expect to find statistical tests of differences between means that test the effect of the intervention. Then as you read the “Methods” section of the paper, again consider what level of measurement the author has used to measure the important variables. If the level of measurement is interval or ratio, the statistics most likely will be parametric statistics. On the other hand, if the variables are measured at the nominal or ordinal level, the statistics used should be nonparametric. Also consider the size of the sample, and remember that samples have to be large enough to permit the assumption of normality. If the sample is quite small (e.g., 5 to 10 subjects), the researcher may have violated the assumptions necessary for inferential statistics to be used. Thus the important question is whether the researcher has provided enough justification to use the statistics presented.
Finally, consider the results as they are presented. There should be enough data presented for each hypothesis or research question studied to determine whether the researcher actually examined each hypothesis or research question. The tables should accurately reflect the procedure performed and be in harmony with the text. For example, the text should not indicate that a test reached statistical significance while the tables indicate that the probability value of the test was above.05. If the researcher has used analyses that are not discussed in this text, you may want to refer to a statistics text to decide whether the analysis was appropriate to the hypothesis or research question and the level of measurement.
There are two other aspects of the data analysis section that you should appraise. The results of the study in the text of the article
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should be clear. In addition, the author should attempt to make a distinction between the clinical and statistical significance of the evidence related to the findings. Some results may be statistically significant, but their clinical importance may be doubtful in terms of applicability for a patient population or clinical setting. If this is so, the author should note it. Alternatively, you may find yourself reading a research study that is elegantly presented, but you come away with a “So what?” feeling. From an evidence-based practice perspective, a significant hypothesis or research question should contribute to improving patient care and clinical outcomes. The important question to ask is “What is the strength and quality of the evidence provided by the findings of this study and their applicability to practice?”
Note that the critical analysis of a research paper’s statistical analysis is not done in a vacuum. It is possible to judge the adequacy of the analysis only in relationship to the other important aspects of the paper: the problem, the hypotheses, the research question, the design, the data collection methods, and the sample. Without consideration of these aspects of the research process, the statistics themselves have very little meaning.
Key points • Descriptive statistics are a means of describing and organizing
data gathered in research.
• The four levels of measurement are nominal, ordinal, interval, and ratio. Each has appropriate descriptive techniques associated with it.
• Measures of central tendency describe the average member of a sample. The mode is the most frequent score, the median is the middle score, and the mean is the arithmetical average of the scores. The mean is the most stable and useful of the measures of central tendency and, combined with the standard deviation, forms the basis for many of the inferential statistics.
• The frequency distribution presents data in tabular or graphic
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form and allows for the calculation or observations of characteristics of the distribution of the data, including skew symmetry, and modality.
• In nonsymmetrical distributions, the degree and direction of the off-center peak are described in terms of positive or negative skew.
• The range reflects differences between high and low scores.
• The SD is the most stable and useful measure of variability. It is derived from the concept of the normal curve. In the normal curve, sample scores and the means of large numbers of samples group themselves around the midpoint in the distribution, with a fixed percentage of the scores falling within given distances of the mean. This tendency of means to approximate the normal curve is called the sampling distribution of the means.
• Inferential statistics are a tool to test hypotheses about populations from sample data.
• Because the sampling distribution of the means follows a normal curve, researchers are able to estimate the probability that a certain sample will have the same properties as the total population of interest. Sampling distributions provide the basis for all inferential statistics.
• Inferential statistics allow researchers to estimate population parameters and to test hypotheses. The use of these statistics allows researchers to make objective decisions about the outcome of the study. Such decisions are based on the rejection or acceptance of the null hypothesis, which states that there is no relationship between the variables.
• If the null hypothesis is accepted, this result indicates that the findings are likely to have occurred by chance. If the null hypothesis is rejected, the researcher accepts the scientific hypothesis that a relationship exists between the variables that is unlikely to have been found by chance.
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• Statistical hypothesis testing is subject to two types of errors: type I and type II.
• A type I error occurs when the researcher rejects a null hypothesis that is actually true.
• A type II error occurs when the researcher accepts a null hypothesis that is actually false.
• The researcher controls the risk of making a type I error by setting the alpha level, or level of significance; however, reducing the risk of a type I error by reducing the level of significance increases the risk of making a type II error.
• The results of statistical tests are reported to be significant or nonsignificant. Statistically significant results are those whose probability of occurring is less than.05 or.01, depending on the level of significance set by the researcher.
• Commonly used parametric and nonparametric statistical tests include those that test for differences between means, such as the t test and ANOVA, and those that test for differences in proportions, such as the chi-square test.
• Tests that examine data for the presence of relationships include the Pearson r, the sign test, the Wilcoxon matched pairs, signed rank test, and multiple regression.
• The most important aspect of critiquing statistical analyses is the relationship of the statistics employed to the problem, design, and method used in the study. Clues to the appropriate statistical test to be used by the researcher should stem from the researcher’s hypotheses. The reader also should determine if all of the hypotheses have been presented in the paper.
• A basic understanding of statistics will improve your ability to think about the level of evidence provided by the study design and findings and their relevance to patient outcomes for your patient population and practice setting.
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Critical thinking challenges • When reading a research study, what is the significance of
applying findings if a nurse researcher made a type I error in statistical inference?
• What is the relationship between the level of measurement a researcher uses and the choice of statistics used? As you read a research study, identify the statistics, level of measurement, and the associated level of evidence provided by the design.
• When reviewing a study you find the sample size provided does not seem adequate. Before you make this final decision, think about how the design type (e.g., pilot study, intervention study), data collection methods, the number of variables, and the sensitivity of the data collection instruments can affect your decision.
• When your team finishes critically appraising a research study, those team members responsible for the critique report that the findings are not statistically significant. Consider how those findings are or are not applicable to your practice.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Al-Mallah M. H., Faraf I., Al-Madani W., et al. The impact of
nurse-led clinics on mortality and morbidity of patients with cardiovascular diseases a systematic review and meta- analysis. Journal of Cardiovascular Nursing 2016;31:89-95 Available at: doi:10.1097/JCN.0000000000000224
2. Field A. Discovering statistics using SPSS. 4th ed. Thousand Oaks, CA: Sage 2013;
3. Hawthorne D. M., Youngblut J. M., Brooten D. Parent spirituality, grief, and mental health at 1-year and 3 months after
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their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;31:73-80 Available at: doi:org/10.1016/j.pedn.2015.07.008
4. Nyamathi A., Salem B. E., Zhang S., et al. Nursing care management, peer coaching, and hepatitis A and B vaccine completion among homeless men recently released on parole. Nursing Research 2015;64:177-189 Available at: doi:10.1097/NNR.0000000000000083
5. Plichta S. B., Kelvin E. Munro’s statistical methods for health care research. 6th ed. Philadelphia, PA: Lippincott Williams & Wilkins 2012;
6. Turner-Sack A. M., Menna R., Setchell S. R., et al. Psychological functioning, post traumatic growth, and coping in parents and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43:48-57 Available at: doi:10.1188/16.ONF.48-56
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CHAPTER 17
Understanding research findings Geri LoBiondo-Wood
Learning outcomes
After reading this chapter, you should be able to do the following:
• Discuss the difference between the “Results” and the “Discussion” sections of a research study. • Determine if findings are objectively discussed. • Describe how tables and figures are used in a research report. • List the criteria of a meaningful table. • Identify the purpose and components of the “Discussion” section. • Discuss the importance of including generalizability and limitations of a study in the report. • Determine the purpose of including recommendations in the study report. • Discuss how the strength, quality, and consistency of evidence provided by the findings are related to a study’s results, limitations, generalizability, and applicability to practice.
KEY TERMS
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confidence interval
findings
generalizability
limitations
recommendations
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The ultimate goal of nursing research is to develop knowledge that advances evidence-based nursing practice and quality patient care. From a clinical application perspective, analysis, interpretation, discussion, and generalizability of the results become highly important pieces of the research study. After the analysis of the data, the researcher puts the final pieces of the jigsaw puzzle together to view the total picture with a critical eye. This process is analogous to evaluation, the last step in the nursing process. You may view these last sections as an easier step for the investigator, but it is here that a most critical and creative process comes to the forefront. In the final sections of the report, after the statistical procedures have been applied, the researcher relates the findings to the research question, hypotheses, theoretical framework, literature, methods, and analyses; reviews the findings for any potential bias; and makes decisions about the application of the findings to future research and practice.
The final sections of published studies are generally titled “Results” and “Discussion.” Other topics, such as conclusions, limitations of findings, recommendations, and implications for future research and nursing practice, may be addressed separately or included in these sections. The presentation format is a function of the author’s and the journal’s stylistic considerations. The function of these final sections is to integrate all aspects of the research process, as well as to discuss, interpret, and identify the limitations, the threats related to bias, and the generalizability relevant to the investigation, thereby furthering evidence-based
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practice. The process that both an investigator and you use to assess the results of a study is depicted in the Critical Thinking Decision Path.
The goal of this chapter is to introduce the purpose and content of the final sections of a research study where data are presented, interpreted, discussed, and generalized.
Findings The findings of a study are the results, conclusions, interpretations, recommendations, and implications for future research and nursing practice, which are addressed by separating the presentation into two major areas. These two areas are the results and the discussion of the results. The “Results” section focuses on the results or statistical findings of a study, and the “Discussion” section focuses on the remaining topics. For both sections, the rule applies—as it does to all other sections of a report—that the content must be presented clearly, concisely, and logically.
EVIDENCE-BASED PRACTICE TIP Evidence-based practice is an active process that requires you to consider how, and if, research findings are applicable to your patient population and practice setting.
Results The “Results” section of a study is the data-bound section of the report and is where the quantitative data or numbers generated by the descriptive and inferential statistical tests are presented. Other headings that may be used for the results section are “Statistical Analyses,” “Data Analysis,” or “Analysis.” The results of the data analysis set the stage for the interpretation or discussion and the limitations sections that follow the results. The “Results” section should reflect analysis of each research question and/or hypothesis tested. The information from each hypothesis or research question should be sequentially presented. The tests used to analyze the data should be identified. If the exact test that was used is not explicitly stated, the values obtained should be noted. The researcher does this by providing the numerical values of the statistics and stating
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the specific test value and probability level achieved (see Chapter 16). Examples ➤ of these statistical results can be found in Table 17.1. The numbers are important, but there is much more to the research process than the numbers. They are one piece of the whole. Chapter 16 conceptually presents the meanings of the numbers found in studies. Whether you only superficially understand statistics or have an in-depth knowledge of statistics, it should be obvious that the results are clearly stated, and the presence or lack of statistically significant results should be noted.
TABLE 17.1 Examples of Reported Statistical Results
Statistical Test Examples of Reported Results Mean m = 118.28 Standard deviation SD = 62.5 Pearson correlation r =.49, P <.01 Analysis of variance F = 3.59, df = 2, 48, P <.05 t test t = 2.65, P <.01 Chi-square χ2 = 2.52, df = 1, P <.05
CRITICAL THINKING DECISION PATH Assessing Study Results
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HELPFUL HINT In the results section of a research report, the descriptive statistics results are generally presented first; then the inferential results of each hypothesis or research question that was tested are presented.
At times the researchers will begin the “Results” or “Data Analysis” section by identifying the name of the statistical software program they used to analyze the data. This is not a statistical test
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but a computer program specifically designed to analyze a variety of statistical tests. Example: ➤ Li and colleagues (2016) state that “SPSS version 22.0 software and Mplus7 were used for the statistical analysis” (see Chapter 16). Information on the statistical tests used is presented after this information.
The researcher will present the data for all of the hypotheses tested or research questions asked (e.g., whether the hypotheses or research questions were accepted, rejected, supported, or partially supported). If the data supported the hypotheses or research questions, you may be tempted to assume that the hypotheses or research questions were proven; however, this is not true. It only means that the hypotheses or research questions were supported. The results suggest that the relationships or differences tested, derived from the theoretical framework, were statistically significant and probably logical for that study’s sample. You may think that if a study’s results are not supported statistically or are only partially supported, the study is irrelevant or possibly should not have been published, but this also is not true. If the data are not supported, you should not expect the researcher to bury the work in a file. It is as important for you, as well as the researcher, to review and understand studies where the hypotheses or research questions are not supported by the study findings. Information obtained from these studies is often as useful as data obtained from studies with supported hypotheses and research questions.
Studies that have findings that do not support one or more hypotheses or research questions can be used to suggest limitations (issues with the study’s validity, bias, or study weaknesses) of particular aspects of a study’s design and procedures. Findings from studies with data that do not support the hypotheses or research questions may suggest that current modes of practice or current theory may not be supported by research evidence and therefore must be reexamined, researched further, and not be used at this time to support practice changes. Data help generate new knowledge and evidence, as well as prevent knowledge stagnation. Generally, the results are interpreted in a separate section of the report. At times, you may find that the “Results” section contains the results and the researcher’s interpretations, which are generally found in the “Discussion” section. Integrating the results with the
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discussion is the author’s or journal editor’s decision. Both sections may be integrated when a study contains several segments that may be viewed as fairly separate subproblems of a major overall problem.
The investigator should also demonstrate objectivity in the presentation of the results. The investigators would be accused of lacking objectivity if they state the results in the following manner: “The results were not surprising as we found that the mean scores were significantly different in the comparison group, as we expected.” Opinions or reactionary statements about the data are therefore avoided in the “Results” section. Box 17.1 provides examples of objectively stated results. As you appraise a study, you should consider the following points when reading the “Results” section:
• Investigators responded objectively to the results in the discussion of the findings.
• Investigators interpreted the evidence provided by the results, with a careful reflection on all aspects of the study that preceded the results. Data presented are summarized. Much data are generated, but only the critical summary numbers for each test are presented. Examples of summarized demographic data are the means and standard deviations of age, education, and income. Including all data is too cumbersome. The results should be viewed as a summary.
• Reduction of data is provided in the text and through the use of tables and figures. Tables and figures facilitate the presentation of large amounts of data.
• Results for the descriptive and inferential statistics for each hypothesis or research question are presented. No data are omitted, even if they are not significant. Untoward events during the course of the study should be reported.
BOX 17.1 Examples of Results Section
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• “Parents’ psychological distress was positively associated with age (r = 0.53, P < 0.01) and avoidant coping (e.g., denial, disengagement) (r = 0.53, P < 0.01)” (Turner-Sack et al., 2016).
• “Bereaved fathers’ greater use of spiritual activities was significantly related to lower symptoms of grief (despair, detachment and disorganization at T1 and T2 [Table 2])” (Hawthorne et al., 2012).
In their study, Hawthorne and colleagues (2016) developed tables to present the results visually. Table 17.2 provides a portion of the descriptive results about the subjects’ demographics. Table 17.3 provides the correlations among the study’s variables. Tables allow researchers to provide a more visually thorough explanation and discussion of the results. If tables and figures are used, they must be concise. Although the article’s text is the major mode of communicating the results, the tables and figures serve a supplementary but independent role. The role of tables and figures is to report results with some detail that the investigator does not explore in the text. This does not mean that tables and figures should not be mentioned in the text. The amount of detail that an author uses in the text to describe the specific tabled data varies according to the needs of the author. A good table is one that meets the following criteria:
• Supplements and economizes the text
• Has precise titles and headings
• Does not repeat the text
TABLE 17.2 Description of the Sample
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From Hawthorne, D. M., Youngblut, J. M., & Brooten, D. (2016). Parent spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing, 31, 73–80.
TABLE 17.3 Correlations of Parents’ Use of Spiritual and Religious Activities With Grief, Mental Health, and Personal Growth at 1 (T1) and 3 (T2) Months Post-Death
*P <.05. **P <.01. From Hawthorne, D. M., Youngblut, J. M., & Brooten, D. (2016). Parent spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing, 31, 73–80.
Tables are found in each of the studies in the appendices. Each of these tables helps to economize and supplement the text clearly, with precise data that help you to visualize the variables quickly
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and to assess the results.
EVIDENCE-BASED PRACTICE TIP As you reflect on the results of a study, think about how the results fit with previous research on the topic and the strength and quality of available evidence on which to base clinical practice decisions.
Discussion In this section, the investigator interprets and discusses the study’s results. The researcher makes the data come alive and gives meaning to and provides interpretations for the numbers in quantitative studies or the concepts in qualitative studies. This discussion section contains a discussion of the findings, the study’s limitations, and recommendations for practice and future research. At times these topics are separated as stand-alone sections of the research report, or they may be integrated under the title of “Discussion.” You may ask where the investigator extracted the meaning that is applied in this section. If the researcher does the job properly, you will find a return to the beginning of the study. The researcher returns to the earlier points in the study where the purpose, objective, and research question and/or a hypothesis was identified, and independent and dependent variables were linked on the basis of a theoretical framework and literature review (see Chapters 3 and 4). It is in this section that the researcher discusses
• Both the supported and nonsupported data
• Limitations or weaknesses (threats to internal or external validity) of a study in light of the design, sample, instruments, data collection procedures, and fidelity
• How the theoretical framework was supported or not supported
• How the data may suggest additional or previously unrealized findings
• Strength and quality of the evidence provided by the study and its findings interpreted in relation to its applicability to practice and future research
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Even if the data are supported, this is not the final word. Statistical significance is not the endpoint of a researcher’s thinking; statistically significant but low P values may not be indicative of research breakthroughs. It is important to think beyond statistical significance to clinical significance. This means that statistical significance in a study does not always indicate that the results of a study are clinically significant. A key step in the process of evaluation is the ability to critically analyze beyond the test of significance by assessing a research study’s applicability to practice. Chapters 19 through 21 review the methods used to analyze the usefulness and applicability of research findings. Within nursing and health care literature, discussion of clinical significance, evidence-based practice, and quality improvement are focal points (Titler, 2012). As indicated throughout this text, many important pieces in the research puzzle must fit together for a study to be evaluated as a well-done study. The evidence generated by the findings of a study is appraised in order to validate current practice or support the need for a change in practice. Results of unsupported hypotheses or research questions do not require the investigator to go on a fault-finding tour of each piece of the study—this can become an overdone process. All research studies have weaknesses as well as strengths. The final discussion is an attempt to identify the strengths as well as the weaknesses or bias of the study.
HELPFUL HINT A well-written “Results” section is systematic, logical, concise, and drawn from all of the analyzed data. The writing in the “Results” section should allow the data to reflect the testing of the research questions and hypotheses. The length of this section depends on the scope and breadth of the analysis.
Researchers and appraisers should accept statistical significance with prudence. Statistically significant findings are not the sole means of establishing a study’s merit. Remember that accepting statistical significance means accepting that the sample mean is the same as the population mean. Statistical significance is a measure of assessment that, if true, does not automatically support the merit to a study and, if untrue, does not necessarily negate the value of a study (see Chapter 12). Another method to assess the merit of a
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study and determine whether the findings from one study can be generalized is to calculate a confidence interval. A confidence interval quantifies the uncertainty of a statistic or the probable value range within which a population parameter is expected to lie (see Chapter 19). The process used to calculate a confidence interval is beyond the scope of this text, but references are provided for further explanation (Altman, 2005; Altman et al., 2005; Kline, 2004). Other aspects, such as the sample, instruments, data collection methods, and fidelity, must also be considered.
Whether the results are or are not statistically supported, in this section, the researcher returns to the conceptual/theoretical framework and analyzes each step of the research process to accomplish a discussion of the following issues:
• Suggest what the possible or actual problems are in the study.
• Whether findings are supported or not supported, the researcher is obliged to review the study’s processes.
• Was the theoretical thinking correct? (See Chapters 3 and 4.)
• Was the correct design chosen? (See Chapters 9 and 10.)
• In terms of sampling methods (see Chapter 12), was the sample size adequate? Were the inclusion and exclusion criteria delineated well?
• Did any bias arise during the course of the study; that is, threats to internal and external validity? (See Chapter 8.)
• Was data collection consistent, and did it exhibit fidelity? (See Chapter 14.)
• Were the instruments sensitive to what was being tested? Were they reliable and valid? (See Chapters 14 and 15.)
• Were the analysis choices appropriate? (See Chapter 16.)
The purpose of this section is not to show humility or one’s technical competence but rather to enable you to judge the validity
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of the interpretations drawn from the data and the general worth of the study. It is in this section of the report that the researcher ties together all the loose ends of the study and returns to the beginning to assess if the findings support, extend, or counter the theoretical framework of the study. It is from this point that you can begin to think about clinical relevance, the need for replication, or the germination of an idea for further research. The researcher also includes generalizability and recommendations for future research, as well as a summary or a conclusion.
Generalizations (generalizability) are inferences that the data are representative of similar phenomena in a population beyond the study’s sample. Rarely, if ever, can one study be a recommendation for action. Beware of research studies that may overgeneralize. Generalizations that draw conclusions and make inferences for a specific group within a particular situation and at a particular time are appropriate. An example ➤ of such a limitation is drawn from the study conducted by Hawthorne and colleagues (2016; Appendix B). The researchers appropriately noted the following:
There are several additional limitations of the study. At 1 and 3 months post-death, parents were in early stages of grieving. Thus, these findings may not be applicable to parents who are later in the grieving process.
This type of statement is important for consumers of research. It helps to guide our thinking in terms of a study’s clinical relevance and also suggests areas for research. One study does not provide all of the answers, nor should it. In fact, the risk versus the benefit of the potential change in practice must be considered in terms of the strength and quality of the evidence (see Chapter 19). The greater the risk involved in making a change in practice, the stronger the evidence needs to be to justify the merit of implementing a practice change. The final steps of evaluation are critical links to the refinement of practice and the generation of future research. Evaluation of research, like evaluation of the nursing process, is not the last link in the chain but a connection between the strength of the evidence that may serve to improve patient care and inform
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clinical decision making and support an evidence-based practice.
HIGHLIGHT Your team should remember the saying that a good study is one that raises more questions than it answers. So your team should not view a researcher’s review of a study’s limitations and recommendations for future research as evidence of the researcher’s lack of research skills. Rather, it reflects the next steps in building a strong body of evidence.
The final element that the investigator integrates into the “Discussion” is the recommendations. The recommendations are the investigator’s suggestions for the study’s application to practice, theory, and further research. This requires the investigator to reflect on the following questions:
• What contribution does this study make to clinical practice?
• What are the strengths, quality, and consistency of the evidence provided by the findings?
• Does the evidence provided in the findings validate current practice or support the need for change in practice?
Box 17.2 provides examples ➤ of recommendations for future research and implications for nursing practice. This evaluation places the study into the realm of what is known and what needs to be known before being used. Nursing knowledge and evidence- based practice have grown tremendously over the last century through the efforts of many nurse researchers and scholars. BOX 17.2 Examples of Research Recommendations and Practice Implications Research recommendations
• “The findings support the need to continue examining the effects of childhood and adolescent cancer on the entire family. Additional studies would benefit from having all members of
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each family participate to obtain a true family systems perspective on the impact of childhood and adolescent cancer” (Turner-Sack et al., 2016).
• “Further research is needed to determine if any changes, whether negative or positive, occurred in parents’ use of religious and spiritual activities to cope and the effect on their grief response, mental health and personal growth in the later stages of bereavement” (Hawthorne et al., 2016).
Practice implications
• “The results from this longitudinal study with a racially and ethnically diverse sample provide evidence for healthcare professionals about the importance of spiritual coping activities for bereaved mothers and fathers” (Hawthorne et al., 2016).
• “Healthcare providers have contact not only with their patients, but also with their patients’ family members. These findings demonstrate the need to be aware of the potential impact of cancer on all family members” (Turner-Sack et al., 2016).
Appraisal for evidence-based practice research findings The “Results” and the “Discussion” sections are the researcher’s opportunity to examine the logic of the hypothesis (or hypotheses) or research question(s) posed, the theoretical framework, the methods, and the analysis (see the critical appraisal criteria box). This final section requires as much logic, conciseness, and specificity as employed in the preceding steps of the research process. You should be able to identify statements of the type of analysis that was used and whether the data statistically supported the hypothesis or research question. These statements should be straightforward and should not reflect bias (see Tables 17.2 and 17.3). Auxiliary data or serendipitous findings also may be presented. If such auxiliary findings are presented, they should be as dispassionately presented as the hypothesis and research
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question data.
CRITICAL APPRAISAL CRITERIA Research Findings
1. Are the results of each of the hypotheses presented?
2. Is the information regarding the results concisely and sequentially presented?
3. Are the tests that were used to analyze the data presented?
4. Are the results presented objectively?
5. If tables or figures are used, do they meet the following standards?
a. They supplement and economize the text.
b. They have precise titles and headings.
c. They are not repetitious of the text.
6. Are the results interpreted in light of the hypotheses, research questions, and theoretical framework, and all of the other steps that preceded the results?
7. If the hypotheses or research questions are supported, does the investigator provide a discussion of how the theoretical framework was supported?
8. How does the investigator attempt to identify the study’s weaknesses (i.e., threats to internal and external validity) and strengths, as well as suggest possible solutions for the research area?
9. Does the researcher discuss the study’s clinical relevance?
10. Are any generalizations made, and if so, are they within the
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scope of the findings or beyond the findings?
11. Are any recommendations for future research stated or implied?
12. What is the study’s strength of evidence?
The statistical test(s) used should also be noted. The numerical value of the obtained data should also be presented (see Tables 17.1 to 17.3). The presentation of the tests, the numerical values found, and the statements of support or nonsupport should be clear, concise, and systematically reported. For illustrative purposes that facilitate readability, the researchers should present extensive findings in tables. If the findings were not supported, you should— as the researcher did—attempt to identify, without finding fault, possible methodological problems (e.g., sample too small to detect a treatment effect).
From a consumer perspective, the “Discussion” section at the end of a research article is very important for determining the potential application to practice. The “Discussion” section should interpret the study’s data for future research and implications for practice, including its strength, quality, gaps, limitations, and conclusions of the study. Statements reflecting the underlying theory are necessary, whether or not the hypotheses were supported. Included in this discussion are the limitations for practice. This discussion should reflect each step of the research process and potential threats to internal validity or bias and external validity or generalizability.
This last presentation can help you begin to rethink clinical practice, provoke discussion in clinical settings (see Chapters 19 and 20), and find similar studies that may support or refute the phenomena being studied to more fully understand the problem.
One study alone does not lead to a practice change. Evidence- based practice and quality improvement require you to critically read and understand each study—that is, the quality of the study, the strength of the evidence generated by the findings and its consistency with other studies in the area, and the number of studies that were conducted in the area. This assessment along with the active use of clinical judgment and patient preference leads to evidence-based practice.
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Key points • The analysis of the findings is the final step of a study. It is in this
section that the results will be presented in a straightforward manner.
• All results should be reported whether or not they support the hypothesis. Tables and figures may be used to illustrate and condense data for presentation.
• Once the results are reported, the researcher interprets the results. In this presentation, usually titled “Discussion,” readers should be able to identify the key topics being discussed. The key topics, which include an interpretation of the results, are the limitations, generalizations, implications, and recommendations for future research.
• The researcher draws together the theoretical framework and makes interpretations based on the findings and theory in the section on the interpretation of the results. Both statistically supported and unsupported results should be interpreted. If the results are not supported, the researcher should discuss the results, reflecting on the theory as well as possible problems with the methods, procedures, design, and analysis.
• The researcher should present the limitations or weaknesses of the study. This presentation is important because it affects the study’s generalizability. The generalizations or inferences about similar findings in other samples also are presented in light of the findings.
• Be alert for sweeping claims or overgeneralizations. An overextension of the data can alert the consumer to possible researcher bias.
• The recommendations provide the consumer with suggestions regarding the study’s application to practice, theory, and future research. These recommendations provide a final perspective on the utility of the investigation.
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• The strength, quality, and consistency of the evidence provided by the findings are related to the study’s limitations, generalizability, and applicability to practice.
Critical thinking challenges • Do you agree or disagree with the statement that “a good study is
one that raises more questions than it answers”? Support your perspective with examples.
• As the number of resources such as the Cochrane Library, meta- analysis, systematic reviews, and evidence-based reports in journals grow, why is it necessary to be able to critically read and appraise the studies within the reports yourself? Justify your answer.
• Engage your interprofessional team in a debate to defend or refute the following statement. “All results should be reported and interpreted whether or not they support the research question or hypothesis.” If all findings are not reported, how would this affect the applicability of findings to your patient population and practice setting?
• How does a clear understanding of a study’s discussion of the findings and implications for practice help you rethink your practice?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Altman D. G. Why we need confidence intervals. World Journal
of Surgery 2005;29:554-556. 2. Altman D. G, Machin D., Bryant T., Gardener S. Statistics
with confidence confidence intervals and statistical guidelines. 2nd ed. London, UK: BMJ Books 2005;
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3. Hawthorne D. M, Youngblut J. M, Brooten D. Parent spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;31:73-80.
4. Kline R. B. Beyond significance testing reforming data analysis methods in behavioral research. 1st ed. Washington, DC: American Psychological Association 2004;
5. Li J., Zhuang H., Luo Y., Zhang R. Perceived transcultural self-efficacy of nurses in general hospitals in Guangzhiou, China. Nursing Research 2016;65(5):371-379.
6. Titler M. G. Nursing science and evidence-based practice. Western Journal of Nursing Research 2012;33(3):291-295.
7. Turner-Sack A. M, Menna R., Setchell S. R, et al. Psychological functioning, post traumatic growth, and coping in parent and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43(1):48-56.
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CHAPTER 18
Appraising quantitative research Deborah J. Jones
Learning outcomes
After reading this chapter, you should be able to do the following:
• Identify the purpose of the critical appraisal process. • Describe the criteria for each step of the critical appraisal process. • Describe the strengths and weaknesses of a research report. • Assess the strength, quality, and consistency of evidence provided by a quantitative research report. • Discuss applicability of the findings of a research report for evidence-based nursing practice. • Conduct a critique of a research report.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The critical appraisal and interpretation of the findings of a research article is an acquired skill that is important for nurses to master as they learn to determine the usefulness of the published literature. As we strive to make recommendations to change or
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support nursing practice, it is important for you to be able to assess the strengths and weaknesses of a research report.
Critical appraisal is an evaluation of the strength and quality, as well as the weaknesses, of the study, not a “criticism” of the work, per se. It provides a structure for reviewing and evaluating the sections of a research study. This chapter presents critiques of two quantitative studies, a randomized controlled trial (RCT) and a descriptive study, according to the critical appraisal criteria shown in Table 18.1. These studies provide Level II and Level IV evidence.
TABLE 18.1 Summary of Major Content Sections of a Research Report and Related Critical Appraisal Guidelines
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As reinforced throughout each chapter of this book, it is not only important to conduct and read research, but to actively use research findings to inform evidence-based practice. As nurse researchers increase the depth (quality) and breadth (quantity) of studies, the data to support evidence-informed decision making regarding applicability of clinical interventions that contribute to quality outcomes are more readily available. This chapter presents critiques of two studies, each of which tests research questions reflecting different quantitative designs. Criteria used to help you in judging the relative merit of a research study are found in previous chapters. An abbreviated set of critical appraisal questions presented in Table 18.1 summarize detailed criteria found at the end of each chapter and are used as a critical appraisal guide for the two sample research critiques in this chapter. These critiques are included to illustrate the critical appraisal process and the potential applicability of research findings to clinical practice, thereby enhancing the evidence base for nursing practice.
For clarification, you are encouraged to return to earlier chapters for the detailed presentation of each step of the research process, key terms, and the critical appraisal criteria associated with each step of the research process. The criteria and examples in this chapter apply to quantitative studies using experimental and nonexperimental designs.
Stylistic considerations When you are reading research, it is important to consider the type
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of journal in which the article is published. Some journals publish articles regarding the conduct, methodology, or results of research studies (e.g., Nursing Research). Other journals (e.g., Journal of Obstetric, Gynecologic, and Neonatal Research) publish clinical, educational, and research articles. The author decides where to submit the manuscript based on the focus of the particular journal. Guidelines for publication, also known as “Information for Authors,” are journal-specific and provide information regarding style, citations, and formatting. Typically research articles include the following:
• Abstract
• Introduction
• Background and significance
• Literature review (sometimes includes theoretical framework)
• Methodology
• Results
• Discussion
• Conclusions
Critical appraisal is the process of identifying the methodological flaws or omissions that may lead the reader to question the outcome(s) of the study or, conversely, to document the strengths and limitations. It is a process for objectively judging that the study is sound and provides consistent, quality evidence that supports applicability to practice. Such judgments are the hallmark of promoting a sound evidence base for quality nursing practice.
Critique of a quantitative research study
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The research study The study “Telephone Assessment and Skill-Building Kit for Stroke Caregivers: A Randomized Controlled Clinical Trial,” by Tamilyn Bakas and colleagues, published in Stroke, is critiqued. The article is presented in its entirety and followed by the critique.
Telephone assessment and skill-building kit for stroke caregivers
A randomized controlled clinical trial Tamilyn Bakas, PhD, RN; Joan K. Austin, PhD, RN; Barbara Habermann, PhD, RN;
Nenette M. Jessup, MPH, CCRP; Susan M. McLennon, PhD, RN; Pamela H. Mitchell, PhD, RN; Gwendolyn Morrison, PhD; Ziyi
Yang, MS; Timothy E. Stump, MA; Michael T. Weaver, PhD, RN
Background and Purpose—There are few evidence-based programs for stroke family caregivers postdischarge. The purpose of this study was to evaluate efficacy of the Telephone Assessment and Skill-Building Kit (TASK II), a nurse-led intervention enabling caregivers to build skills based on assessment of their own needs.
Methods—A total of 254 stroke caregivers (primarily female TASK II/information, support, and referral 78.0%/78.6%; white 70.7%/72.1%; about half spouses 48.4%/46.6%) were randomized to the TASK II intervention (n=123) or to an information, support, and referral group (n=131). Both groups received 8 weekly telephone sessions, with a booster at 12 weeks. General linear models with repeated measures tested efficacy, controlling for patient hospital days and call minutes. Prespecified 8-week primary outcomes were depressive symptoms (with Patient Health Questionnaire Depressive Symptom Scale PHQ-9 ≥5), life changes, and unhealthy days.
Results—Among caregivers with baseline PHQ-9 ≥5, those randomized to the TASK II intervention had a greater reduction in depressive symptoms from baseline to 8, 24, and 52 weeks and
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greater improvement in life changes from baseline to 12 weeks compared with the information, support, and referral group (P<0.05); but not found for the total sample. Although not sustained at 12, 24, or 52 weeks, caregivers randomized to the TASK II intervention had a relatively greater reduction in unhealthy days from baseline to 8 weeks (P<0.05).
Conclusions—The TASK II intervention reduced depressive symptoms and improved life changes for caregivers with mild to severe depressive symptoms. The TASK II intervention reduced unhealthy days for the total sample, although not sustained over the long term.
Clinical Trial Registration—URL: https://www.clinicaltrials.gov. Unique identifier: NCT01275495.
Despite decline in stroke mortality in past decades, stroke remains a leading cause of disability, with ≈45% of stroke survivors being discharged home, 24% to inpatient rehabilitation facilities, and 31% to skilled nursing facilities.1 Most stroke survivors eventually return home, although many family members are unprepared for the caregiving role and have many unmet needs during the early discharge period.2-4 Despite this, caregivers commonly receive little attention from healthcare providers.5,6
Caregiver depressive symptoms, negative life changes, and unhealthy days (UD) often result from unmet caregiver needs. Many caregivers (30%-52%) have depression,7-10 with a study reporting higher rates in the caregivers than in the stroke survivors.7 Studies show that family caregivers are at risk for negative life changes, psychosocial impairments, poor health, and even mortality as a result of providing care.8,9,11-13 Furthermore, the caregiver’s emotional well-being can influence the stroke survivor’s depressive symptoms.14-16 In addition, the caregiver’s depressive symptoms can affect the stroke survivor’s recovery,15 communication, social participation, and mood.16 Finally, caregiver stress is a leading cause of institutionalization for stroke survivors and other older adults.9,17,18
Recommendations for stroke family caregiver education and support include: (1) assessment of caregiver needs and concerns, (2)
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counseling focused on problem solving and social support, (3) information on stroke-related care, and (4) attention to caregivers’ emotional and physical health.19 Scientific statements and practice guidelines on stroke family caregiving recommend individualized caregiver interventions that combine skill building (eg, problem solving, stress management, and goal setting) with psychoeducational strategies to improve caregiver outcomes.20-23 There are few evidence-based, easy-to-deliver programs for family caregivers of stroke survivors postdischarge that incorporate these recommendations. The revised Telephone Assessment and Skill- Building Kit (TASK II) clinical trial addressed these recommendations by offering a comprehensive, multicomponent program that enables caregivers to assess their needs, build skills in providing care, deal with personal responses to caregiving, and incorporate skill-building strategies into their daily lives.
Methods
Design A prospective randomized controlled clinical trial design, with outcome data collectors blinded to treatment assignment, was used to evaluate the efficacy of the revised TASK II relative to an information, support, and referral (ISR) comparison group. Both the groups received written materials, 8 weekly calls from a nurse, and a booster session 1 month later. The study was approved by the Indiana University Office of Research Compliance Human Subjects Office (Institutional Review Board) for protection of human subjects and by each facility where recruitment occurred. Recruitment occurred May 1, 2011 through October 7, 2013. Enrolled subjects gave informed consent.
The primary aim was to examine the short-term (immediately postintervention at 8 weeks) and long-term, sustained (12, 24, and 52 weeks) efficacy of the TASK II intervention relative to the ISR comparison group for improving caregivers’ depressive symptoms, caregiving-related life changes, and UD. For depressive symptoms, primary analyses were performed for the subgroup with mild to severe depressive symptoms at baseline; secondary analyses for depressive symptoms used the entire cohort. Selected covariates
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were included in the analyses to adjust for group differences in potential confounders.
Participants A total of 254 stroke family caregivers were randomized either to the TASK II group (n=123) or to the ISR comparison group (n=131). Family caregivers were recruited from 2 rehabilitation hospitals and 6 acute care hospitals in the Midwest. Participants were screened within 8 weeks after the survivor was discharged home. Caregivers were included if the following criteria were met: was the primary caregiver (unpaid family member or significant other), 21 or more years of age, fluent in the English language, had access to a telephone, had no difficulties hearing or talking on the telephone, planned to be providing care for ≥1 year, and were willing to participate in 9 calls from a nurse, and 5 data collection interviews. Caregivers were excluded if: the patient had not had a stroke, did not need help from the caregiver, or was going to reside in a nursing home or long-term care facility; the caregiver scored <16 on the Oberst Caregiving Burden Scale Task Difficulty Subscale24 or <4 on a 6-item cognitive impairment screener.25 In addition, caregivers and stroke survivors were excluded if either was pregnant; a prisoner or on house arrest; had a terminal illness (eg, cancer, end- of-life condition, and renal failure requiring dialysis); had a history of Alzheimer, dementia, or severe mental illness (eg, suicidal tendencies, severe untreated depression or manic depressive disorder, and schizophrenia); or had been hospitalized for alcohol or drug abuse.
Study protocol
Study instruments The Patient Health Questionnaire Depressive Symptom Scale (PHQ-9), measuring 9 depressive indicators from the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), has been widely used in clinical and research settings.26 Depressive symptom severity are categorized as: no depressive symptoms (0−4), mild (5−9), moderate (10−14), moderately severe (15−19), or severe (20−27).26 Evidence of internal consistency reliability has been
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documented in primary care26 and with stroke caregivers.11,12 The Cronbach α for the PHQ-9 for this study was 0.82.
The 15-item Bakas Caregiving Outcomes Scale (BCOS) was used to measure life changes (ie, changes in social functioning, subjective well-being, and physical health), specifically as a result of providing care.11 Content, construct, and criterion-related validity have been documented, as well as internal consistency reliability in stroke caregivers.11 Cronbach α for the BCOS for this study was 0.87.
UD were measured by summing 2 items asking caregivers to estimate the number of days in the past 30 days that their own physical or mental health had not been good, with a cap of 30 days.27 The UD measure has been used to track population health status as part of the Behavioral Risk Factor Surveillance System used across states and communities in support of Healthy People 2010.27 Strong evidence of construct, concurrent, and predictive validity has been documented, as well as reliability and responsiveness.27
Caregiver and survivor characteristics were measured using a demographic form, along with the Chronic Conditions Index,28 Cognitive Status Scale,29 and the Stroke-Specific Quality of Life Proxy (SS SSQOL proxy)30; all instruments have acceptable psychometric properties and have been used in the context of stroke.
Task II intervention arm Stroke caregivers randomized to the TASK II intervention group received the TASK II Resource Guide and a pamphlet from the American Heart Association entitled Caring for Stroke Survivors.31 The TASK II Resource guide included the caregiver needs and concerns checklist2 addressing 5 areas of needs: (1) finding information about stroke, (2) managing the survivor’s emotions and behaviors, (3) providing physical care; (4) providing instrumental care, and (5) dealing with personal responses to providing care, along with corresponding tip sheets addressing each of the items on the caregiver needs and concerns checklist.32 Five skill-building tip sheets were included that respectively addressed strengthening existing skills, screening for depressive symptoms, maintaining
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realistic expectations, communicating with healthcare providers, and problem solving, as well as a stress management workbook for the caregiver and stroke survivor.32 The TASK II intervention added the use of the BCOS at the fifth call for caregivers to further assess their life changes and to select corresponding tip sheets.33 Calls to caregivers in the TASK II group focused on training caregivers how to identify and prioritize their needs and concerns, find corresponding tip sheets, and address their priority needs and concerns using innovative skill-building strategies.
ISR comparison arm Stroke caregivers randomized to the ISR group received only the American Heart Association pamphlet.31 Calls to caregivers in the ISR group focused on providing support through the use of active listening strategies.32,33 Both the groups received 8 weekly calls from a nurse with a booster call at 12 weeks. Caregivers in both the groups were encouraged to seek additional information from the American Stroke Association or from their healthcare providers.
Treatment fidelity and training The treatment fidelity checklist34 addressing design, training, delivery, receipt, and enactment was used to maintain and track treatment fidelity for both the TASK II intervention and ISR procedures.35 Training included the use of detailed training manuals and podcasts, training booster sessions, self-evaluation of audio recordings, evaluation by supervisors, quality checklists, and frequent team meetings.35 Protocol adherence was excellent at 80% for the TASK II and 92% for the ISR.35 Focus groups with nurses yielded further evidence for treatment fidelity.35
Study timetable and assessments Baseline data collection occurred within 8 weeks after the stroke survivor was discharged home because the early discharge period is a time when caregivers need the most information and skills related to providing care.2,3,6,36,37 Follow-up data were collected at 8 weeks (immediately postintervention), with longer term follow-up data collected at 12 weeks (after the booster session) and at 24 and 52 weeks to explore sustainability of the intervention. Enrollment
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occurred from January 21, 2011 to July 10, 2013, with follow-up data collection at 52 weeks completed on July 9, 2014.
Randomization and masking After baseline, caregivers were assigned to groups using a block randomized approach with stratification by recruitment site, type of relationship (spouse versus adult child/other), and baseline depressive symptoms (PHQ-9 <5 no depressive symptoms; PHQ-9 ≥5 mild to severe depressive symptoms). Random allocation sequence was generated using SAS PROC PLAN38 to create the randomized blocks within strata to obtain, as closely as possible, similar numbers and composition (balance) between the groups, and facilitate maintenance of blinding of data collectors. After baseline data collection, the project manager informed the biostatistician of the caregiver’s recruitment site, type of relationship, and depressive symptoms (PHQ-9 score). The biostatistician then notified the project manager of the group assignment, who mailed the appropriate materials to the caregiver and assigned a nurse. Separate nurses were used for TASK II and ISR groups to prevent treatment diffusion. Data collectors were blinded to the caregiver’s randomization status at subsequent data collection points. Separate team meetings were held with outcome data collectors to maintain blinding.
Sample size and statistical analysis The participant flow diagram is provided in Figure 1. Of the 2742 stroke caregivers assessed for eligibility, 254 were randomized to the TASK II intervention (n=123) or to the ISR comparison group (n=131). The refusal rate was minimal at 17.1%; 29.8% caregivers were unable to contact; and 43.8% were ineligible, primarily because the survivor did not need help from a family caregiver, or the survivor was residing in a nursing home or long-term care facility. Attrition rates ranged from 8.1% at 8 weeks to 32.5% at 52 weeks for the TASK II group and 8.4% at 8 weeks to 29.0% at 52 weeks for the ISR group. The sample size was determined based on pilot data anticipating a 10% attrition rate for the 8-week time point for the primary outcomes, using power estimates. Given the full sample of 100 subjects per group, a 0.20 effect size provided a
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power of 0.81 to detect the treatment by time interactions. Given the 10% attrition rate, a sample of 220 caregivers would be needed. To complete those being assessed for eligibility, enrollment exceeded the projected 220 caregivers by an additional 34 caregivers (total, 254 caregivers). On the basis of pilot data of 38% screening positive for depressive symptoms (PHQ-9 ≥5), it was estimated that there would be a total of 76 caregivers (38 per group), which would provide a power of 0.81 to detect an effect size of 0.33 for the treatment by time interaction using a 5% type I error rate. The sample consisted of a total of 111 caregivers (49 TASK II and 62 ISR) who screened positive for depressive symptoms.
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FIG 1 Participant flow diagram. ISR indicates information, support, and referral; and TASK, Telephone Assessment and Skill-Building Kit.
Study data were collected and managed using REDCap electronic data capture tools hosted at Indiana University.39 All analyses were conducted using SAS version 9.4.38 Baseline equivalence in demographic characteristics and outcome measures between TASK II and ISR groups was tested using independent samples t (continuous variables) or χ2 (categorical variables). Variables with significant differences between the 2 groups were selected as covariates. Using an intent-to-treat approach, dependent variables
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consisting of change relative to baseline value for depressive symptoms, life changes, and UD were entered into general linear models.40 These models incorporated covariates and took into account the correlation among repeated measures on the same individual.41
Results Caregivers in TASK II and ISR groups were similar across all demographic characteristics (Table 1). Caregivers were primarily female (78.0%, TASK II; 78.6% ISR), about half spouses (48.4%, TASK II; 46.6%, ISR), predominantly white (70.7%, TASK II; 72.1%, ISR), and ranged in age from 22 to 87 years. Stroke survivors were similar across demographic characteristics, except that survivors whose caregivers were in the ISR group had spent relatively more days in the hospital (TASK II mean [SD]=17.8 [15.7]; ISR mean [SD]=23.1 [23.4]; P=0.037; Table 2). Although stroke severity was not directly measured, caregiver perceptions of the survivor’s functioning as measured by the SSQOL Proxy30 were similar for both the groups (Table 2). As expected, the number of minutes across all calls with the nurse (ie, intervention dosage) differed between groups and was used as a covariate in the models (TASK II mean [SD]=215.2 [100.8]; ISR mean [SD]=128.1 [85.8], t=−7.38; P<0.001).35 Primary outcome means were similar between caregivers in the 2 groups at baseline (Table 3).
TABLE 1 Caregiver Characteristics With Group Equivalence
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Independent samples t test (continuous variables) and χ2 (categorical variables) were used to test equivalence. CG indicates caregiver; ISR, information, support, and referral; and TASK, Telephone Assessment and Skill-Building Kit.
TABLE 2 Survivor Characteristics With Group Equivalence
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*P<0.05. Independent samples t test (continuous variables) and χ2 (categorical variables) were used to test equivalence. ISR indicates information, support, and referral; SS, Status Scale; SSQOL, stroke-specific quality of life; and TASK, Telephone Assessment and Skill-Building Kit.
TABLE 3 Primary Outcomes at Baseline With Group Equivalence
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Independent samples t test (continuous variables) was used to test equivalence. BCOS indicates Bakas Caregiving Outcomes Scale; CG, caregiver; ISR, information, support, and referral; PHQ, patient health questionnaire; and TASK, Telephone Assessment and Skill-Building Kit.
Primary end point (8 weeks) At baseline, 47.2% of caregivers in the TASK II group and 50.4% in the ISR group reported mild to severe depressive symptoms (PHQ- 9 ≥5; Table 3). Among these caregivers, those in the TASK II group reported a greater reduction in depressive symptoms from baseline to 8 weeks than those in the ISR group (mean difference [SE]=−2.6 [1.1]; P=0.013; Table 4). This represented a statistically significant interaction between time and treatment. Secondary analyses for depressive symptoms were not significant using the total sample. Groups were similar from baseline to 8 weeks for life changes. Caregivers in the TASK II group reported a greater reduction in UD from baseline to 8 weeks than those in the ISR group (mean difference [SE]=−2.9 [1.3]; P=0.025; Table 4). Caregivers within the TASK II group reported improvements in depressive symptoms in both the subgroup (P<0.001) and the entire cohort (P<0.05) and life changes (P<0.05) from baseline to 8 weeks (Table 4).
TABLE 4 Least Square Means of Change Scores From Baseline to Postbaseline for Primary Outcomes by Group
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*P<0.05; †P<0.01; ‡P<0.001. §Primary end point. IlSubgroup who had PHQ-9 ≥5 at baseline. ¶Further analyses of the BCOS using the PHQ-9 ≥5 subgroup showed a significant group difference from baseline to 12 weeks (difference mean [SE], 5.8 [2.9]; 95% CI, [0.1–11.6]; t=2.0; P=0.046). Change scores were calculated by subtracting baseline from postbaseline scores. BCOS indicates Bakas Caregiving Outcomes Scale; CI, confidence interval; ISR, information, support, and referral; PHQ, Patient Health Questionnaire; and TASK, Telephone Assessment and Skill-Building Kit.
Secondary end points (12, 24, and 52 weeks) Similar to results at the primary end point, caregivers with PHQ-9 ≥5 in the TASK II group reported a greater reduction in depressive symptoms than those in the ISR group from baseline to 24 weeks (mean difference [SE]=−1.9 [0.09]; P=0.041) and from baseline to 52 weeks (mean difference [SE]=−3.0 [1.1]; P=0.008); although these results were not significant using the entire cohort (Table 4). Although life changes were similar for the full sample from baseline to 12 weeks (P=0.178; Table 4), for caregivers with PHQ-9 ≥5 at baseline, TASK II participants had greater improvement in life changes than ISR participants from baseline to 12 weeks (mean difference [SE]=5.8 [2.9]; P=0.046). Moreover, caregivers within the TASK II group reported improvements in depressive symptoms for the PHQ-9 ≥5 subgroup (P<0.001) and the entire cohort (P<0.05) and
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life changes (P<0.05) from baseline to 12, 24, and 52 weeks (Table 4). Caregivers within the ISR group reported improvement in depressive symptoms in the PHQ ≥5 subgroup from baseline to 12 and 24 weeks (P<0.01; Table 4).
Discussion At 8 weeks, the TASK II intervention, compared with the ISR group, reduced UD, did not significantly affect life changes, and reduced depressive symptoms in the subgroup that had mild to severe baseline depressive symptoms. As expected, secondary analyses of depressive symptoms using the entire cohort from baseline to 8, 12, 24, and 52 weeks were not significant. Some caregivers who were not depressed at baseline may have developed depressive symptoms over time; however, TASK II within group differences showed improvement in depressive symptoms at each follow-up time point.
Fewer depressive symptoms Nevertheless, the TASK II program for family caregivers of stroke survivors postdischarge successfully reduced depressive symptoms within a subgroup experiencing mild to severe depressive symptoms compared with those in the ISR group. These results were evident at our primary end point of 8 weeks and were sustained at both 24 and 52 weeks. Although other stroke caregiver intervention studies have reported improvements in caregiver depressive symptoms,20 only one study reported sustainability at 52 weeks.42 The study by Kalra et al42 was a well-designed, randomized controlled clinical trial that tested the efficacy of a hands-on caregiver training program in a sample of 300 stroke caregivers. The intervention group received 3 to 5 inpatient sessions and 1 home visit focused on a variety of skills that included goal setting and tailored psychoeducation, although tailoring of the intervention was based on the needs of the stroke survivor rather than the caregiver. The TASK II intervention is unique in that it is delivered completely by telephone, trains caregivers how to assess and address their own needs, and is applicable to a wide variety of stroke caregivers (eg, spouses, adult children, and others). Screening for and addressing caregiver depressive symptoms, as in
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the TASK II program, not only have the potential to improve caregiver outcomes,10,12,19,20 but may improve the survivors’ recovery15 and reduce the potential for their long-term institutionalization.9,17,18
Improvement in life changes At 8, 12, 24, and 52 weeks, the TASK II intervention did not significantly affect life changes for the total sample. However, the TASK II program improved caregiver life changes in caregivers with mild to severe depressive symptoms compared with those randomized to the ISR group at 12 weeks. Although life changes were similar for both TASK II and ISR groups across the total sample, it is possible that caregivers with some depressive symptoms experienced more life changes as a result of providing care. Life changes and depressive symptoms have been found to be correlated.10–12 Improvement in life changes in caregivers with some depressive symptoms builds on our previous work with the original TASK intervention, which had little effect on life changes.33 For the TASK II intervention, we incorporated the BCOS into the intervention during the fifth call with the nurse as an additional assessment, encouraging caregivers to select priority needs that were targeted toward improving their own personal life changes. Further refinement of the TASK II intervention may be to use the BCOS earlier, (eg, second or third call) to allow caregivers more time to address their own life changes. Only one other intervention study has reported life changes as an outcome in stroke caregivers.43 King et al43 found that life changes improved for a group of caregivers who received a problem-solving intervention immediately postintervention; however, results were not sustained at 6 months or 1 year, and there were high attrition rates. Generalizability was limited to spousal caregivers. Other intervention studies have measured similar quality of life concepts with mixed results.20 Caregivers commonly experience adverse life changes because they neglect their own needs while providing care, and they often need encouragement to care for themselves.2,3,10–12,36 The TASK II intervention encourages caregivers to attend the needs of the survivor and their own changes in social functioning, subjective well-being, and physical health.
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Reduction of UD Most notably, UD were reduced for the caregivers in the TASK II group compared with those randomized to the ISR group at our primary end point of 8 weeks. A trend toward fewer UD was noted for the TASK II group at 12, 24, and 52 weeks (Figure 2). Future enhancements of the TASK II program may be warranted to include a stronger focus on referring caregivers to healthcare providers to address their own physical and mental health needs. Addressing health conditions as well as preventive healthcare measures is important for both stroke survivors and family caregivers. The stroke family caregiver intervention literature is limited with regard to caregiver health20; only 2 studies found improvement in general health of the caregiver.43,44 Other studies had nonsignificant findings using the SF-36 general health subscale.33,45 TASK II intervention having a significant impact on a global measure of UD27 underscores the strength of the TASK II intervention and its potential to improve population health in general for family caregivers.
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FIG 2 Change plots by treatment and by time for
depressive symptoms, life changes, and unhealthy days. ISR indicates information, support, and referral; and TASK, Telephone Assessment and Skill-Building
Kit.
Limitations The study used a convenience sample of stroke caregivers recruited
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from acute care and inpatient rehabilitation settings in the Midwest where most of the participants were white and Non-Hispanic. Caregivers were recruited within 8 weeks of the survivor’s discharge to home, making findings less generalizable to long-term caregivers. Caregivers were older (mean age, 54–55 years), making findings less applicable to younger caregivers who were also parents of young children. Survivor characteristics were collected by caregiver proxy. Future studies should incorporate more objective data from medical records or directly from the stroke survivors themselves. Finally, there were group differences in protocol adherence, time spent reading materials, and longer call time; although, longer call time with the nurses was used as a covariate in the analyses. Although overall adherence for the TASK II group was 80% and the ISR group was 92%, the checklist for the TASK II group included additional items specific to the TASK II intervention that were repetitive and not needed during every call. Comparison with adherence percentages for shared items on the checklist was 90% for the TASK II group and 92% for the ISR group.35
Implications and future directions Despite these limitations, the TASK II intervention is useful. It includes a close connection with current scientific and practice guidelines that recommend assessment of caregiver needs and concerns, as well as the use of a combination of psychoeducational and skill-building strategies.19–22 Training caregivers to assess their own needs and concerns and to address those using individualized skill-building strategies provides a caregiver-driven approach to self-care. The TASK II intervention is unique among intervention studies20 because it is delivered completely by telephone, making it accessible to caregivers in both rural and urban home settings.32,33,35 Key attributes of the nurses delivering the intervention included the hiring of qualified, engaged nurses who had a registered nurses licence.35 Education level did not matter as much as the quality of communication skills and the ability to follow the caregiver’s lead.35 Nurses commented on how telephone delivery sharpened their listening skills,35 similar to findings from another study in which telephone delivery allowed interveners to develop enhanced
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listening skills to compensate for the absence of visual cues.46 Future development of the intervention may involve enhanced use of other telehealth modes of delivery, such as video, web-based, and remote monitoring technologies.47 The TASK II intervention has a documented track record of treatment fidelity, including structured protocols for nurse training.35 The challenge is how to implement the program into stroke systems of care. Future research is needed to enhance the TASK II program using innovative telehealth technologies and to implement the TASK II program into ongoing systems of stroke care.
Acknowledgments We acknowledge the assistance of Phyllis Dexter, PhD, RN, Indiana University School of Nursing, for her helpful review of this article.
Sources of funding This study was funded by the National Institutes of Health, National Institute of Nursing Research, R01NR010388, and registered with the clinical trials identifier NCT01275495 https://www.clinicaltrials.gov/ct2/show/NCT01275495? term=Bakas&rank=3.
Disclosures None.
The critique This is a critical appraisal of the article “Telephone Assessment and Skill-Building Kit for Stroke Caregivers: A Randomized Controlled Clinical Trial” (Bakas et al., 2015) to determine its usefulness and applicability for nursing practice.
Problem and purpose The purpose of this study, to evaluate the short-term and long-term efficacy of the Telephone Assessment and Skill-Building Kit (TASK II) intervention on caregivers’ depressive symptoms, caregiving- related life changes, and unhealthy days, is concise and clearly stated. The purpose of the study is substantiated in the review of
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literature. The independent variable is the method of caregiver information and support (TASK II vs. information, support, and referral [ISR]), and the dependent variables are depressive symptoms, life changes, and unhealthy days. The population under study is clearly defined, and the results are important to assist caregivers of stroke survivors in dealing with their own unmet needs and build skills in providing care.
Review of the literature The authors provide a thorough summary of the literature related to the needs of caregivers of stroke survivors. They accurately describe literature that supports higher rates of depression, risks of negative life changes, and poor health of caregivers. Stress of caregivers is a leading cause of stroke survivor’s institutionalization. Although recommendations and guidelines for education and support of stroke caregivers have been reported, few “easy-to-deliver” programs that incorporate all of the recommendations exist. Therefore this study helps to meet that identified gap in the literature.
Research questions The clearly stated primary purpose or aim of the study was to examine the short- and long-term effects of the TASK II intervention compared with the ISR comparison group on improving caregivers’ depressive symptoms, caregiving-related life changes, and unhealthy days. Although a hypothesis was not explicitly stated, the information reported in the background, methods, and results provided imply the hypothesis of the study.
Sample The convenience sample consisted of 254 stroke family caregivers recruited from rehabilitation and acute care hospitals in the Midwest. The sample size was appropriately justified by power analysis, as 100 subjects per group provided a power of 81%. The authors accounted for 10% attrition, which meant an additional 10 subjects per group would be needed. The effect size was determined by using analyses of pilot data to determine a difference in group means of the primary measures.
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Inclusion and exclusion criteria were clearly specified. Screening and enrollment procedures were provided.
Although the sample was not randomly selected, there was appropriate random assignment to the TASK II intervention or ISR groups. There were no significant demographic differences between the two caregiver groups. Table 18.1 provides an overview of the group characteristics. Although there were no differences among the groups at baseline, a strength, the sample was predominantly female and predominantly white. This should be mentioned in the discussion section and considered when assessing external validity of the study. The stroke survivors were similar in demographics, with the exception that survivors whose caregivers were in the ISR group had spent significantly more days in the hospital compared with the TASK II group. The difference should be acknowledged when the study results are interpreted.
Research design The three required elements of an RCT are present in this study, which provides Level II evidence. After baseline, participants were randomly assigned to the TASK II intervention group or the ISR comparison group. A randomized block design with stratification by recruitment site, type of relationship of caregiver/survivor, and baseline depressive symptoms was appropriately used to allocate participants to groups. The stratified randomization after baseline strengthens the representativeness of the sample.
Threats to internal validity Selection bias may be an issue in studies that use convenience sampling, and in this study all subjects were recruited from acute and inpatient rehabilitation facilities; a majority of the sample was non-Hispanic and white. The sample was also recruited within 8 weeks of discharge home, early in the start of caregiving. However, the randomization used in this study helped control for selection bias. In this study, there is also the risk of instrumentation bias as stroke survivor data was collected by caregiver proxy report. Self- report was also used as an instrument in this study. However, all of the instruments had appropriate reliability and validity, decreasing the risks of instrumentation bias.
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Threats to external validity The investigators appropriately recognized and reported threats to external validity in the limitations section of the manuscript. As mentioned previously, subjects were randomized to each intervention group when enrolled in the study. However, the sample size was predominately white and non-Hispanic; therefore generalizability to other ethnic groups and races could be minimal. Also, all participants were enrolled in the same geographical area and facility types; therefore the ability to generalize to other geographical areas is a threat to external validity. The investigators used masking (blinding) and took efforts to maximize treatment fidelity. These factors minimize the threats to external validity.
Research methodology The research methodology is clearly described. Data collection occurred by telephone at baseline, 8, 12, 24, and 52 weeks post intervention. The procedures to maintain treatment fidelity were provided and indicate systematic and consistent data collection. Data collectors were blinded to caregiver treatment groups, which decreases the chance of differential treatment of the participants.
Legal-ethical issues The study was reviewed and approved by the appropriate institutional review board, and informed consent was obtained from all participants before study initiation.
Instruments Acceptable reliability and validity data were reported for the Patient Health Questionnaire Depressive Symptom Scale (PHG-9) and the Bakas Caregiving Outcomes Scale (BCOS). The authors provided references that describe the reliability and validity of the instruments for the two-item scale used to measure unhealthy days, and the instruments used to measure the caregiver and survivor characteristics.
Data analysis Demographic characteristics were appropriately summarized and
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analyzed for equivalence using descriptive statistics. The analysis used for both categorical and continuous variables is appropriate. These variables are presented clearly in Tables 1 and 2. General linear models with repeated measures were appropriately used to examine the effect of the intervention. Three tables are used to visually display the data.
Conclusions, implications, and recommendations The authors reported that at 8 weeks the total TASK II intervention group experienced reduced depressive symptoms and greater reduction in unhealthy days compared with the ISR group: (P =.013). However, in a subgroup of caregivers experiencing mild to severe depressive symptoms, those in the TASK II intervention group had reduced depressive symptoms from baseline to 8 weeks (P =.001), 24 weeks (P =.041), and 52 weeks (P =.008) and larger improvement in life changes from baseline to 12 weeks (P ≤.05) than the ISR group.
The Level II RCT design, when including all required elements (i.e., randomization, intervention and control groups, and manipulation of the independent variable), is what allows the investigator to determine cause-and-effect relationships. In this case, minimizing threats to internal validity strengthens the study. By ensuring a relatively homogeneous sample, maintaining consistency in data collection, manipulating the independent variables, and randomly assigning patients to groups, the threat to external validity is minimized.
Limitations of the study, as clearly described by the investigator, included generalizability and differences in adherence to the protocol. However, overall protocol adherence is impressive at 80% for the TASK II group and 92% for the ISR group.
Implications for nursing practice This is a well-designed and well-conducted RCT that provides Level II evidence. The interventions pose minimal risk and seem feasible to implement in larger studies of more heterogeneous populations. The strengths in the study design, data collection methods, and measures to minimize threats to internal and external validity make this strong Level II evidence that demonstrates that
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the TASK II intervention is useful in incorporating the assessment of caregivers’ needs with delivery of education and skill-building training for caregivers of stroke survivors.
Critique of a quantitative research study The research study The study “Symptoms as the Main Predictors of Caregivers’ Perception of the Suffering of Patients with Primary Malignant Brain Tumors” by Renata Zelenikova and colleagues, published in Cancer Nursing, is critiqued. The article is presented in its entirety and followed by the critique.
Symptoms as the main predictors of caregivers’ perception of the suffering of patients with primary malignant brain tumors Renáta Zeleníková, PhD
Dianxu Ren, MD, PhD Richard Schulz, PhD Barbara Given, PhD Paula R. Sherwood, PhD
Key words
Brain neoplasms
Caregivers
Neurobehavioral
manifestations
Background: The perception of suffering causes distress. Little is known about what predicts the perception of suffering in caregivers. Objective: The aims of this study were to determine the predictors of caregivers’ perceptions of the suffering of patients
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with a primary malignant brain tumor and to find to what extent perceived suffering predicts the caregivers’ burden and depression. Methods: Data were obtained as part of a descriptive longitudinal study of adult family caregivers of persons with a primary malignant brain tumor. Recruitment took place in outpatient neuro- oncology and neurosurgery clinics. Caregiver perception of care recipient suffering was measured by 1 item on a scale from 1 to 6. Results: The sample of caregiver interviews 4 months after recipients were diagnosed consisted of 86 dyads. While controlling for age, years of education, tumor type, being a spousal caregiver, spiritual well-being, and anxiety, perception of overall suffering was predicted by such symptoms as difficulty understanding, difficulty remembering, difficulty concentrating, feeling of distress, weakness, and pain. Caregivers’ perception of the patient’s degree of suffering was the main predictor of caregiver burden due to schedule 4 months following diagnosis. Conclusions: Care recipient symptoms play an important role in caregivers’ perception of the care recipients’ suffering. Perception of care recipient suffering may influence caregiver burden. Implications for Practice: Identifying specific predictors of overall suffering provides meaningful information for healthcare providers in the field of neuro-oncology and neurosurgery.
In the nursing and healthcare literature, suffering is commonly described in terms of an awareness of the impact of a deteriorating physical state on an individual1: the construction of events such as pain or loss as threats to the individual self2; a visceral awareness of the self’s vulnerability to being broken or diminished at any time and in many ways3; and the experience of having to endure, undergo, or submit to an evil of some sort.4 Suffering is an intensely personal experience5 whose presence and extent can be known only to the sufferer,1 something unsharable6 that, paradoxically, involves asking the question “why.”5 Researchers in diverse settings consistently have concluded that suffering exists across dimensions of physical, psychological and emotional, social and interpersonal, and spiritual and existential well-being.5 For our purposes, suffering is a broad construct defined as a state of severe distress associated with events that threaten the intactness of the person as a complex physical, social, psychological, and spiritual being and that
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is subjective and unique to the individual.7,8 Serious disease can result in serious suffering.9 Analogous to the
association of pain with suffering is the association of cancer with death. Another major factor in the association of cancer with suffering is the recognition of the drastic effects of cancer treatments. Even with a good prognosis, the effects of surgery, chemotherapy, and radiation therapy are distressing and can be devastating.5 Suffering of patients with primary malignant brain tumors (PMBTs) can be particularly notable across the cancer trajectory encompassing initial diagnosis, treatment, remission, and even long-term survival. In addition, patients with PMBT can have cognitive deficits including difficulty speaking, difficulty remembering, or difficulty concentrating. These neurologic deficits can drastically interfere with daily life and function. Persons diagnosed with a PMBT are faced with a unique and challenging set of circumstances that affect not only them but also those close to them.10 Caregivers of persons with a PMBT must deal with both oncological and neurologic issues. They are charged with caring for a person with a potentially terminal diagnosis who is undergoing active cancer treatment and may have cognitive and neuropsychiatric sequelae.11 Suffering typically occurs in an interpersonal context and is shaped by and affects others exposed to it.12 Predictors of caregivers’ perceptions of suffering in persons diagnosed with PMBT are not established in part because of a lack of valid and reliable instruments to measure the caregiver’s perception of the care recipient suffering.
The main purpose of this study was to determine the predictors of caregivers’ perceptions of the suffering of patients with PMBT. We predicted that care recipients’ symptoms would be the main predictors of caregivers’ perceptions of the suffering while controlling for tumor type and caregivers’ characteristics (age, years of education, being a spousal caregiver, spiritual well being, and anxiety).
Theoretical framework The study framework was derived from the work of Schulz and colleagues13 and reflected perceived suffering, caregiver compassion, and caregiver helping and health; this framework
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guided identifying potential predictors of caregivers’ perceptions of the suffering of patients with PMBT and to find out to what extent caregivers’ perceptions of the patients’ suffering predicted the burden borne by caregivers and caregiver depression. Although the framework emphasizes the directional effects of perceived suffering on compassion, 1 of the framework components depicts perceived suffering as directly linked to psychiatric and physical morbidity. Therefore, we hypothesized that perceived suffering can impact caregiver burden and caregiver depression.
Being exposed to the suffering of others is an important and unique source of distress.12 Research in dementia patient populations indicates that perceived suffering can contribute to care giver depression and caregiver burden.7,12 Similarly, descriptive findings in a longitudinal study in 1330 older married couples enrolled in the Cardiovascular Health Study confirmed that exposure to spousal suffering is an independent and unique source of distress in couples and contributes to psychiatric and physical morbidity.14
Psychobehavioral responses of caregivers that include depression, burden, anxiety, and positive responses to care have been studied previously, mostly in patients’ population with dementia or oncology disease. Caregiver burden and depression may be considered as a general distress response for caregivers.15 Caregiver burden is a multidimensional concept and represents the impact of providing care on different areas of the caregiver’s life (schedule, self-esteem, health, finances, feeling of abandonment), psychosocial reaction resulting from an imbalance of care demands relative to caregivers’ personal time, social roles, physical and emotional states, financial resources, and on formal care resources given the other multiple roles they fulfill.15
Depression is 1 of the most important potential adverse consequences for caregivers because it is common, associated with poor quality of life, and is a risk factor for other adverse outcomes including functional decline and mortality.16 Caregiver depression is a complex process, mediated by cultural factors (as measured by the ethnicity of the patient), patient characteristics, and caregiver characteristics.16 Positive aspects of caregiving may decrease feelings of being burdened and subsequently lead to a more
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positive effect of health outcomes.
Measuring suffering Research methods for approaching human suffering are often qualitative and are based on interviews with people who are assumed to have experienced suffering.17 Some authors believe that attempting to measure suffering is reductionist and futile because of its personal and unsharable nature.7 While suffering is personal and potentially ultimately incommunicable, from a practical standpoint, that is, in order to design suitable interventions to relieve suffering, measures that approximately capture a communicable core of suffering are needed. According to Monin and Schulz,18 both the experience of suffering and the perception of suffering by others can be measured. Ultimately, measures of suffering should focus on the patient’s experience, the patient’s direct and indirect expressions of suffering, caregiver perceptions of the patient’s degree of suffering, and caregiver perceptions of whether the patient’s expression of suffering is an accurate reflection of his/her actual degree of suffering.13
Measuring suffering via caregiver perceptions of suffering is useful and important, especially for patients with impaired cognitive status because this patient population may not be able to report suffering. To better understand the perceived suffering, we examined caregivers’ anxiety and spirituality. Caregivers can play a role in relieving the suffering of their loved one by sharing the experiences, or if the suffering cannot be relieved, then caregivers can help their loved one to bear it through their companionship and compassion. To help caregivers cope with caregiving distress, researchers need to identify how caregivers perceive the suffering of their patients and the predictors of these perceptions.
Aim The main aim of this study was to determine the predictors of caregivers’ perceptions of the suffering of patients with PMBTs. The secondary aim was to find out to what extent caregivers’ perceptions of the care recipients’ suffering predicted the care givers’ burden and depression.
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Methods
Design and setting Data were obtained as part of a descriptive longitudinal study of adult family caregivers of persons with PMBT (R01 CA118711). Care recipient and caregiver dyads were recruited from suburban neurosurgery and neuro-oncology clinics in Western Pennsylvania. Recruitment took place in outpatient neuro-oncology and neurosurgery clinics from October 2005 through June 2011. Data were collected from persons with a PMBT and their family caregivers. Interviews with caregivers were conducted in person or via telephone. Data were collected at 3 timepoints over the disease trajectory—right after diagnosis and 4 and 8 months after diagnosis. Data for this analysis are from the second timepoint—4 months after diagnosis to focus on a time of illness progression. Approval from the institutional review board at the University of Pittsburgh and informed consent from participants were obtained prior to data collection. Both the patient and caregiver had to consent to enroll in the study.
Participants Caregivers were queried regarding sociodemographic characteristics, personal characteristics, and psychological responses, and care recipients were queried regarding the tumor grade, functional and neurologic ability, and symptom status. Care recipients were required to be older than 21 years, newly diagnosed (within 1 month of recruitment) with a PMBT verified by a pathology report. After the death of the care recipient, the corresponding caregiver was given the option of continuing to participate in the study. Caregivers were required to be older than 21 years, nonprofessional (ie, not paid caregivers), not a primary caregiver for anyone else (excluding children aged <21 years), and English speaking and to have regular and reliable access to a phone.
Overall, 228 caregiver and care recipient dyads were approached, with 164 agreeing to participate (70%). The main reasons for declining participation (n = 64) were lack of interest (52%), feeling overwhelmed (33%), reason not given (11%), too busy (3%), and too ill (1%). Of 164 dyads who agreed to participate, 78 ended study
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participation (47.6%) for various reasons: care recipients died, caregivers were overwhelmed by caregiving duties and life changes, or caregivers were not interested anymore. As a result, the sample of caregivers at the 4-month data point consisted of 86 dyads.
Procedures
Dependent variables The primary outcome variable in this study was caregiver perception of the care recipient’s suffering during the past week as measured by 1 item; caregivers were asked at the fourth month to rate the care recipient’s suffering during the previous week on a scale of 1 (care recipient is not suffering) to 6 (care recipient is suffering terribly). This item was developed by the study investigators. A single-item was purposefully used for its simplicity and ease of use.
Secondary outcomes included caregiver burden and caregiver depression. Caregiver burden was measured using the Caregiver Reaction Assessment (CRA) scale. The CRA is a feasible, reliable, and valid instrument for assessing specific caregiver experiences, including both negative and positive experiences, in caregivers of cancer patients.19 The CRA comprises 24 items forming 5 distinct unidimensional subscales: disrupted schedule (5 items), financial problems (3 items), lack of family support (5 items), health problems (4 items), and self-esteem (7 items).20 Respondents were asked to indicate their level of agreement with statements about their feelings regarding caregiving over the previous month. Responses were scaled on a 5-point Likert-type format (5 = strongly agree to 1 = strongly disagree). This analysis focuses on 3 subscales: the self-esteem subscale, the abandonment subscale, and the schedule subscale (which measures the perception of burden on the caregiver’s daily activities as a result of providing care). For the self-esteem subscale, a higher score indicates a lower burden related to self-esteem, that is, a positive reaction to caregiving. For abandonment and schedule subscales, a higher score indicates a higher burden, that is, negative reactions to caregiving. Reported reliability analyses19 showed sufficient internal consistency based
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on standardized Cronbach’s α (.62–.83). Caregivers’ depressive symptoms were measured using the
Shortened Center for Epidemiologic Studies Depression Scale (CES- D). The original CES-D scale is a 20-item self-report scale designed to measure depressive symptoms in the general population. The items on the scale are symptoms associated with depression that were chosen from previously validated scales.21 We used a shortened CES-D with 10 items.22 Response categories indicate the frequency of occurrence of each item and are scored on a 4-point scale ranging from 0 (rarely or none of the time/<1 day) to 3 (most or all of the time/5–7 days). Scores for items 5 and 8 were reversed before summing up all items to yield a total score. Total scores can range from 0 to 30. Higher scores indicate more severe symptoms.23 Validity for the CES-D has been well established in caregivers and well adults.22
Independent/predictor variables Independent variables were chosen based on previous associations reported in the literature as well as hypotheses generated from clinical knowledge in neuro-oncology. Perceived severity of the care recipient’s symptoms was measured using the M. D. Anderson Symptom Inventory–Brain Tumor (MDASI-BT). Caregivers were asked to rate the severity of the care recipient’s difficulty understanding (speaking, remembering, concentrating) at its worst in the last 24 hours. The MDASI-BT questionnaire is a valid and reliable 22-item measure of the severity of cancer- and treatment- related symptoms based on 6 criteria: affective, cognitive, focal neurologic deficits, treatment-related symptoms, general disease status, and gastrointestinal symptoms.24–26 Each of the care recipient’s symptoms was rated on an 11-point scale (0–10) to indicate its severity, with 0 being “not present” to 10 being “symptom was as bad as you can imagine it could be.”24 This instrument can be used to identify symptom occurrence throughout the disease trajectory and to evaluate interventions designed for symptom management. The MDASI-BT has established validity and reliability. Reported internal consistency (reliability) of the instrument is.91.24
Positive aspects of caregiving were assessed using 11 items on the
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Positive Aspects of Care scale, phrased as statements about the caregiver’s mental-affective state in relation to the caregiving experience. Each item began with the statement “Providing help to care recipient has . . . ” followed by specific items such as “made me feel more useful.”27 Each item is rated on a scale from 0 (strongly disagree) to 4 (strongly agree). Higher scores indicate greater caregiver benefit. Reported reliability measured by Cronbach’s α is.89.27
Caregivers’ anxiety was measured using the Shortened Profile of Mood States (POMS)–Anxiety. The Shortened POMS-Anxiety consists of 3 items. Each item has 5 grading possibilities from 1 (never) to 5 (always). Caregivers were asked how often during the previous week they felt on edge, nervous, or tense. The original scale28 incorporated 65 adjectives rated on a 5-point Likert scale ranging from 1 (not at all) to 5 (extremely).29 Six subscales (depression, vigor, confusion, anxiety, anger, and fatigue) were derived. Our study used a shortened version of 3 items. A higher score indicates greater anxiety. Internal consistency reliability coefficients for the shortened 3-item version of Anxiety subscale were reported as.91 to.92.30 Validity for the POMS has been established using several other measures.
Caregivers’ spirituality was measured using the FACIT-Sp (The Functional Assessment of Chronic Illness Therapy–Spiritual Well- being Scale). FACIT-Sp (version 4) consists of 12 items. Each item has a rating scale score of 0 to 4 indicating the degree to which one agrees with the statements (0 = not at all, 1 = a little bit, 2 = somewhat, 3 = quite a bit, 4 = very much). The instrument comprises 2 subscales: one measuring a sense of meaning and peace and the other assessing the role of faith in illness.31 The FACIT-Sp is 1 of the most validated instruments for the assessment of a person’s perception of spirituality.32 The reported α coefficients for the total scale and the 2 subscales range from.81 to.88.31 Participants were required to indicate how true each statement had been for them during the previous 7 days.
Sociodemographic Characteristics. Several sociodemographic characteristics were included in the statistical analysis: age, gender, years of education, relationship of caregivers to the care recipients, and tumor type.
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Statistical analyses Statistical analyses were conducted using SAS for Windows (version 9.3; SAS Institute Inc, Cary, North Carolina). First, descriptive analyses of the study sample were performed. Correlation between the dependent and independent variables were analyzed. The Spearman correlation coefficient was used to examine the correlation between the main outcome (caregivers’ perceptions of care recipients’ suffering) and each item of the MDASI-BT (severity of symptoms) as well as the correlation among items of the MDASI-BT. Univariate analyses of measures were then conducted to identify potential predictors of perception of care recipient suffering. Finally, a multivariable linear regression model was built, including all predictors significant at P <.15 in univariate analyses. The statistical significance of individual regression coefficients was tested using the Wald χ2 statistic.
Results
Sample This analysis includes a total of 86 caregiver-care recipient dyads who completed follow-up assessment 4 months after diagnosis. The majority of caregivers were female (n = 59; 69%) and caring for spouses (n = 69; 80%). The average age of caregivers was 52.23 (SD, 12.7) years (range, 24–99 years); the average age of care recipients was 52.66 (SD, 14.6) years (range, 22–76 years). The caregivers had completed 14.55 (SD, 2.6) years of education on average (range, 8– 23 years); the care recipients had completed 15.2 (SD, 3.0) years of education on average (range, 12–22 years). The majority of care recipients were diagnosed with a glioblastoma (n = 49; 57%) (Table 1). Other dyad characteristics are presented in Table 2.
TABLE 1 Dyad Characteristics (n = 86)
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Abbreviation: GBM, glioblastoma multiforme.
TABLE 2 Others Selected Dyad Characteristics
Abbreviations: CES-D, Center for Epidemiologic Studies Depression Scale; CRA, Caregiver Reaction Assessment; MDASI-BT, M. D. Anderson Symptom Inventory– Brain Tumor; FACIT, The Functional Assessment of Chronic Illness Therapy– Spiritual Well-being Scale; PAC, Positive Aspects of Care scale; POMS, Shortened Profile of Mood States.
Suffering at 4 months after diagnosis, 37% of caregivers reported that the patient was not suffering; 24% of caregivers rated the patient’s suffering as moderate (score of 3), whereas only 4% of caregivers rated the patient’s suffering as terrible (score of 6). The average score of perceived suffering was 2.63 (SD 1.56) (Table 3).
TABLE 3 Perception of Overall Suffering
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Overall Suffering n (%) Mean (SD) 1 (Not suffering) 32 (37) 2.63 (1.56) 2 9 (10) 3 21 (24) 4 10 (12) 5 11 (13) 6 (Suffering terribly) 3 (4)
Preliminary analysis A strong correlation (Table 4) was found only between the perceived suffering of the care recipient and severity of weakness (rs = 0.67). This suggests that care recipients’ weakness is associated with caregiver reports of the care recipient’s suffering. Moderate correlations were found between perceived suffering and 3 cognitive symptoms: difficulty understanding (rs = 0.41), difficulty remembering (rs = 0.46), and difficulty concentrating (rs = 0.42); and between perceived suffering and a feeling of distress (rs = 0.4) and pain (rs = 0.41) (Table 4).
TABLE 4 Correlation of the Severity of Each Symptom With Caregiver Reports of Care Recipient’s Overall Suffering at the 4-Month Point
Item of MDASI-BT rs P Strong correlation How severe was care recipient’s weakness? 0.67343 <.0001 Moderate correlations How severe was care recipient’s difficulty remembering? 0.45803 <.0001 How severe was care recipient’s difficulty concentrating? 0.41597 .0001 How severe was care recipient’s pain? 0.41068 .0001 How severe was care recipient’s difficulty understanding? 0.40915 .0001 How severe were care recipient’s feelings of distress? 0.40362 .0002 Weak or very weak correlations How severe was care recipient’s fatigue (tiredness)? 0.38545 .0004 How severe was care recipient’s disturbed sleep? 0.34661 .0015 How severe was care recipient’s drowsiness (sleepy)? 0.31780 .0038 How severe was care recipient’s difficulty speaking? 0.30383 .0058 How severe were care recipient’s feelings of sadness? 0.26399 .0172 How severe was care recipient’s numbness? 0.24600 .0278 How severe was care recipient’s shortness of breath? 0.22094 .0475 How severe were changes in the care recipient’s vision? 0.20204 .0705 How severe was care recipient’s nausea? 0.20157 .0711 How severe was care recipient’s irritability? 0.14288 .2032 How severe was care recipient’s lack of appetite? 0.13284 .2371 How severe was care recipient’s vomiting? 0.08530 .4490
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Abbreviation: MDASI-BT, M. D. Anderson Symptom Inventory–Brain Tumor.
Correlations among symptoms that were strongly and moderately correlated (a correlation exceeding 0.4) with perceived suffering were examined. Strong correlations were found between difficulty understanding and difficulty remembering (0.69), difficulty understanding and difficulty concentrating (0.7), and difficulty remembering and difficulty concentrating (0.74). Thus, caregivers giving higher ratings of the severity of the care recipient’s difficulty understanding also provided higher ratings of the care recipient’s difficulty concentrating and other cognitive symptoms. Moderate correlations were found among the symptoms difficulty concentrating and feelings of distress (0.59), difficulty remembering and feelings of distress (0.51), feelings of distress and pain (0.46), and difficulty concentrating and pain (0.4). Other correlations were weak.
A multivariate model was constructed to evaluate the relationship between the continuous outcome variable of perceived suffering and each of 6 individual symptoms that were correlated (with a correlation exceeding 0.4) with perceived suffering. Other variables—potentially important predictors of perception of suffering—were identified from the univariate analyses of the 4- month measures (all predictors significant at P <.15 in univariate analyses). The dependent variable was the caregiver’s rating of the care recipient’s suffering over the previous week.
In all the models tested (Table 5), the only variables that significantly affected perceived suffering were individual symptoms. While controlling for age, years of education, tumor type, being a spousal caregiver, spiritual well-being (FACIT), and anxiety (POMS), caregiver’s perception of the care recipient’s suffering at the 4-month point was predicted by such symptoms as difficulty understanding, difficulty remembering, difficulty concentrating, feeling of distress, weakness, and pain. Caregivers who reported perceiving higher levels of the previously mentioned symptoms tended to report higher levels of perceived suffering in the care recipient. In the models, the variables accounted for 22.8% to 43.71% of the variance of the outcome variable (suffering).
TABLE 5
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Association of Continuous Outcome Variable Overall Suffering With Each of 6 Individual Symptoms While Controlling for Age, Years of Education, Tumor Type, Being a Spousal Caregiver, Spiritual Well-being (FACIT-Sp), and Anxiety (POMS)
Abbreviations: FACIT, Functional Assessment of Chronic Illness Therapy–Spiritual Well-being Scale; POMS, Shortened Profile of Mood States.
Four items (severity of seizures, severity of dry mouth, severity of change in appearance, severity of disruptions in bowel movement patterns) from the MDASI-BT were excluded, and the total score was considered as 1 of the predictors (designated “total symptoms”). The 4 items were excluded on the basis of weak correlations, a low incidence rate, and expert panel discussion. Other regression models were developed to examine predictors of the continuous outcome variable caregivers’ perceptions of the care recipients’ suffering and predictors of the following psychological outcomes: depression and caregiver burden due to schedule at 4 months, while controlling for age, years of education, tumor type, being a spousal caregiver, spiritual well-being (FACIT), and anxiety (POMS).
Four months after the patient’s diagnosis, total symptoms of MDASI-BT were the single predictor of perceived suffering (P <.0001). The total symptoms score (MDASI-BT) represents the severity of the symptoms. The higher the total score, the more severe the patient’s symptoms. The model accounted for 36.56% (F = 4.68; P =.0001) of the variance in the outcome variable suffering (model A).
Caregiver depressive symptoms were predicted by the caregiver’s age (P =.0223) and total symptoms (P =.0067) (model B).
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Caregivers who were younger had a tendency to report more depressive symptoms. Another predictor of caregiver depression was total symptoms; the higher the caregiver’s perception of the severity of the care recipient’s symptoms, the more depressive symptoms they tended to report.
Being a spousal caregiver (P =.0054) and caregiver perception of care recipient suffering (P =.0052) were the main predictors of burden related to schedule (model C). Caregivers who were a spouse to the care recipient and those who reported higher perception of the care recipient’s suffering were more likely to report higher levels of burden due to schedule (Table 6).
TABLE 6 Regression Models
Discussion Persons with PMBTs have a specific treatment and disease trajectory. Having a brain tumor subjects the person to the rigors of a cancer and its treatment (eg, adverse effects from chemotherapy and radiation) but often causes significant neurologic deficits that interfere with daily life and function.33 The presence of complications in patients with advanced cancer as well as neuropsychological and neurologic dysfunction, such as memory problems, affects the family caregivers of persons with PMBT who are likely to perceive their loved one’s suffering as quite distressing. The main purpose of this study was to determine the predictors of caregivers’ perceptions of the suffering of persons with PMBT and how perceived suffering relates to caregivers’ burden and depression.
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Care recipient symptoms as the main predictors of caregiver perception of suffering Our study contributes a number of interesting findings regarding the care recipient’s symptoms and the caregiver’s perception of suffering. Care recipients’ symptoms are the main predictors of caregiver perception of care recipient suffering. The results of this study showed moderate correlations between caregiver perceptions of the care recipient’s degree of suffering and 3 cognitive symptoms (difficulty understanding, difficulty remembering, and difficulty concentrating) and between perceived suffering and a feeling of distress and pain. Our results showed the dominance of the physical component of perceived suffering in persons with a PMBT.
Wilson et al8 found that although suffering had a multidimensional character, the physical component was uppermost for many participants with advanced cancer at the end of life. Hebert et al34 characterized patient suffering as a constellation of physical, psychosocial, and spiritual signs and symptoms. Little is known about what contributes to suffering in patients, about the variability in its display to caregivers, or about the factors that contribute to the accurate or inaccurate assessment of suffering by caregivers.34 Of all care recipient symptoms in our study, neurologic symptoms seemed to be the most important in predicting caregiver perception of care recipient suffering. In addition to neurologic symptoms, pain and weakness were also important in predicting perceived suffering. Although symptoms are clearly an important component of patient suffering, they do not constitute the whole suffering.34 A lower percentage of variance in all our models indicates that there are other variables that can affect and predict suffering of patients with PMBT.
Perceived suffering and caregivers’ burden and depression The perception of suffering causes distress.35 Our results confirm that caregivers’ perception of the patient’s degree of suffering is the main predictor of caregiver burden at 4 months following diagnosis. Another predictor of caregivers’ burden was being a spousal caregiver. Given the relationship between patient suffering and caregiver well-being, it is reasonable to expect that, to the extent that these symptoms are successfully treated, caregiver well-
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being should improve.34 The hypothesis that caregivers’ perception of the patient’s degree
of suffering is the main predictor of caregiver depression was not confirmed. The caregiver’s age and total symptoms (MDASI-BT) were the main predictors of caregiver depression. Neurologic dysfunction in the care recipient forces caregivers of persons with a PMBT to face stressors similar to those of caregivers of persons with dementia, a subset of caregivers who have been shown to suffer from negative psychobehavioral responses such as depressive symptoms, anxiety, and difficulty sleeping.10 According to Covinsky et al,16 there is strong evidence that difficult patient behaviors such as anger and aggressiveness influence caregiver depression, and behavioral manifestations of dementia may be more influential than the degree of cognitive impairment. Schulz et al7 assessed the relationship between suffering in persons with dementia, caregiver depression, and antidepressant medication use in 1222 dementia patients and their caregivers and assessed the prevalence of 2 types of patient suffering, emotional and existential distress. Each aspect of perceived suffering independently contributed to caregiver depression. Their study was the first using a large sample to show that perceived patient suffering independently contributed to caregiver depression and medication use.7 The variance in results in our study suggests that analyses should be conducted using a larger sample. Furthermore, Schulz et al,12 in their study of older individuals, showed that perceived care recipient suffering is associated with caregiver depression and burden, after controlling for the physical and cognitive functioning of the care recipient. They reported that caregivers may overestimate the magnitude of suffering of their care recipient.12 In a study of 109 caregivers of patients with heart failure, caregivers’ poor functional status, overall perception of caregiving distress, and perceived control were associated with depressive symptoms.36
Our study provides evidence that the perception of suffering may influence caregiver burden due to schedule. Suffering evokes compassion and respect for someone who bears it with dignity— and intimidates as well.4 While being able to recognize and respond to the outward signs of a person’s distress, we cannot actually enter into the realm of their personal experience of suffering.6 We need to
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better understand moderating variables such as the level of contact, intimacy, and attachment between patient and caregiver that likely contribute to patient suffering and caregiver well-being. Most important are studies that seek to identify methods for diminishing or eliminating suffering.
Counseling interventions that empower the caregiver to address the suffering of the patient and/or help caregivers appraise their care recipients’ suffering as less threatening should be beneficial. Clinicians can play an important role in the process by monitoring the suffering of the patient, observing its impact on the caregiver, and intervening to address patient suffering and/or caregiver’s concerns about patient suffering.7
Limitations The study has several limitations. The first is its small sample size, which limits generalizability. The second limitation arises from the use of proxy accounts of suffering, given the care recipients’ neurologic dysfunction. It is possible that caregivers overestimate the magnitude of suffering of their care recipients.12 The third limitation is associated with rating the care recipients’ suffering during the week prior to data collection, which opens up the possibility of faulty recall. The fourth limitation of the study is that caregivers’ perception of care recipients’ suffering was measured by a single item. Internal consistency cannot be computed for a single- item measure. A single-item instrument provides clinicians with limited information about caregivers’ perception of care recipients’ suffering, but it can serve as a screening tool. Future research should focus on developing a multi-item instrument measuring perception of suffering in patients with PMBT.
Conclusion In summary, our study provides initial evidence of the role of care recipients’ symptoms in perceived suffering. These results suggest that care recipient symptoms (mostly cognitive symptoms) play an important role in caregivers’ perception of the care recipients’ suffering. Identifying specific predictors such as these provides meaningful information for healthcare providers in the field of neuro-oncology and neurosurgery. Specifically targeted
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interventions can relieve symptoms of patients with PMBT as well as their caregivers’ distress. Interventions that focus on the relief of patients’ cognitive symptoms can be seen as a way to improve caregiver well-being.
The critique This is a critical appraisal of the article, “Symptoms as the Main Predictors of Caregivers’ Perception of the Suffering of Patients with Primary Malignant Brain Tumors” (Zelenikova et al., 2016) to determine its usefulness and applicability for nursing practice.
Problem and purpose Patients with primary malignant brain tumors (PMBTs) experience a unique cancer trajectory that can affect their daily life and function. Suffering of patients with PMBTs not only affects the patient but also their caregivers. The purpose of this study is clearly stated as follows: “To determine the predictors of caregivers’ perceptions of the suffering of patients with PMBT.”
Review of the literature The introduction of the article explains that suffering is a state of severe distress, is subjective, and is unique to the individual. Any threat to the intactness of a person, like serious disease, can result in suffering. Patients with PMBTs are unique in the course of their treatment and the effects of the cancer and treatment on their neurological and physical functioning. Caregivers of patients with PMBT experience suffering related to caring for the patient faced with terminal diagnosis who is also undergoing treatment and may be exhibiting cognitive deficits.
The authors describe the lack of literature related to predictors of caregivers’ perceptions of suffering in persons with PMBT. The authors clearly describe the theoretical framework and gaps in the literature that support the need for the current study. Although published studies have explored caregivers’ perceived suffering and responses to the suffering, most of this work has been done in populations with dementia or general oncology disease. The current study will fill the gap in the literature related specifically to predictors of caregiver suffering and the effect on caregiver burden
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and depression in patients with PMBTs.
Research questions The objective of this study is to determine the predictors of caregivers’ perceptions of the suffering of patients with PMBTs, and determine the extent caregivers’ perceptions of the care recipient’s suffering predicted the caregivers’ burden and depression. Although this is a descriptive study, the authors hypothesized that the care recipient’s main symptoms would predict the caregiver’ perceptions of suffering, and the perceived suffering would impact caregiver burden and depression.
Sample A convenience sample of 164 care recipient and caregiver dyads were enrolled in the study. Of the 164 who consented to the study, 86 dyads remained enrolled in the study at the 4-month data period. The authors clearly described the recruitment and enrollment process and the inclusion criteria. The sample size was not justified with use of power analysis. Given the exploratory nature of the study, the sampling procedure is adequate, but the results must be interpreted cautiously because of limited generalizability.
Research design A descriptive, correlational longitudinal design was used, providing Level IV evidence. Data were collected at three time points. This is a nonexperimental study because no randomization was done and there is no manipulation of the independent variables, nor is there a control group. The relationship of the variables can be explored, but no causality can be inferred. It is important to note that although this study provides a lower level of evidence than an RCT, as long as the design is sound and appropriate for the research questions, it may provide preliminary data to support future intervention studies. Since there is a gap in the literature, the findings of this study may provide the best available evidence.
Threats to internal validity
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No threats from history, mortality (or attrition), or maturation affect this study. Selection bias is a common threat when a convenience sample is used. Psychometric properties of the instrument used to measure the primary outcome variable, caregiver perception, are not reported, which is acknowledged by the authors in the limitation section. Validity is not reported for the Caregiver Reaction Assessment (CRA) or Center for Epidemiologic Studies Depression Scale (CES-D); however, the authors cite the original reference of the tool, which reports adequate validity. The threat of testing is also apparent in this study, with the time of rating the care recipient’s suffering during the week prior to data collection.
Threats to external validity As this is a convenience sample, potential bias may unknowingly be introduced, limiting generalizability of the results. The sample is predominantly female and caregivers are predominantly spouses. All participants were recruited from a suburban area, which also limits generalizability.
Research methods Interviews of caregivers were conducted in person or via telephone. It appears that data collection methods were carried out consistently with each participant, although there was no mention of the specific data collection process, including training or supervision of data collectors, thereby posing questions about fidelity.
Legal-ethical issues The protocol was approved by the appropriate institutional review board. Both caregivers and care recipients completed the informed consent prior to enrolling in the study.
Instruments The primary outcome of caregiver perception of the care recipient’s suffering was measured by a single-item scale that was developed by the study investigators for this protocol. Reliability and validity data are not reported on this scale. The CRA scale was used to measure caregiver burden. Reliability of the 24-item scale is
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acceptable with Cronbach’s alpha.62 to.83. Validity was not reported. The shortened CES-D was used to measure caregivers’ depression. Reliability is not reported; however, the authors cite other studies in support of validity of the scale.
Several instruments were used to measure the predictor variables. The authors report an acceptable reliability for each of those instruments.
Reliability and validity All of the instruments used in this study do not demonstrate adequate psychometric properties, or the authors do not present the reliability and validity of the instrument. This is a weakness and leads to questions about the accuracy with which the tools measure the variables of interest.
Data analysis To assess the relationship between the dependent and independent variables, Spearman’s correlation was appropriately used to assess the relationship between the caregivers’ perceptions of care recipients’ suffering, and the severity of symptoms measured by the M. D. Anderson Symptom Inventory-Brain Tumor (MDASI-BT). Potential predictors of perception of care recipients’ suffering were analyzed using a univariate analysis of measures and multivariable linear regression model. Six tables appropriately were used to visually display the data.
Conclusions, implications, and recommendations Conclusions and implications for practice are clearly stated and are consistent with the reported results. Recommendations for future research are implied in the discussion. Care recipient symptoms are found to be the main predictors of caregivers’ perception of the care recipients’ suffering. Specifically, difficulty understanding, difficulty remembering, difficult concentrating, feeling distress, and pain showed moderate correlations with the caregivers’ perception of the care recipients’ suffering. In addition, the findings indicated that the caregivers’ perception of the care recipients’ degree of suffering and the relationship as a spousal caregiver were the main predictors of caregivers’ burden. The age of the caregiver and the
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total symptoms of the care recipient were the main predictors of caregiver depression.
Application to nursing practice This nonexperimental, correlational study provides data that may eventually lead to an intervention study. The findings support the association between caregivers’ perceptions of care recipients’ suffering and care recipients’ symptoms. Knowing predictors of the perception and how this relates to the caregivers’ burden and depression can lead to targeted interventions to relieve symptoms and caregiver distress. The strengths outweigh the weaknesses, although the results must be interpreted with caution because of limited generalizability. The risks are minimal, and there are no potential benefits for the individual subjects, but there may be a benefit to the greater society by the dissemination of findings in the literature and applicability to future studies. Further studies with larger sample size would be useful to confirm this.
Critical thinking challenges
• Discuss how the stylistic considerations of a journal affect the researcher’s ability to present the research findings of a quantitative report.
• Discuss how the limitations of a research study affect generalizability of the findings.
• Discuss how you differentiate the “critical appraisal” process from simply “criticizing” a research report.
• Analyze how threats to internal and external validity affect the strength and quality of evidence provided by the findings of a research study.
• How would a staff nurse who has just critically appraised the study by Bakas and colleagues determine whether the findings of this study were applicable to practice?
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Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Received August 6, 2015; final revision received September 24, 2015; accepted October 13, 2015. From the Indiana University School of Nursing, Indianapolis (T.B., J.K.A., S.M.M.); University of Cincinnati College of Nursing, OH (T.B.); College of Health Sciences, University of Delaware, Newark (B.H.); Indiana University Melvin and Bren Simon Cancer Center, Indianapolis (N.M.J.); School of Nursing, University of Washington, Seattle (P.H.M.); Indianapolis Economics Department, Indiana University Purdue University (G.M.); Richard M. Fairbanks School of Public Health, Indianapolis, IN (Z.Y., T.E.S.); and College of Nursing, University of Florida, Gainesville (M.T.W.). Guest Editor for this article was Eric E. Smith, MD. Presented in part at the American Heart Association Scientific Sessions, Orlando, FL, November 7–11, 2015. Correspondence to Tamilyn Bakas, PhD, RN, College of Nursing, University of Cincinnati, 3110 Vine St, Procter Hall No. 231, PO Box 210038, Cincinnati, OH 45221. E-mail tamilyn.bakas@uc.edu © 2015 American Heart Association, Inc. Author Affiliations: Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Czech Republic (Dr Zeleníková); Department of Health and Community Systems, School of Nursing, University of Pittsburgh, Pennsylvania (Dr Ren); University Center for Social and Urban Research, University of Pittsburgh, Pennsylvania (Dr Schulz); College of Nursing, Michigan State University, East Lansing (Dr Given); and Department of Acute and Tertiary Care, School of Nursing, University of Pittsburgh, Pennsylvania (Dr Sherwood). This study was funded by the National Cancer Institute (award R01 CA118711, principal investigator P.R.S.). The authors have no conflicts of interest to disclose. Correspondence: Renáta Zeleníková, PhD, Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Syllabova 19, Ostrava, 703 00 Czech Republic (renata.zelenikova@osu.cz).Accepted for publication February 16, 2015. DOI: 10.1097/NCC.0000000000000261
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caregiver perceptions over time in response to providing care for a loved one with a primary malignant brain tumor. Oncol Nurs Forum 2011;38(2):149-155.
81. Hebert R. S., Arnold R. M., Schulz R. Improving well-being in caregivers of terminally ill patients. Making the case for patient suffering as a focus for intervention research. J Pain Symptom Manage 2007;34(5):539-546.
82. Monin J. K., Schulz R., Feeney B. C., Cook T. B. Attachment insecurity and perceived partner suffering as predictors of personal distress. J Exp Soc Psychol 2010;46(6):1143-1147.
83. Chung M. L., Pressler S. J., Dunbar S. B., et al. Predictors of depressive symptoms in caregivers of patients with heart failure. J Cardiovasc Nurs 2010;25(5):411-419.
References 84. Bakas T., Austin J. K., Habermann B., et al. Telephone
assessment and skill-building kit for stroke caregivers A randomized controlled clinical trial. Stroke 2015;46:3478- 3487.
85. Zelenikova R., Dianxu R., Schulz R., et al. Symptoms as the main predictors of caregivers’ perception of the suffering of patients with primary malignant brain tumors. Cancer Nursing 2016;39(2):97-105.
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PART IV
Application of Research: Evidence-Based Practice Research Vignette: Mei R. Fu
OUTLINE
Introduction
19. Strategies and tools for developing an evidence- based practice
20. Developing an evidence-based practice
21. Quality improvement
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Introduction
Research vignette
Lymphedema symptom science: Synergy between biological underpinnings of symptomology and technology-driven self-care interventions
Mei R. Fu, PhD, RN, FAAN
Associate Professor
NYU Rory Meyers College of Nursing
New York University
Each year, millions of women worldwide are diagnosed with breast cancer. Lymphedema, an abnormal accumulation of lymph fluid in the ipsilateral body area or upper limb, remains an ongoing major health problem affecting more than 40% of 3.1 million breast cancer survivors in the United States (Fu, 2014). Many breast cancer survivors suffer from daily distressing symptoms related to lymphedema, including arm swelling, breast swelling, chest wall swelling, heaviness, firmness, tightness, stiffness, pain, aching, soreness, tenderness, numbness, burning, stabbing, tingling, arm fatigue, arm weakness, and limited movement in the shoulder, arm, elbow, wrist, and fingers (Fu & Rosedale, 2009; Fu, Axelrod, Cleland, et al., 2015). The experience of lymphedema symptoms has been linked to clinically relevant and detrimental outcomes, such as disability and psychological distress, both of which are known risk
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factors for breast cancer survivors’ poor quality of life (QOL). My program of research on lymphedema symptom science grew
out of my passion and desire to understand how patients manage lymphedema in their daily lives. Being a nurse who witnessed patients’ daily suffering from lymphedema, I felt it imperative to help patients relieve their symptoms. I was determined to pursue doctoral studies so I could systematically and scientifically investigate the phenomenon of managing lymphedema from a patient’s perspective.
During my doctoral program, I received funding from the National Institute of Health (NIH) to complete three descriptive phenomenology studies about the phenomenon of managing lymphedema in different ethnic groups, including white, Chinese American, and African American breast cancer survivors. These studies provide important evidence: (1) breast cancer survivors were distressed that no or limited education was given to them about lymphedema (Fu, 2005); (2) they described the lymphedema symptom experience as living with “a plethora of perpetual discomfort”; and (3) feasible self-care behaviors that were easy to integrate into a daily routine were central to lymphedema management in breast cancer survivors’ daily lives (Fu, 2010).
From my early research, I have purposefully built my research in two related lines of scientific inquiry: (1) lymphedema symptom science to discover the biological underpinnings of lymphedema symptomology; and (2) technology-driven interventions to develop pragmatic symptom assessment and self-care mobile health (mHealth) interventions to reduce the risk of lymphedema and optimize lymphedema management through symptom assessment and management. Starting with qualitative inquiry to understand patients’ daily symptom experience, I have developed and tested instruments to effectively assess symptoms (Fu et al., 2007; Fu, Axelrod, et al., 2008), pushed the boundaries of using cutting-edge technology for quantifying lymphedema (Fu, Axelrod, Guth, et al., 2015a), and conducted prospective studies to discover the biological pathway of lymphedema symptomology using a genomic approach (Fu, Conley, Axelrod, et al., 2016). My research has documented evidence that lymphedema symptoms are strongly associated with increased limb volume; symptoms alone can accurately detect
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lymphedema defined by greater than 200 mL limb volume difference, as well as evidence for patterns of obesity and lymph fluid level. Supported by NIH, my research findings reveal that lymphedema symptoms do have inflammatory biological mechanisms, evidenced by significant relationships with several inflammatory genes. This important study provides a foundation for precision assessment of heterogeneity of lymphedema phenotype and understanding the biological mechanism of each phenotype through the exploration of inherited genetic susceptibility, which is essential for finding a cure. Further exploration of investigative intervention in the context of genotype and gene expressions will advance our understanding of heterogeneity of lymphedema phenotype.
I also played a leadership role by conducting two studies supported by the Oncology Nursing Society and the International American Lymphedema Framework Project, documenting the need for oncology nurses to enhance their lymphedema knowledge and identify predictors for effective lymphedema care. This work identifies (1) the critical need for patient and clinician education about the importance of managing lymphedema symptoms, and (2) the critical need to manage lymphedema symptoms among breast cancer survivors through self-care behavioral interventions addressing physiological personal factors such as a compromised lymphatic system and body mass index (BMI). Based on the identified research gap, my team and I developed the Optimal Lymph Flow intervention, a face-to-face-nurse-delivery, patient- centered, feasible, and safe self-care program for managing lymphedema symptoms and reducing the risk of lymphedema (Fu, 2014). Grounded in research-driven self-care strategies, The Optimal Lymph Flow self-care program focuses on innovative self- care to promote lymph flow by empowering, rather than inhibiting, how breast cancer survivors live their lives. It features a safe, feasible 5-minute lymphatic exercise program that is easily integrated into the daily routine and easy to follow nutrition guidance. This program is effective in enhancing lymphedema risk reduction. The study provides initial evidence that translates research findings to support an emerging change in lymphedema care from a treatment-focus to a proactive risk reduction approach.
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Advancing lymphedema self-management using the Internet, a venue that offers universal access to web-based programs, was the next evidence-based innovation. Patient requests inspired my team to develop and pilot test a web-based mHealth system for lymphedema symptom assessment and management (Fu, Axelrod, Guth, et al., 2016a, 2016b). The Optimal Lymph Flow mHealth system (TOLF) is a technologically driven delivery model featuring patient-centered, web- and mobile-based educational and behavioral interventions focusing on safe, innovative, and pragmatic electronic assessment and self-care strategies for lymphedema management. Based on principles fostering accessibility, convenience, and efficiency of an mHealth system to enhance training and motivating assessment of and self-care for lymphedema symptoms, the TOLF innovation includes self-care skills to promote symptom management among breast cancer survivors at risk for lymphedema. TOLF is guided by the Model of Self-Care for Lymphedema Symptom Management program. Avatar video simulations provide a novel and standardized training system to assist in building self-care skills by visually showing how lymph fluid drains in the lymphatic system when performing lymphatic exercises. Patients can use the TOLF mHealth system to monitor and evaluate their lymphedema symptoms virtually anytime and anywhere. Upon the submission of their symptom report, patients immediately receive a symptom evaluation in terms of fluid accumulation and recommended self- care strategies.
Currently, I am the principal investigator for a web- and mobile- based pilot clinical trial funded by Pfizer to evaluate the effectiveness of TOLF mHealth intervention in managing chronic pain and symptoms related to lymph fluid accumulation (Fu, Axelrod, Guth, et al., 2016c). Collaborating with engineering expert Dr. Yao Wang, I am also the principal investigator for an R01 technology innovation research award from National Cancer Institute to develop a precision assessment of lymphedema risk from patient self-reported symptoms through machine learning, as well as to develop a Kinect-enhanced intervention training system, which can track patients’ movement and provide instant audio- visual feedback to patients, to enable them to follow prescribed
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movements more accurately, thereby making self-care interventions more effective. The innovation of precision risk prediction and intervention will be hosted in TOLF. This project has the potential to enhance lymphedema risk assessment and risk reduction for patients worldwide to achieve automated precision symptom assessment, detection, and prediction of lymphedema based on lymphedema symptom evaluation.
For more than a decade, my research has advanced symptom science, an important focus that has contributed to building an evidence-based applicable for nursing practice. The sustained funding for my research has allowed me to pioneer research innovation in genomics, biomarkers, and technology in symptom science research and to seamlessly build a program of research. From early on in my career, I have been building a global research network for symptom science, significant in today’s global health network world. The international funding for my research, in collaboration with researchers from China, South Korea, and Brazil has allowed me and my international team to build a global platform in symptom science research by translating and testing culturally appropriate symptom assessment instruments and interventions to relieve patients’ distressful symptoms (Fu et al., 2002; Fu, Xu, et al., 2008; Li et al., 2016; Paim et al., 2008; Ryu et al., 2013; Shi et al., 2016). The multidisciplinary nature of my work is an important key to success. I have worked collaboratively as a nurse scientist with researchers from many other fields, including medicine, surgery, radiation, pathology, engineering, molecular biology, biostatistics and physical therapy, front-line clinicians, hospital administrators, and patients. The findings derived from my research have informed policy related to development of national practice standards, the National Lymphedema Network position paper on screening and measurement for early detection of breast cancer related lymphedema, and the American Cancer Society guideline for breast cancer survivorship care. Cancer centers in the United States and China have implemented digital technology for patients to report lymphedema symptoms and lymphedema risk reduction programs to automate referrals for early detection and treatment of lymphedema. My ongoing research on mHealth will continue to impact health care delivery
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and future policy for cancer survivorship and lymphedema care.
References 1. Fu M. R. Breast cancer survivors’ intentions of managing
lymphedema. Cancer Nursing 2005;28(6):446-457 PMID:; 16330966.
2. Fu M. R. Cancer Survivors’ views of lymphoedema management. Journal of Lymphoedema 2010;5(2):39-48.
3. Fu M. R. Breast cancer-related lymphedema symptoms, diagnosis, risk reduction, and management. Available at: doi: 10.5306/wjco.v5.i3.241. World Journal of Clinical Oncology 2014;5(3):241-247 PMID:; 25114841.
4. Fu M. R., Rosedale M. Breast cancer survivors’ experience of lymphedema related symptoms. Journal of Pain and Symptom Management 2009;38(6):849-859 PMID:; 19819668.
5. Fu M. R., Rhodes V. A., Xu B. The Chinese translation The index of nausea, vomiting, and retching (INVR). Cancer Nursing 2002;25(2):134-140 PMID:; 11984101.
6. Fu M. R., McDaniel R. W., Rhodes V. A. Measuring symptom occurrence and symptom distress Development of the symptom experience index. Journal of Advanced Nursing 2007;59(6):623-634 PMID:; 17672849.
7. Fu M. R., Axelrod D., Haber J. Breast cancer-related lymphedema Information, symptoms, and risk reduction behaviors. Journal of Nursing Scholarship 2008;40(4):341-348 PMID:; 19094149.
8. Fu M. R., Xu B., Liu Y., et al. “Making the best of it” Chinese women’s experiences of adjusting to breast cancer diagnosis and treatment. Journal of Advanced Nursing 2008;63(2):155- 165 PMID:; 18537844.
9. Fu M. R., Axelrod D., Cleland C. M., et al. Symptom reporting in detecting breast cancer-related lymphedema. Breast Cancer Targets and Therapy 2015;7:345-352 Available at: doi: 10.2147/BCTT.S87854 (#1825502)PMID:; 26527899.
10. Fu M. R., Axelrod D., Guth A., et al. Patterns of obesity and lymph fluid level during the first year of breast cancer treatment a prospective study. Journal of Personalized Medicine
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2015;5(3):326-340 Available at: doi: 10.3390/jpm5030326 PMID:; 26404383.
11. Fu M. R., Axelrod D., Guth A. A., et al. Usability and feasibility of health IT interventions to enhance self-care for lymphedema symptom management in breast cancer survivors. Internet Interventions 2016;5:56-64.
12. Fu M. R., Axelrod D., Guth A. A., et al. mHealth self-care interventions managing symptoms following breast cancer treatment. mHealth 2016;2:28 Available at: doi: 10.21037/mhealth.2016.07.03 PMID:; 27493951.
13. Fu M. R., Axelrod D., Guth A. A., et al. A web- and mobile- based intervention for women treated for breast cancer to manage chronic pain and symptoms related to lymphedema Randomized clinical trial rationale and protocol. JMIR Research Protocol 2016;5(1):e7 Available at: http://www.researchprotocols.org/2017/1/e7/ Available at: doi: 10.2196/resprot.5104
14. Fu M. R., Conley Y. P., Axelrod D., et al. Precision assessment of heterogeneity of lymphedema phenotype, genotypes and risk prediction. The Breast 2016; Available at: doi: 10.1016/j.breast.2016.06.023 PMID: 27460425 (Epub ahead print)
15. Li K., Fu M. R., Zhao Q., et al. Translation and evaluation of Chinese version of the symptom experience index. International Journal of Nursing Practice 2016;22:556-564 Available at: doi: 10.1111/ijn.12464 PMIC:; 27560042.
16. Paim C. R., de Paula Lima E. D., Fu M. R., et al. Post lymphadenectomy complications and quality of life among breast cancer patients in Brazil. Cancer Nursing 2008;31(4):302-309 quiz 310–311. PMID:; 18600117.
17. Ryu E., Kim K., Choi S. Y., et al. The Korean version of the symptom experience index A psychometric study. International Journal of Nursing Studies 2013;50(8):1098-1107 Available at: doi: 10.1016/j.ijnurstu.2012.12.008 PMID: 23290258 (Epub 2013 Jan 3)
18. Shi S., Lu Q., Fu M. R., et al. Psychometric properties of the breast cancer and lymphedema symptom experience index The Chinese version. European Journal of Oncology Nursing
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2015;20:10-16 Available at: doi: 10.1016/j.ejon.2015.05.002 pii: S1462-3889(15)00076-9PMID: 26071198 (Epub ahead print)
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CHAPTER 19
Strategies and tools for developing an evidence-based practice Carl A. Kirton
Learning outcomes
After reading this chapter, you should be able to do the following:
• Identify the key elements of a focused clinical question. • Discuss the use of databases to search the literature. • Screen a research article for relevance and validity. • Critically appraise study results and apply the findings to practice. • Make clinical decisions based on evidence from the literature combined with clinical expertise and patient preferences.
KEY TERMS
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confidence interval
electronic index
information literacy
likelihood ratio
negative likelihood ratio
negative predictive value
null value
number needed to treat
odds ratio
positive likelihood ratio
positive predictive value
prefiltered evidence
relative risk
relative risk reduction
sensitivity
specificity
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
In today’s environment of knowledge explosion, new investigations that potentially impact maintaining a practice that is based on evidence can be challenging. However, the development of an evidence-based nursing practice is contingent on applying new and important evidence to clinical practice. A few simple strategies will help you move to a practice that is evidence oriented. This chapter will assist you in becoming a more efficient and effective reader of the literature. Through a few important tools and a crisp understanding of the important components of a study, you will be able to use an evidence base to determine the merits of a study for your practice and for your patients.
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Consider the case of a nurse who uses evidence from the literature to support her practice: Sheila Tavares is a staff registered nurse who works in the prenatal clinic. She is teaching a class to pregnant women. Sheila teaches the future mothers that they should avoid sugar-sweetened beverages during pregnancy because it causes weight gain in the infant. The mothers want to know if artificially sweetened beverages (diet drinks) can be consumed. Sheila is not sure about the effect on infant weight and decides to consult the literature to answer this question.
Evidence-based strategy #1: Asking a focused clinical question Developing a focused clinical question will help Sheila focus on the relevant issue and prepare her for subsequent steps in the evidence- based practice process (see Chapters 1, 2, and 3). A focused clinical question using the PICO format (see Chapters 2 and 3) is developed by answering the following four questions:
1. What is the population I am interested in?
2. What is the intervention I am interested in?
3. What will this intervention be compared with? (Note: Depending on the study design, this step may or may not apply.)
4. How will I know if the intervention makes things better or worse (thus identifying an outcome that is measurable)?
As you recall from Chapters 2 and 3, the simple mnemonic PICO is used to develop a well-designed clinical question (Table 19.1). Using this format Sheila develops the following clinical question: Does consumption of artificially sweetened beverages [intervention] among pregnant women [population] affect infant body weight [outcome]?
TABLE 19.1 Using PICO to Formulate Clinical Questions
Patient What group do you want information on? Pregnant mothers
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population Intervention (or exposure)
What event do you want to study the effect of? Artificially sweetened beverages
Comparison Compared with what? Is it better or worse than no intervention at all, or than another intervention?
No artificially sweetened beverages
Outcomes What is the effect of the intervention? Infant body weight
Once a clinical question has been framed, it is useful to assign the question to a clinical category. These categories are predominately based on study designs that you read about in previous chapters. These categories help you search for the correct type of study to answer the clinical question. Being able to critique research is an important skill in evidence-based practice. Because clinicians may feel they lack the skills to critique published research, clinical category worksheets are available to guide your assessment of the extent to which the author implemented a well-designed study. It also helps you answer the important question of whether or not the study finding applies to your specific patient or group.
• Therapy category: When you want to answer a question about the effectiveness of a particular treatment or intervention, you will select studies that have the following characteristics:
• An experimental or quasi-experimental study design (see Chapter 9)
• Outcome known or of probable clinical importance observed over a clinically significant period of time
• For studies in this category, you use a therapy appraisal tool to evaluate the study. A therapy tool can be accessed at http://www.cebm.net/critical- appraisal/.
• Diagnosis category: When you want to answer a question about the usefulness, accuracy, selection, or interpretation of a particular measurement instrument or laboratory test, you will
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select studies that have the following characteristics:
• Cross-sectional/case control/retrospective study design (see Chapter 10) with people suspected to have the condition of interest
• Administration to the patient of both the new instrument or diagnostic test and the accepted “gold standard” measure
• Comparison of the results of the new instrument or test and the “gold standard”
• When studies are in this category, you use a diagnostic test appraisal tool to evaluate the article. A diagnostic tool can be accessed at http://www.cebm.net/critical-appraisal/.
• Prognosis category: When you want to answer a question about a patient’s likely course for a particular disease state or identify factors that may alter the patient’s prognosis, you will select studies that have the following characteristics:
• Nonexperimental, usually a longitudinal/cohort/prospective study of a particular group for a specific outcome or disease (see Chapter 10)
• Follow-up for a clinically relevant period of time (time is the exposure)
• Determination of factors in those who do and do not develop a particular outcome
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• For studies in this category, you use a prognosis appraisal tool (sometimes called a cohort tool) to evaluate the study. A prognosis tool can be accessed at http://www.cebm.net/critical-appraisal/.
• Harm category: When you want to determine the cause(s) of a particular symptom, problem, or disorder, you will select studies that have the following characteristics:
• Nonexperimental, usually longitudinal or retrospective (ex post facto/case control study designs over a clinically relevant period of time; see Chapter 10)
• Assessment of whether or not the patient has been exposed to the independent variable
• For studies in this category, you use a harm appraisal tool (sometimes called a case-control tool) to evaluate the study. A harm tool can be accessed at http://www.cebm.net/critical-appraisal/.
Evidence-based strategy #2: Searching the literature All the skills that Sheila needs to consult the literature and answer a clinical question are conceptually defined as information literacy. Your librarian is the best person to help you develop the necessary skills to become information literate. Part of being information literate is having the skills necessary to electronically search the literature to obtain the best evidence for answering your clinical question.
The literature is organized into electronic indexes or databases. Chapter 3 discusses the differences among databases and how to
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use these databases to search the literature. You can also learn how to effectively search databases through a web-based tutorial located at https://www.nlm.nih.gov/bsd/disted/nurses/cover.html.
Using the PubMed database (www.pubmed.gov), Sheila uses the search function and enters the term “artificial sweeteners AND pregnancy.” This strategy provides her with 6069 articles. Of course, there are too many articles for Sheila to review, and she does a quick scan and realizes that many of the articles do not answer her clinical question. Many are not research studies, and some articles have nothing to do with artificial sweeteners consumed by pregnant women. She recalls that the PubMed database has a filter option that helps her find citations that correspond to a specific clinical category. A careful perusal of the list of articles and a well-designed clinical question help Sheila select the key articles.
EVIDENCE-BASED PRACTICE TIP Prefiltered sources of evidence can be found in journals and electronic format. Prefiltered evidence is evidence in which an editorial team has already read and summarized articles on a topic and appraised its relevance to clinical care. Prefiltered sources include Clinical Evidence, available online at http://clinicalevidence.com/x/index.html and in print; Evidence- based Nursing, available online at http://ebn.bmj.com/ and in print; and The Joanna Briggs Institute, available online at http://joannabriggs.org.
Evidence-based strategy #3: Screening your findings Once you have searched and selected the potential articles, how do you know which articles are appropriate to answer your clinical question? This is accomplished by screening the articles for quality, relevance, and credibility by answering the following questions (Munn et al., 2015; Warren, 2015):
1. Is each study from a peer-reviewed journal? Studies published in peer-reviewed journals have had an extensive review and editing process (see Chapter 3).
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2. Are the setting and sample of each study similar to mine so that results, if valid, would apply to my practice or to my patient population (see Chapter 12)?
3. Are any of the studies sponsored by an organization that may influence the study design or results (see Chapter 13)?
Your responses to these questions can help you decide to what extent you want to appraise each article. Example: ➤ If the study population is markedly different from the one to which you will apply the results, you may want to consider selecting a more appropriate study. If an article is worth evaluating, you should use the category-specific tool identified in evidence-based strategy 1 to critically appraise the article.
Sheila reviews the abstract of the articles retrieved from her PubMed citation lists and selects the following article: “Association Between Artificially Sweetened Beverage Consumption During Pregnancy and Infant Body Mass Index” (Azad et al., 2016). This study was published in 2016 in JAMA Pediatrics, a peer-reviewed journal. This is an observational study that has a longitudinal/cohort design and is a prognosis clinical category study. Sheila reads the abstract and finds that the objective of the study was to observe maternal consumption of artificial sweeteners during pregnancy and evaluate its influence on infant body mass index, measured at 1 year of age. The population and setting of the study were mothers from Canada. The study authors received funding for this investigation from the Children’s Hospital Research Institute of Manitoba and supported by the Canadian Institute of Health Research and the Allergy, Genes and Environment Network of Centres of Excellence. Sheila finds that there were no funding or conflict of interest issues noted; she decides that this study is worth evaluating and selects the prognosis category tool.
HELPFUL HINT If you are selecting a therapy study, consider both studies with significant findings (treatment is better) and studies with nonsignificant findings (treatment is worse or there is no difference). Studies reporting nonsignificant findings are more
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difficult to find but are equally important.
Evidence-based strategy #4: Appraise each article’s findings Applying study results to individual patients or to a specific patient population and communicating study findings to patients in a meaningful way are the hallmark of evidence-based practice. Common evidence-based practice conventions that researchers and research consumers use to appraise and report study results are identified by four different types of clinical categories: therapy, diagnosis (sensitivity and specificity), prognosis, and harm. The language common to meta-analysis was discussed in Chapter 11. An appraisal tool for a meta-analysis (systematic review) can be found at http://www.cebm.net/critical-appraisal/. Familiarity with these evidence-based practice clinical categories will help Sheila search for, screen, select, and appraise articles appropriate for answering clinical questions.
Therapy category In articles that belong to the therapy category (experimental, randomized controlled trials [RCTs], or intervention studies), investigators attempt to determine if a difference exists between two or more interventions. The evidence-based language used in a therapy article depends on whether the numerical values of the study variables are continuous (a variable that measures a degree of change or a difference on a range, such as blood pressure) or discrete, also known as dichotomous (measuring whether or not an event did or did not occur, such as the number of people diagnosed with type 2 diabetes) (Table 19.2).
TABLE 19.2 Difference Between Continuous and Discrete Variables
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Generally speaking, therapy studies measure outcomes using discrete variables and present results as measures of association as relative risk (RR), relative risk reduction, or odds ratio (OR), as illustrated in Table 19.3. Understanding these measures is challenging but particularly important because they are used by all health care providers to communicate with each other and to patients the risks and benefits or lack of benefits of a treatment (or treatments). They are particularly useful to nurses, as they inform decision making that validates current practice or provides evidence that supports the need for a clinical practice change.
TABLE 19.3 Measures of Association for Trials That Report Discrete Outcomes
Measure of Association Definition Comment
Relative risk, also called risk ratio
Compares the probability of the outcome in each group.
The RR is calculated by dividing the EER/CER.
If CER and EER are the same, the RR = 1 (this means there is no difference between the experimental and control group outcomes). If the risk of the event is reduced in EER compared with CER, RR < 1. The further to the left of 1 the RR is, the greater the event, the less likely the event is to occur. If the risk of an event is greater in EER compared with CER, RR > 1. The further to the right of 1 the RR is, the greater the event is likely to occur.
Relative risk reduction
This value tells us the reduction in risk in relative terms. The RRR is an estimate of the percentage of baseline risk that is removed as a result of the therapy; it is calculated as the ARR between the treatment and control groups divided by the absolute risk among patients in the control group.
Percent reduction in risk that is removed after considering the percent of risk that would occur anyway (the control group’s risk), calculated as EER − CER/CER
OR Estimates the odds of an event If the OR = 1.0, this means there is no difference
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occurring. The OR is usually the measure of choice in the analysis of nonexperimental design studies. It is the probability of a given event occurring to the probability of the event not occurring.
in the probability of an event occurring between the experimental and control group outcomes. If the probability of the event is reduced between groups, the OR is < 1.0 (i.e., the event is less likely in the treatment group than the control group). If the odds of an event is increased between groups, the OR > 1.0 (i.e., the event is more likely to occur in the treatment group than the control group).
CER, Control group event rate; EER, experimental group event rate; OR, odds ratio; RR, relative risk; RRR, relative risk reduction.Note: When the experimental treatment increases the probability of a good outcome (e.g., satisfactory hemoglobin A1c levels), there is a benefit increase rather than a risk reduction. The calculations remain the same.
Example: ➤ Haas and colleagues (2015) examined a smoking cessation intervention among individuals of lower socioeconomic status (low-SES). Investigators randomized the smokers to usual care from their health care team or to an intervention group that received care from a tobacco treatment specialist along with other resources. Abstinence was measured 9 months after randomization. The data revealed that smokers in the intervention group were more likely to report quitting than individuals in the control group (OR, 2.5; 95% CI, and 1.5 to 4.0) (Haas et al., 2015). This means that those receiving care from a tobacco treatment specialist and other resources were two and a half times more likely to quit smoking than those who received usual care.
Two other measures can help you determine if the reported or calculated measures are clinically meaningful. They are the number needed to treat (NNT) and the confidence interval (CI). These measures allow you to make inferences about how realistically the results about the effectiveness of an intervention can be generalized to individual patients and to a population of patients with similar characteristics.
The NNT is a useful measure for determining intervention effectiveness and its application to individual patients. It is defined as the number of people who need to receive a treatment (or the intervention) in order for one patient to receive any benefit. The NNT may or may not be reported by the study researchers but is easily calculated. Interventions with a high NNT require considerable expense and human resources to provide any benefit or to prevent a single episode of the outcome, whereas a low NNT
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is desirable because it means that more individuals will benefit from the intervention. In the Haas and colleagues (2015) study that studied smoking cessation interventions, the NNT = 10. The interpretation for the NNT is that we would have to provide 10 patients with the study intervention for one of them to benefit from the intervention. In other words, 1 in 10 patients will quit smoking. This gives us a very different and clinically useful perspective of the intervention; obviously the lower the NNT, the better the intervention.
The second clinically useful measure is the CI. The CI is a range of values, based on a random sample of the population that often accompanies measures of central tendency and measures of association and provides you with a measure of precision or uncertainty about the sample findings. Typically investigators record their CI results as a 95% degree of certainty; at times you may also see the degree of certainty recorded as 99%. Journals often include CIs as one of the statistical methods used to interpret study findings. Even when CIs are not reported, they can be easily calculated from study data. The method for performing these calculations is widely available in statistical texts.
Returning to the Haas and colleagues (2015) study, it was found that the OR for smoking cessation for study participants who received the intervention was 2.5. The authors accompanied this data with a 95% CI so that the OR with CI is reported as 2.5 (1.5 to 4.0). The CI, the number in parentheses, helps us place the study results in context for all patients similar to those in the study (generalizability).
As a result of the calculated CI for the Haas and colleagues (2015) study, it can be stated that in adults who smoke (the study population) we can be 95% certain that when they receive counseling, nicotine replacement therapy, and community based resources, the odds of abstinence are between 1.5 and 4.0; this is the range of effectiveness of the intervention. Recall that the odds of something happening is the ratio between success and failure (or something happening or not happening). Thus, at a minimum, you can expect that with the intervention treatment the odds of smoking cessation are one and half times greater than the odds of continued smoking. At best, you can expect that with the intervention the
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odds of smoking cessation are four times greater than the odds of continued smoking.
Another unique feature of the CI is that it can tell us whether or not the study results are statistically significant. When an experimental value is obtained that indicates there is no difference between the treatment and control groups (e.g., no difference in the abstinence rates in smokers who received the intervention and those who didn’t), we label that value “the value of no effect,” or the null value. The value of no effect varies according to the outcome measure.
When examining a CI, if the interval does not include the null value, the effect is said to be statistically significant. When the CI does contain the null value, the results are said to be nonsignificant because the null value represents the value of no difference—that is, there is no difference between the treatment and control groups. In studies of equivalence (e.g., a study to determine if two treatments are similar) this is a desired finding, but in studies of superiority or inferiority (e.g., a study to determine if one treatment is better than the other), this is not the case.
The null value varies depending on the outcome measure. For numerical values determined by proportions/ratio (e.g., RR, OR), the null value is “1.” That is, if the CI does not include the value “1,” the finding is statistically significant. If the CI does include the value “1,” the finding is not statistically significant. If we examine an actual result from Table 3 in Appendix A, we can see an excellent demonstration of this concept; the authors report the factors associated with noncompletion of a vaccination series. The factors are accompanied by ORs and CIs. Can you identify which factors are significant and which are not by examining the CIs? For numerical values determined by a mean difference between the score in the intervention group and the control group (usually with continuous measures), the null value is zero. In this case if the CI includes the null value of zero, the result is not statistically significant. If the CI does not include the null value of zero, the result is statistically significant, as illustrated in Fig. 19.1A–D.
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FIG 19.1 A, Confidence interval (CI) (nonsignificant) for
a hypothesized trial comparing the ratio of events in the experimental group and control group. B, CI
(significant) for a hypothesized trial comparing the ratio of events in the experimental group and control group. C, CI (nonsignificant) for a hypothesized control trial comparing the difference between two treatments. D,
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CI (significant) for a hypothesized control trial comparing the difference between two treatments.
Diagnosis articles In studies that answer clinical questions of diagnosis, investigators study the ability of screening or diagnostic tests, or components of the clinical examination to detect (or not detect) disease when the patient has (or does not have) the particular disease of interest. The accuracy of a test, or technique, is measured by its sensitivity and specificity (Table 19.4).
TABLE 19.4 Reporting the Outcome Results of Diagnostic Trials
FN, False negative; FP, false positive; LR, likelihood ratio; NPV, negative predictive value; PPV, positive predictive value; TN, true negative; TP, true positive.
Sensitivity is the proportion of those with disease who test positive; that is, sensitivity is a measure of how well the test detects disease when it is really there—a highly sensitive test has few false negatives. Specificity is the proportion of those without disease who test negative. It measures how well the test rules out disease when it is really absent; a specific test has few false positives.
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Sensitivity and specificity have some deficiencies in clinical use, primarily because sensitivity and specificity are merely characteristics of the performance of the test.
Describing diagnostic tests in this way tells us how good the test is, but what is more useful is how well the test performs in a particular population with a particular disease prevalence. This is important because in a population in which a disease is quite prevalent, there are fewer incorrect test results (false positives) as compared with populations with low disease prevalence, for which a positive test may truly be a false positive. Predictive values are a measure of accuracy that accounts for the prevalence of a disease. As illustrated in Table 19.4, a positive predictive value (PPV) expresses the proportion of those with positive test results who truly have disease, and a negative predictive value (NPV) expresses the proportion of those with negative test results who truly do not have disease. Let us observe how these characteristics of diagnostic tests are used in nursing practice.
Nurses developed a four-step tool to screen stroke patients for dysphagia (difficulty swallowing) (Cummings et al., 2015). A total of 49 patients were evaluated following their stroke. An experienced speech language therapist evaluated all patients for dysphagia using standard objective methods and determined if dysphagia was present or absent. Nurses used the four-step dysphagia tool (the new test) to evaluate whether or not dysphagia was present or absent. The nurse’s dysphagia tool had a sensitivity of 89% and a specificity of 90%. Table 19.5 shows how sensitivity and specificity are easily calculated and how these numbers are interpreted. Sensitivity and specificity apply to the diagnostic test and tell what portion of the people will have a positive or negative test. Clinicians and patients often want to know when a test is negative or positive what the probability is of actually having the disease. The PPV and NPV answer these question. Table 19.5 shows how the PPV and NPV are calculated. In the study, the probability of having dysphagia when screened positive on the dysphagia tool is 84%, and the probability of not having dysphagia when screened negative on the dysphagia tool is 93%.
TABLE 19.5
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Results for Dysphagia Screen With a Standardized Speech and Language Pathology Screen and Nurse Dysphagia Screen
FN, False negative; FP, false positive; LR, likelihood ratio; TN, true negative; TP, true positive.
Combining sensitivity, specificity, PPV, NPV, and prevalence to make clinical decisions based on the results of testing is cumbersome and complex. Fortunately, all of these measures can be described by one number, the likelihood ratio (LR). This value takes a pretest probability, and when the test is applied (either a positive test or a negative test) gives us a new probability. In other words, it tells us how much more we are certain the patient has the disease as a result of the test. As you can see from Table 19.5, the LR is calculated from the test’s sensitivity and specificity, and with more training in determining disease prevalence (or pretest probability), you could actually state the numerical probability that a patient might have a disease based on the test’s LR.
As illustrated in Table 19.6, a test with a large positive likelihood ratio (e.g., greater than 10), when applied, provides the clinician with a high degree of certainty that the patient has the suspected disorder. Conversely, tests with a very low positive likelihood ratio (e.g., less than 2), when applied, provide you with little to no
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change in the degree of certainty that the patient has the suspected disorder.
TABLE 19.6 How Much Do Likelihood Ratio Changes Affect Probability of Disease?
Likelihood Ratio Positive
Likelihood Ratio Negative
Probability That Patient Has (LR) or Does Not Have (LR)
LR > 10 LR < 0.1 Large LR 5–10 LR 0.1–0.2 Moderate LR 2–5 LR 0.2–0.5 Small LR < 2 LR > 0.5 Tiny LR = 1.0 — Test provides no useful information
LR, Likelihood ratio.
When a test has a LR of 1 (the null value), the test will not contribute to decision making in any meaningful way and should not be used. A test with a large negative likelihood ratio provides the clinician with a high degree of certainty that the patient does not have the disease. The further away from 1 the negative LR is, the better the test will be for its use in ruling out disease (i.e., there will be few false negatives). More and more journal articles require authors to provide test LRs; they may also be available in secondary sources.
Prognosis articles In studies that answer clinical questions of prognosis, investigators conduct studies in which they want to determine the outcome of a particular disease or condition. Prognosis studies can often be identified by their longitudinal cohort design (see Chapter 10). At the conclusion of a longitudinal study, investigators statistically analyze data to determine which factors are strongly associated with the study outcomes, usually through a technique called multivariate regression analysis or simply multiple regression (see Chapter 16).
From this advanced statistical analysis, several factors are usually identified that predict the probability of developing the outcome or a particular disease. The probability is called an odds ratio. The OR (see Table 19.3) indicates how much more likely certain
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independent variables (factors) predict the probability of developing the dependent variable (outcome or disease).
Returning to our case, Sheila reviews a prospective cohort, longitudinal study of pregnant mothers. The authors collected data on maternal consumption of artificially sweetened beverages during pregnancy. At 1 year of age infants were weighed; 5% of the infants were overweight. Daily consumption of artificially sweetened beverages was significantly associated with having an infant overweight at 1 year of age (OR, 2.19; 95% CI, 1.23 to 3.88). The interpretation of the ORs is described in Table 19.7. A higher OR indicates a greater probability of the development of the outcome. An OR below 1 indicates that the probability of developing the outcome is reduced. Also recall from our discussion that whenever we are appraising CIs (to determine statistical significance) we have to examine the CI for the presence of the null value. Because we are evaluating a “ratio,” the null value is equal to 1. Thus any OR CI interval that contains a null value of 1 is not a significant finding. Looking at the CI given previously, we can see that all of the values are above 1 and this does not include the null value; as such, this is a statistically significant finding.
TABLE 19.7 Measures of Association for Trials That Report Discrete Outcomes
Using prognostic information with an evidence-based lens helps the nurse and patient focus on reducing factors that may lead to disease or disability. It also helps the nurse with providing education and information to patients and their families regarding the course of the condition.
HIGHLIGHT
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It is important that all members of your team understand the importance of being able to read tables included in research reports. The information you need to answer your clinical question should be contained in one or more of the tables.
Harm articles In studies that answer clinical questions of harm, investigators want to determine if an individual has been harmed by being exposed to a particular event. Harm studies can be identified by their case- control design (see Chapter 10). In this type of study, investigators select the outcome they are interested in (e.g., pressure ulcers), and they examine if any one factor explains those who have and do not have the outcome of interest. The measure of association that best describes the analyzed data in case-control studies is the OR.
Tomlinson and colleagues (2016) used a case-control study design to identify factors that contribute to delirium in hospitalized patients (incident delirium). Table 19.8 presents data examining factors that might be associated with incident delirium.
TABLE 19.8 Comparisons of Predisposing Risk Factors for Incident Delirium
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From Tomlinson, E. J., Phillips, N., Mohebbi, M., & Hutchinson, A. M. (2016). Risk factors for incident delirium in an acute general medical setting: a retrospective case- control study. Journal of Clinical Nursing. doi:10.1111/jocn.13529.
The interpretation of the data is relatively straightforward. You can see from the table that most of the ORs are greater than 1. Examining the table, you can see being >80 years of age, having anemia, having chronic obstructive airway disease, and many other factors are associated with the development of incident delirium while hospitalized. Based on the previous discussion of CIs you know that the CI indicates how well the study findings can be generalized. A quick review of the CIs demonstrates that some of these factors are not statistically significant findings; for example, having anemia and cancer are not statistically significant findings.
Harm data, with its measure of probabilities, help you identify factors that may or may not contribute to an adverse or beneficial outcome. This information will be useful for the nursing plan of care, program planning, or patient and family education.
Meta-analysis Meta-analysis statistically combines the results of multiple studies (usually RCTs) to answer a focused clinical question through an objective appraisal of carefully synthesized research evidence. The strength of a meta-analysis lies in its use of statistical analysis to summarize studies. As discussed in Chapter 11:
• A clinical question is used to guide the process.
• All relevant studies, published and unpublished, on the question are gathered using pre-established inclusion and exclusion criteria to determine the studies to be used in the meta-analysis.
• At least two individuals independently assess the quality of each study based on pre-established criteria.
• Statistically combine the results of individual studies and present a balanced and impartial quantitative and narrative evidence summary of the findings that represents a “state-of-the-science” conclusion about the strength, quality, and consistency of evidence supporting benefits and risks of a given health care
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practice (García-Perdomo, 2016).
A methodologically sound meta-analysis is more likely than an individual study to be successful in identifying the true effect of an intervention because it limits bias. An RR or, more commonly, the OR is the statistic of choice for use in a meta-analysis (see Tables 19.3 and 19.7). Meta-analysis can also report on continuous data; typically the mean difference in outcomes will be reported.
The typical manner of displaying data in a meta-analysis is by a pictorial representation known as a blobbogram, accompanied by a summary measure of effect size in RR, OR, or mean difference (see Chapter 11). Let us see how blobbograms (sometimes called forest plots) and ORs are used to summarize the studies in a systematic review by practicing with the data from the article in Appendix E. Box A lists nine studies that looked at all-cause mortality. The next four columns list the number of deaths in the nursing group and the nonnursing group (control group). The next column assigns a weight to each study based on the number of subject participants. The larger the sample size, the greater the weight assigned to the study for analysis purposes. In the next column you will note the OR for each of the studies along with its CI. At the end of the table you see a horizontal line represents each trial in the analysis. The findings from each individual study are represented as a blob or square (the measured effect) on the horizontal line. You may also note that each blob or square is a bit different in size. This size reflects the weight the study has on the overall analysis. This is determined by the sample size and the quality of the study. The width of the horizontal line represents the 95% CI. The vertical line is the line of no effect (i.e., the null value), and we know that when the statistic is the OR, the null value is 1.
HELPFUL HINT When appraising the different review types, it is important to be able to distinguish a meta-analysis that analytically assesses studies, from a systematic review that appraises the literature with or without an analytic approach, to an integrative review that also appraises and synthesizes the literature but without an analytic process (see Chapter 11).
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When the CI of the result (horizontal line) touches or crosses the line of no effect (vertical line), we can say that the study findings did not reach statistical significance. If the CI does not cross the vertical line, we can say that the study results reached statistical significance. Can you tell which studies are significant and which ones are not? (Hint: There are only two significant studies.)
You will also notice other important information and additional statistical analyses that may accompany the blobbogram table, such as a test to determine how well the results of each of the individual trials are mathematically compatible (heterogeneity) and a test for overall effect. The reader is referred to a book of advanced research methods for discussion of these topics.
A diamond represents the summary ratio for all studies combined. There is a subtotal diamond for the effect of a nurse led clinic on all-cause mortality. In this case, after statistically pooling the results of each of the controlled trials, it shows that these studies, statistically combined, overall favor the treatment (the nurse led clinic). You will note that the diamond does not touch the line of no effect and as such is a statistically significant finding. The overall interpretation is that a nurse led clinic reduces all-cause mortality in patients with cardiovascular disease. If this is a methodologically sound review, it can be used to support or change nursing practice or specific nursing interventions. A simple tool to help determine whether or not a systematic review is methodologically sound can be found at http://www.cebm.net/critical-appraisal/.
EVIDENCE-BASED PRACTICE TIP When answering a clinical question, check to see if a Cochrane review has been performed. This will save you time searching the literature. A Cochrane review is a systematic review that primarily uses meta-analysis to investigate the effects of interventions for prevention, treatment, and rehabilitation in a health care setting or on health-related disorders. Most Cochrane reviews are based on RCTs, but other types of evidence may also be taken into account, if appropriate. If the data collected in a review are of sufficient quality and similar enough, they are summarized statistically in a meta-analysis. You should always check the Cochrane website, www. cochrane.org, to see if a review has been published on the
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topic of interest.
Evidence-based strategy #5: Applying the findings Evidence-based practice is about integrating individual clinical expertise and patient preferences with the best external evidence to guide clinical decision making (Sackett et al., 1996). With a few simple tools (see the links listed earlier in this chapter) and some practice, your day-to-day practice can be more evidence based. We know that using evidence in clinical decision making by nurses and all other health care professionals interested in matters associated with the care of individuals, communities, and health systems is increasingly important to achieving quality patient outcomes and cannot be ignored. Let us see how Sheila uses evidence to answer the expectant mothers’ question.
Sheila critically appraises the article. This was a cohort study of mother–infant dyads in Canada. Women in the study completed dietary assessments during pregnancy, and their infants’ weights were measured at 1 year of age. Twenty-six percent of the women consumed artificially sweetened beverages; 5% of the women drank these beverages daily. Compared with no consumption, daily consumers have a twofold higher risk of having an overweight infant at 1 year of age (OR, 2.19; 95% CI 1.23 to 3.88). Sheila knows that an OR greater than 1 means that there was an increase in the number of overweight babies in the consumers of artificially sweetened beverages relative to the control group (nonconsumers). She also examines the CIs and notes that the range does not include the null value of 1, making this finding statistically significant. Sheila is surprised by the study’s findings and plans to examine other studies on this subject. She will report back to the mothers that they should avoid drinking artificially sweetened beverages, as this is associated with weight gain in their baby at 1 year. She will be sure to tell the mothers that this effect was measured at 1 year; she does not know if this effect remains beyond the first year of life. She will also tell the mothers that although the findings are statistically significant there could be other factors that were not examined that could have influenced study results, such as
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smoking, diet quality, and breastfeeding duration.
Summary Clinical questions about nursing practice occur frequently; these questions come from nursing assessments, planning, and interventions; from patients; and from questions about the effectiveness of care. Nurses need to think about how they can effectively review the literature for research evidence to answer a clinical question. It is important for nurses and all health care providers and the teams they are part of to be competent at using critical appraisal tools as a resource to evaluate clinical studies that can be used to inform clinical decision making about whether research findings are applicable to clinical practice. Nurses should understand and be able to interpret common measures of association, such as the OR and CIs, and apply this understanding to how data can be used to support current “best practices” or recommend changes in clinical care.
Key points • Asking a focused clinical question using the PICO approach is an
important evidence-based practice tool.
• Several types of evidence-based practice clinical categories used for evaluating research studies are therapy, diagnosis, prognosis, and harm. These categories focus on development of the clinical question, the literature search, and critical appraisal of research.
• An efficient and effective literature search, using information literacy skills, is critical in locating evidence to answer the clinical question.
• Sources of evidence (e.g., articles, evidence-based practice guidelines, evidence-based practice protocols) must be screened for relevance and credibility.
• Appraising the evidence generated by a study using an accepted critiquing tool is essential in determining the strength, quality,
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and consistency of evidence offered by a study.
• Studies that belong to the therapy category are designed to determine if a difference exists between two or more treatments.
• Studies that belong to the diagnosis category are designed to investigate the ability of screening or diagnostic tests, tools, or components of the clinical examination to detect whether or not the patient has a particular disease using LRs.
• Studies in the prognosis category are designed to determine the outcomes of a particular disease or condition.
• Studies in the harm category are designed to determine if an individual has been harmed by being exposed to a particular event.
• Meta-analysis is a research method that statistically combines the results of multiple studies (usually RCTs) and is designed to answer a focused clinical question through objective appraisal of synthesized evidence.
Critical thinking challenges • How would you use the PICO format to formulate a clinical
question? Provide a clinical example.
• How can the nurse determine if reported or calculated measures in a research study are clinically significant enough to inform evidence-based clinical decisions?
• How can a nurse in clinical practice determine whether the strength and quality of evidence provided by a diagnostic tool is sufficient to justify ordering it as a diagnostic test? Provide an example of a diagnostic test used to diagnose a specific illness.
• How could your interprofessional QI team use the PICO format to formulate a clinical question? Provide a clinical example from the QI data from your unit.
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• Choose a meta-analysis from a peer-reviewed journal and describe how you as a nurse would use the findings of this meta- analysis in making a clinical decision about the applicability of a nursing intervention for your specific patient population and clinical setting.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Azad M. B, Sharma A. K, de Souza R. J, et al. Association
between artificially sweetened beverage consumption during pregnancy and infant body mass index. JAMA Pediatrics 2016;170(7):662-670 Available at: doi:10.1001/jamapediatrics.2016.0301
2. Cummings J., Soomans D., O’Laughlin J., et al. Sensitivity and specificity of a nurse dysphagia screen in stroke patients. Medsurg Nursing 2015;24(4):219-263.
3. García-Perdomo H. A. Evidence synthesis and meta-analysis a practical approach. International Journal of Urological Nursing 2016;10(1):30-36 Available at: doi:10.1111/ijun.12087
4. Haas J. S, Linder J. A, Park E. R, et al. Proactive tobacco cessation outreach to smokers of low socioeconomic status a randomized clinical trial. JAMA Internal Medicine 2015;175(2):218-226 Available at: doi:10.1001/jamainternmed.2014.6674
5. Munn Z., Lockwood C., Moola S. The development and use of evidence summaries for point of care information systems a streamlined rapid review approach. Worldviews on Evidence Based Nursing 2015;12(3):131-138.
6. Sackett D. L, Rosenberg W. M. C., Gray J. A. M., et al. Evidence based medicine what it is and what it isn’t. British Medical Journal 1996;312:71-72.
7. Tomlinson E. J, Phillips N., Mohebbi M., et al. Risk factors for incident delirium in an acute general medical setting a
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retrospective case-control study. Journal of Clinical Nursing 2016; Available at: doi:10.1111/jocn.13529
8. Warren E. Evidence-based practice. Practice Nurse 2015;45(12):27-32.
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CHAPTER 20
Developing an evidence-based practice Marita Titler
Learning outcomes
After reading this chapter, you should be able to do the following:
• Differentiate among conduct of nursing research, evidence-based practice, and translation science. • Describe the steps of evidence-based practice. • Describe strategies for implementing evidence-based practice changes. • Identify steps for evaluating an evidence-based change in practice. • Use research findings and other forms of evidence to improve the quality of care.
KEY TERMS
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conduct of research
dissemination
evaluation
evidence-based practice
evidence-based practice guidelines
knowledge-focused triggers
opinion leaders
problem-focused triggers
translation science
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Evidence-based health care practices are available for a number of conditions. However, these practices are not always implemented in care delivery settings. Variation in practices abounds, and availability of high-quality research does not ensure that the findings will be used to affect patient outcomes (Agency for Healthcare Research and Quality [AHRQ], 2015; Titler et al., 2011, 2013). The use of evidence-based practices (EBPs) is now an expected standard, as demonstrated by regulations from the Centers for Medicare and Medicaid Services (CMS) regarding nonpayment for hospital acquired events such as injury from falls, Foley catheter-associated urinary tract infections, and stage 3 and 4 pressure ulcers. These practices all have a strong evidence base and, when enacted, can prevent these events. However, implementing such evidence-based safety practices is a challenge and requires the use of strategies that address the systems of care, individual practitioners, and senior leadership, and ultimately change health care cultures to be EBP environments (Dockham et al., 2016; Moore et al., 2014; Newhouse et al., 2013; Titler et al., 2016).
Translation of research into practice (TRIP) is a multifaceted, systemic process of promoting adoption of EBPs in delivery of health care services that goes beyond dissemination of evidence-
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based guidelines (Berwick, 2003; Rogers, 2003). Dissemination activities take many forms, including publications, conferences, consultations, and training programs, but promoting knowledge uptake and changing practitioner behavior requires active interchange with those in direct care (Titler et al., 2013, 2016). This chapter presents an overview of EBP and the process of applying evidence in practice to improve patient outcomes.
Overview of evidence-based practice The relationships among conduct, dissemination, and use of research are illustrated inFig. 20.1. Conduct of research is the analysis of data collected from subjects who meet study inclusion and exclusion criteria for the purpose of answering research questions or testing hypotheses. The conduct of research includes dissemination of findings via research reports in journals and at scientific conferences.
FIG 20.1 The model of the relationship among conduct,
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dissemination, and use of research. Source: (From Weiler, K., Buckwalter, K., & Titler, M. [1994]. Debate: Is nursing research used in
practice? In J. McCloskey, & H. Grace [Eds.], Current issues in nursing [4th ed.]. St Louis, MO: Mosby.)
Evidence-based practice is the conscientious and judicious use of current best evidence in conjunction with clinical expertise and patient values and circumstances to guide health care decisions (Straus et al., 2011; Titler, 2014). Best evidence includes findings from randomized controlled trials, evidence from other scientific methods such as descriptive and qualitative research, as well as information from case reports and scientific principles. When adequate research evidence is available, practice should be guided by research evidence in conjunction with clinical expertise and patient values. In some cases, however, a sufficient research base may not be available, and health care decision making is derived principally from evidence sources such as scientific principles, case reports, and quality improvement projects. As illustrated in Fig. 20.1, the application of research findings in practice may not only improve quality care but also create new and exciting questions to be addressed via conduct of research.
In contrast, translation science focuses on testing implementation interventions to improve uptake and use of evidence to improve patient outcomes and population health, as well as to explicate what implementation strategies work for whom, in what settings, and why (Titler, 2014). An emerging body of knowledge in translation science provides an empirical base for guiding the selection of implementation strategies to promote adoption of EBPs in real-world settings (Dobbins et al., 2009; Titler et al., 2016). Thus EBP and translation science, though related, are not interchangeable terms; EBP is the actual application of evidence in practice (the “doing of” EBP), whereas translation science is the study of implementation interventions, factors, and contextual variables that effect knowledge uptake and use in practices and communities.
Models of evidence-based practice Multiple models of EBP and translation science are available (Milat et al., 2015; Rycroft-Malone & Bucknall, 2010; Schaffer et al., 2013;
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Wilson et al., 2010). Common elements of these models are:
• Syntheses of evidence
• Implementation
• Evaluation of the impact on patient care
• Consideration of the context/setting in which the evidence is implemented.
Although review of these models is beyond the scope of this chapter, implementing evidence in practice must be guided by a conceptual model to organize the strategies being used and to clarify extraneous variables (e.g., behaviors, facilitators) that may influence adoption of EBPs (e.g., organizational size, characteristics of users).
The iowa model of evidence-based practice An overview of the Iowa Model of Evidence-Based Practice as an example ➤ of an EBP model is illustrated in Fig. 20.2. This model has been widely disseminated and adopted in academic and clinical settings (Titler et al., 2001).
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FIG 20.2 The Iowa model of evidence-based practice to promote quality care. Source: (From Titler, M. G., Kleiber, C.,
Steelman, V. J., et al. [2001]. The Iowa model of evidence-based practice to promote quality care. Critical Care Nursing Clinics of North America,
13[4]:497–509.)
In this model, knowledge- and problem-focused “triggers” lead staff members to question current nursing practices and whether patient care can be improved through the use of research findings. If through the process of literature review and critique of studies, it is found that there is not a sufficient number of scientifically sound studies to use as a base for practice, consideration is given to
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conducting a study. Findings from such studies are then combined with findings from existing scientific knowledge to develop and implement these practices. If there is insufficient research to guide practice and conducting a study is not feasible, other types of evidence (e.g., case reports, scientific principles, theory) are used and/or combined with available research evidence to guide practice. Priority is given to projects in which a high proportion of practice is guided by research evidence. Practice guidelines usually reflect research and nonresearch evidence and therefore are called evidence-based practice guidelines (NAM, formally Institute of Medicine [IOM], 2011; see Chapter 11).
Recommendations for practice are developed based on evidence synthesis. The recommended practices, based on evidence, are compared with current practice, and a decision is made about the necessity for a practice change. If a practice change is warranted, changes are implemented using a planned change process. The practice is first implemented with a small group of patients, and a pilot evaluation is conducted. The EBP is then refined based on evaluation data, and the change is implemented with additional patient populations for which it is appropriate. Patient/family, staff, and fiscal outcomes are monitored.
Steps of evidence-based practice The Iowa Model of Evidence-Based Practice to Promote Quality Care (Titler et al., 2001; see Fig. 20.2), in conjunction with Rogers’s diffusion of innovations model (Rogers, 2003), provides steps for actualizing EBP. A team approach is most helpful in fostering a specific EBP.
Selection of a topic The first step is to select a topic. Ideas for EBP come from several sources categorized as problem- and knowledge-focused triggers. Problem-focused triggers are those identified by staff through quality improvement, risk surveillance, benchmarking data, financial data, or recurrent clinical problems. An example of a problem-focused trigger is increased incidence of central line occlusion in pediatric oncology patients.
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Knowledge-focused triggers are ideas generated when staff read research, listen to scientific papers at conferences, or encounter EBP guidelines published by federal agencies or specialty organizations. This includes those EBPs that CMS expects are implemented in practice, and CMS now bases reimbursement of care on adherence to indicators of the EBPs. Examples include treatment of heart failure, community-acquired pneumonia, and prevention of nosocomial pressure ulcers. Each of these topics includes a nursing component, such as discharge teaching, instructions for patient self- care, or pain management. Sometimes topics arise from a combination of problem- and knowledge-focused triggers, such as the length of bed rest time after femoral artery catheterization. In selecting a topic, it is essential to consider how the topic fits with organization, department, and unit priorities to garner support from leaders within the organization and the necessary resources to successfully complete the project. Criteria to consider when selecting a topic are outlined in Box 20.1. BOX 20.1 Selection Criteria for an Evidence-Based Practice Project
1. Priority of the topic for nursing and for the organization
2. Magnitude of the problem (small, medium, large)
3. Applicability to several or few clinical areas
4. Likelihood of the change to improve quality of care, decrease length of stay, contain costs, or improve patient satisfaction
5. Potential “land mines” associated with the topic and capability to diffuse them
6. Availability of baseline quality improvement or risk data that will be helpful during evaluation
7. Multidisciplinary nature of the topic and ability to create collaborative relationships to effect the needed changes
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8. Interest and commitment of staff to the potential topic
9. Availability of a sound body of evidence, preferably research evidence
HIGHLIGHT Regardless of which approach is used to select an evidence-based practice topic, it is critical that your team who will implement the potential practice change are involved in selecting the topic, developing the clinical question, and viewing it as contributing significantly to the quality of care for your patient population.
Forming a team A team is responsible for development, implementation, and evaluation of the EBP. A task force approach also may be used, in which a group is appointed to address a practice issue. The composition of the team is directed by the topic selected and should include interested stakeholders. Example: ➤ A team working on evidence-based pain management should be interdisciplinary and include pharmacists, nurses, physicians, and psychologists. In contrast, a team working on the EBP of bathing might include a nurse expert in skin care, assistive nursing personnel, and staff nurses. Although not traditionally included in the team, the engagement of patients, family members, and consumers as team members is receiving more attention in EBP (Moore et al., 2014, 2015; Shuman et al., 2016). Consideration should be given to including a layperson team who has experience with the topic. Example: ➤ A team focusing on prevention of necrotizing enterocolitis (NEC) in premature neonates may invite a parent to participate on the team because feeding breast milk (instead of formula) is one strategy to prevent NEC.
In addition to forming a team, key stakeholders who can facilitate the EBP project or put up barriers against successful implementation should be identified. A stakeholder is a key individual or group of individuals who will be directly or indirectly affected by the implementation of the EBP. Some of these stakeholders are likely to be members of the team. Others may not
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be team members but are key individuals within the organization or unit who can adversely or positively influence the adoption of the practice. Questions to consider in identification of key stakeholders include the following:
• How are decisions made in the areas where the EBP will be implemented?
• What types of system changes will be needed?
• Who is involved in decision making?
• Who is likely to lead and champion implementation of the EBP?
• Who can influence the decision to proceed with implementation of the practice?
• What type of cooperation is needed from stakeholders for the project to be successful?
Failure to involve or keep supportive stakeholders informed may place the success of the project at risk because they are unable to anticipate and/or defend the rationale for changing practice, particularly with resistors (e.g., nonsupportive stakeholders) who have a great deal of influence among their peer group.
An important early task for the EBP team is to formulate the PICO question. This helps set boundaries around the project and assists in evidence retrieval. This approach is illustrated in Table 20.1 (see Chapters 1 to 3, and 19).
TABLE 20.1 Using PICO to Formulate the Evidence-Based Practice Question
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From University of Illinois at Chicago, P.I.C.O. Model for Clinical Questions, www.uic.edu/depts/lib/lhsp/resources/pico.shtml.
Evidence retrieval Once a topic is selected, relevant research and related literature need to be retrieved (see Chapters 3 and 11). AHRQ (www.AHRQ.gov) sponsors the Evidenced-Based Practice Centers and a National Guideline Clearinghouse, where abstracts of EBP guidelines are available. Current best evidence from specific studies of clinical problems can be found in an increasing number of electronic databases such as the Cochrane Library (www.thecochranelibrary.com), the Centers for Health Evidence (www.cche.net), and Best Evidence (www.acponline.org) (see Chapters 3 and 11). Once the literature is located, it is helpful to classify the articles as clinical (nonresearch), theory, research, systematic reviews, and EBP guidelines. Before reading and critiquing the research, it is useful to read background articles to have a broad view of the topic and related concepts, and to then critique the existing EBP guidelines. It is helpful to read/critique articles in the following order:
1. Clinical articles to understand the state of the practice
2. Theory articles to understand the theoretical perspectives and concepts that may be encountered in critiquing studies
3. Systematic reviews and synthesis reports to understand the state of the science
4. EBP guidelines and evidence reports
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5. Research articles, including meta-analyses
Schemas for grading the evidence There is no consensus among professional organizations or across health care disciplines regarding the best system to use for denoting the type and quality of evidence, or the grading schemas to denote the strength of the body of evidence (Balshem et al., 2011; NAM, formally IOM., 2011). See Tables 20.2 and 20.3 for grading and assessing quality of research studies. The information posted on the GRADE website (www.gradeworkinggroup.org) is important information to understand the challenges and approaches for assessing the quality of evidence and strength of recommendations. The important domains and elements to include in grading the strength of the evidence are defined in Table 20.4.
TABLE 20.2 Examples of Evidence Rating Systems
Grade Working Group (www.gradeworkinggroup.org)
US Preventative Services Task Force (USPSTF) (www.uspreventiveservicestaskforce.org/)
Quality of the Evidence (Balshem et al., 2011; Guyatt et al., 2011, 2013)
Levels of Certainty Regarding Net Benefit (Quality of Evidence) (USPSTF, 2015)
High: Very confident that the true effect lies close to that of the estimate of the effect. Scientific evidence provided by welldesigned, well- conducted, controlled trials (randomized and nonrandomized) with statistically significant results that consistently support the recommendation. Moderate: Moderately confident in the effect estimate: The true effect is likely to be close to the estimate of the effect, but there is a possibility that it is substantially different. Low: Confidence in the effect estimate is limited: The true effect may be substantially different from the estimate of the effect. Very low: Very little confidence in the effect estimate: The true effect is likely to be substantially different from the estimate of effect. Note: The type of evidence is first ranked as follows: Randomized trial = High Observational study = Low Any other evidence = Very low Quality may be downgraded due to design flaws/threats to internal validity (risk of bias), important inconsistency of results, uncertainty about the directness of the evidence, imprecise or
High: Available evidence usually includes consistent results from a multitude of well- designed, well-conducted studies in representative primary care populations. These studies assess effects of the preventive service on health outcomes. This conclusion is therefore unlikely to be strongly affected by the results of future studies. Moderate: The available evidence is sufficient to determine the effects of the preventive service on health outcomes, but confidence in the estimate is constrained by such factors as: • The number, size, or quality of individual
studies • Some heterogeneity of outcome findings
or intervention models across the body of studies
• Mild to moderate generalizability of findings to routine primary care practice
As more information becomes available, the magnitude or direction of the observed effect could change, and this change may be
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sparse data, and high probability of publication bias can lower the evidence grade. Factors that may increase quality of evidence of observational studies: 1. Large magnitude of effect (direct evidence,
relative risk [RR] = 2-5 or RR=0.5-0.2 with no plausible confounders); very large with RR >5 or RR < 0.2 and no serious problems with risk of bias or precision (sufficiently narrow confidence intervals); more likely to rate up if the effect is rapid and out of keeping with prior trajectory; usually supported by indirect evidence.
2. Dose-response gradient 3. All plausible residual confounders or biases
would reduce a demonstrated effect, or suggest a spurious effect when results show no effect.
large enough to alter the conclusion. Low: The available evidence is insufficient to assess effects on health outcomes. Evidence is insufficient because of one or more of the following: • The very limited number or size of
studies • Inconsistency of direction or magnitude
of findings across the body of evidence • Critical gaps in the chain of evidence • A lack of information on prespecified
health outcomes • Lack of coherence across the linkages in
the chain of evidence • More information may allow estimation
of effects on health outcomes.
Strength of Recommendations (Andrews et al., 2013)
Recommendation Grades (USPSTF, 2015)
Strong: Confident that desirable effects of adherence to a recommendation outweigh undesirable effects.
Weak: Desirable effects of adherence to a recommendation probably outweigh the undesirable effects, but developers are less confident.
Note: Strength of recommendation is determined by the balance between desirable and undesirable consequences of alternative management strategies, quality of evidence, variability in values and preferences (trade- offs), and resource use.
A. USPSTF recommends the service. There is high certainty that the net benefit is substantial.
B. USPSTF recommends the service. There is high certainty that the net benefit is moderate or there is moderate certainty that the net benefit is moderate to substantial.
C. USPSTF recommends selectively offering or providing this service to individual patients based on professional judgment and patient preferences. There is at least moderate certainty that the net benefit is small.
D. USPSTF recommends against the service. There is moderate or high certainty that the service has no net benefit or that the harms outweigh the benefits.
E. The USPSTF concludes that the current evidence is insufficient to assess the balance of benefits and harms of the service. Evidence is lacking, of poor quality, or conflicting, and the balance of benefits and harms cannot be determined.
In grading the evidence, two important areas are essential to address: (1) the quality of the evidence (e.g., individual studies, systematic reviews, meta-analyses), and (2) the strength of the body of evidence. Important domains and elements of any system used to rate quality of individual studies are listed in Table 20.3 by type of study. The domains and elements to include in grading the strength of the evidence are defined in Table 20.4. In Chapter 1, Fig. 1.1 provides an evidence hierarchy used for grading evidence that is an adaptation similar to the evidence hierarchies that appear in
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Table 20.2.
TABLE 20.3 Important Domains and Elements for Systems to Rate Quality of Individual Articles
From Agency for Healthcare Research and Quality (AHRQ). (2002). Systems to rate the strength of scientific evidence: evidence report/technology assessment number 47. Rockville, MD: Agency for Healthcare Research and Quality, U.S. Department of Health and Human Services. Key domains are in italics.
TABLE 20.4 Important Domains and Elements for Systems to Grade the Strength of Evidence
Quality The aggregate of quality ratings for individual studies, predicated on the extent to which bias was minimized
Quantity Magnitude of effect, numbers of studies, and sample size or power Consistency For any given topic, the extent to which similar findings are reported using
similar and different study designs Relevance Relevance of findings to characteristics of individual groups Benefits and harms
The overall benefits and harms. Net benefits. Do the benefits outweigh the harms?
Modified from Institute of Medicine (IOM). (2011). Clinical practice guidelines we can trust. Washington, DC: The National Academies Press.
Critique and synthesis of research Critique of evidence-based guidelines (see Chapter 11) and studies (see Chapters 8 to 10) should use the same methodology, and the critique process should be a shared responsibility. It is helpful,
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however, to have one individual provide leadership for the project and design strategies for completing critiques. A group approach to critiques is recommended because it distributes the workload, helps those responsible for implementing the changes understand the scientific base for the practice change, arms nurses with citations and research-based language to use in advocating for changes with peers and other disciplines, and provides novices an environment to learn critique and application of research findings. Methods to make the critique process fun and interesting include the following:
• Using a journal club to discuss critiques done by each member of the group
• Pairing a novice and expert to do critiques
• Eliciting assistance from students who may be interested in the topic and want experience doing critiques
• Assigning the critique process to graduate students interested in the topic
• Making a class project of critique and synthesis of research for a given topic
• Using the critique criteria at the end of each chapter and the critique criteria summary tables in Chapters 6 and 18
HELPFUL HINT Keep critique processes simple, and encourage participation by staff members who are providing direct patient care.
Once studies are critiqued, a decision is made regarding the use of each study in the synthesis of the evidence for application in practice. Factors that should be considered for inclusion of studies in the synthesis of findings are (1) overall scientific merit; (2) type of subjects enrolled (e.g., age, gender, pathology) and the similarity to the patient population to which the findings will be applied; and (3) relevance of the study to the topic of question. Example: ➤ If the practice area is prevention of deep venous thrombosis in
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postoperative patients, a descriptive study using a heterogeneous population of medical patients is not appropriate for inclusion in the synthesis of findings.
To synthesize the findings from research critiques, it is helpful to use a summary table in which critical information from studies can be documented. Essential information to include in such a summary is as follows:
• Research questions/hypotheses
• Independent and dependent variables studied
• Description of the study sample and setting
• Type of research design
• Methods used to measure each variable and outcome
• Study findings
An example ➤ of a summary form is illustrated in Table 20.5.
TABLE 20.5 Example of a Summary Table for Research Critiques
aUse a consistent rating system (e.g., good, fair, poor).
HELPFUL HINT Use of a summary form helps identify commonalities across studies with regard to study findings and the types of patients to which findings can be applied. It also helps in synthesizing the overall strengths and weakness of the studies as a group.
Setting forth evidence-based practice recommendations
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Based on the critique of practice guidelines and synthesis of research, recommendations for practice are set forth. The type and strength of evidence used to support the practice needs to be clearly delineated in your evidence table. Box 20.2 is another useful tool to assist with this activity. BOX 20.2 Consistency of Evidence from Critiqued Research, Appraisals of Evidence-Based Practice Guidelines, Critiqued Systematic Reviews, and Nonresearch Literature
1. Are there replication of studies with consistent results?
2. Are the studies well designed?
3. Are recommendations consistent among systematic reviews, evidence-based practice guidelines, and critiqued research?
4. Are there identified risks to the patient by applying evidence- based practice recommendations?
5. Are there identified benefits to the patient?
6. Have cost analysis studies been conducted on the recommended action, intervention, or treatment?
7. Summary recommendations about assessments, actions, interventions/treatments from the research, systematic reviews, evidence-based guidelines with an assigned evidence grade.
From Titler, M. G. (2002). Toolkit for promoting evidence-based practice. Iowa City, IA: Department of Nursing Services and Patient Care, University of Iowa Hospitals and Clinics.
Decision to change practice After studies are critiqued and synthesized, the next step is to decide if the findings are appropriate for use in practice. Criteria to consider include:
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• Relevance of evidence for practice
• Consistency in findings across studies and/or guidelines
• A significant number of studies and/or EBP guidelines with sample characteristics similar to those to which the findings will be used
• Consistency among evidence from research and other nonresearch evidence
• Feasibility for use in practice
• The risk/benefit ratio (risk of harm versus the potential benefit for the patient)
Synthesis of study findings and other evidence may result in supporting current practice, making minor practice modifications, undertaking major practice changes, or developing a new area of practice.
Development of evidence-based practice The next step is to document the evidence base of the practice using the agreed-upon grading schema. When critique results and synthesis of evidence support practice or suggest a practice change, a written EBP standard (e.g., policy, standard of practice protocol, guideline) is warranted. This is necessary so that individuals know (1) that the practices are based on evidence and (2) the type of evidence (e.g., randomized controlled trial, expert opinion) used in development of the practice.
It is imperative that once the EBP standard is written, key stakeholders have an opportunity to review it and provide feedback to the individual(s) responsible for developing it. Focus groups are a useful way to provide discussion about the EBP and to identify key areas that may be potentially troublesome during the implementation phase. Key questions that can be used in focus groups are in Box 20.3. BOX 20.3
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Key Questions for Focus Groups
1. What is needed by staff (e.g., nurses, physicians) to use the evidence-based practice in your setting?
2. In your opinion, how will this standard improve patient care in your unit/practice?
3. What modifications would you suggest in the evidence-based practice standard before using it in your practice?
4. What content in the evidence-based practice standard is unclear? What needs revision?
5. What would you change about the format of the evidence-based practice standard?
6. What part of this evidence-based practice change do you view as most challenging?
7. Do you have any other suggestions?
HELPFUL HINT Use a consistent approach to developing EBP standards and referencing the research and related literature.
Implementing the practice change If a practice change is warranted, the next steps are to make the changes. This goes beyond writing a policy or procedure that is evidence based; it requires interaction among direct care providers to champion and foster evidence adoption, leadership support, and system changes. The diffusion of innovations model (Rogers, 2003) is extremely useful in selecting strategies for promoting the adoption of EBPs. According to this model, the adoption of EBP innovations is influenced by the nature of the innovation (e.g., the type and strength of evidence, the clinical topic) and the manner in which it is communicated (disseminated) to care providers of a social system (organization, health care professions). Strategies for
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promoting EBP adoption must address these areas within a context of participative, planned change.
Nature of the innovation/evidence-based practice Characteristics of an innovation or EBP that affect adoption include the relative advantage of the EBP (e.g., effectiveness, relevance to the task, social prestige); the compatibility with values, norms, work, and perceived needs of users; and complexity of the EBP topic (Rogers, 2003). Example: ➤ EBP topics that are perceived by users as relatively simple (e.g., influenza vaccines for older adults) are more easily adopted in less time than those that are more complex (e.g., acute pain management for hospitalized older adults).
A key principle to remember when planning implementation of an EBP is that the attributes of the practice topic as perceived by users and stakeholders (e.g., ease of use, valued part of practice) are neither stable features nor sure determinants of their adoption. Rather, it is the interaction among the characteristics of the EBP topic, the intended users, and a particular context of practice that determines the rate and extent of adoption (Dogherty et al., 2012).
Practitioner review and “reinvention” of EBP recommendations to fit the local context, along with the use of clinical reminders, decision aids, and quick reference guides (QRGs), are implementation strategies to educate and promote the nature of the EBP topic (Berwick, 2003; IOM, 2011; Titler et al., 2016; Wilson et al., 2016). An example of a quick reference guide is shown in Fig. 20.3.
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FIG 20.3 Quick reference guide fall prevention:
interventions to mitigate mobility risk factors. Source: (From Titler, M. G., Conlon, P., Reynolds, M. A., et al. [2016]. The effect of
translating research into practice intervention to promote use of evidence- based fall prevention interventions in hospitalized adults: a prospective pre- post implementation study in the U.S. Applied Nursing Research, 31, 52–
59.)
Empirical support for evidence-based electronic clinical decision support interventions is mixed (IOM, 2011). Electronic reminders have small to modest effects on clinician behavior and appear to be more effective than alerts alone when included as a part of multifaceted implementation strategies (Arditi et al., 2012; Kahn et al., 2013).
Methods of communication Interpersonal communication and influence among social networks of users affect adoption of EBPs (Rogers, 2003). Education, use of opinion leaders, change champions, and educational outreach are tested strategies that promote adoption of EBPs. Education is necessary but not sufficient to change practice, and didactic continuing education alone does little to change practice behavior
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(Flodgren et al., 2013; Giguère et al., 2012). It is important that staff know the scientific basis for improvements in quality of care anticipated by the changes. Disseminating information to staff needs to be done creatively. A staff in-service may not be the most effective method nor reach the majority of the staff. Although it is unrealistic for all staff to have participated in the critique process or to have read all studies used, it is important that they know the myths and realities of the EBP. Staff education must also ensure competence in the skills necessary to carry out the new practice.
One method of communicating information to staff is through use of colorful posters that identify myths and realities or describe the essence of the change in practice (Titler et al., 2016). Visibly identifying those who have learned the information and are using the EBP (e.g., via buttons, ribbons, pins) stimulates interest in others who may not have internalized the change. As a result, the “new” learner may begin asking questions about the practice and be more open to learning. Other educational strategies such as train-the- trainer programs, computer-assisted instruction, and competency testing are helpful in education of staff (Titler et al., 2016). Several studies have demonstrated that opinion leaders are effective in changing behaviors of health care practitioners (Dagenais et al., 2015; Flodgren et al., 2011), especially in combination with educational outreach or performance feedback. Opinion leaders are from the local peer group, viewed as a respected source of influence, considered by associates as technically competent, and trusted to judge the fit between the EBPs and the local situation (Dobbins et al., 2009; Flodgren et al., 2011). The key characteristic of an opinion leader is a trusted ability to evaluate new information in the context of group norms. To do this, an opinion leader must be considered by associates as technically competent and a full and dedicated member of the local group (Rogers, 2003).
Opinion leadership is multifaceted and complex, with role functions varying by the circumstances, but few successful projects that have implemented EBPs have managed without the input of identifiable opinion leaders. Social interactions such as “hallway chats,” one-on-one discussions, and addressing questions are important yet often overlooked components of translation (Jordan et al., 2009). If the EBP that is being implemented is
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interdisciplinary, discipline-specific opinion leaders should be used to promote the practice change. Role expectations of an opinion leader are listed in Box 20.4. BOX 20.4 Role Expectations of an Opinion Leader
1. Be/become an expert in the evidence-based practice.
2. Provide organizational/unit leadership for adopting the evidence- based practice.
3. Implement various strategies to educate peers about the evidence-based practice.
4. Work with peers, other disciplines, and leadership staff to incorporate key information about the evidence-based practice into organizational/unit standards, policies, procedures, and documentation systems.
5. Promote initial and ongoing use of the evidence-based practice by peers.
From Titler, M. G., Herr, K., Everett, L. Q., et al. (2006). Book to bedside: Promoting and sustaining EBPs in elders. Iowa City, IA: University of Iowa College of Nursing.
Change champions are also helpful for implementing innovations (Dogherty et al., 2012). They are practitioners within the local group setting (e.g., clinic, patient care unit) who are expert clinicians, are passionate about the innovation, are committed to improving quality of care, and have a positive working relationship with other health professionals (Rogers, 2003). They circulate information, encourage peers to adopt the innovation, arrange demonstrations, and orient staff to the innovation (Titler et al., 2016). The change champion believes in an idea; will not take “no” for an answer; is undaunted by insults and rebuffs; and above all, persists.
Multiple studies have demonstrated the effectiveness of educational outreach, also known as academic detailing, in improving the practice behaviors of clinicians (Avorn, 2010; NAM, formally IOM, 2011; Wilson et al., 2016). Educational outreach
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involves interactive face-to-face education of practitioners in their practice setting by an individual (usually a clinician) with expertise in a particular topic (e.g., cancer pain management). Academic detailers are able to explain the research foundations of the EBP recommendations and respond convincingly to specific questions, concerns, or challenges that a practitioner might raise. An academic detailer also might deliver feedback on provider or team performance with respect to an EBP recommendation (e.g., frequency of pain assessment).
Users of the innovation/evidence-based practice Members of a social system (e.g., nurses, physicians, clerical staff) influence how quickly and widely EBPs are adopted (Rogers, 2003). Audit and feedback, performance gap assessment (PGA), and trying the EBP are strategies that have demonstrated effectiveness in improving EBP behaviors (Hysong et al., 2012; Ivers et al., 2012; Titler et al., 2016).
PGA (baseline practice performance) provides information of current practices relative to recommended EBPs at the beginning of a practice change. This implementation strategy is used to engage clinicians in discussions of practice issues and formulation strategies to promote alignment of their practices with EBP recommendations. Specific practice indicators selected for PGA are derived from the EBP recommendations for the specified topic such as every-4-hour pain assessment for acute pain management. Studies have demonstrated improvements in performance when PGA is part of multifaceted implementation strategies (see Chapters 19 and 21) (Titler et al., 2016; Yano, 2008).
Audit and feedback is ongoing auditing of performance indicators, aggregating data into reports, and discussing the findings with practitioners during the practice change (Ivers et al., 2012; Hysong et al., 2012; Wilson et al., 2016). This strategy helps staff know and see how their efforts to improve care and patient outcomes are progressing throughout the implementation process (Ivers et al., 2014).
Users of an innovation usually try it for a period of time before adopting it in their practice. When “trying an evidence-based practice” (i.e., piloting a change) is incorporated as part of the
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implementation process, users have an opportunity to use it, provide feedback to those in charge of implementation, and modify the practice if necessary. Piloting the practice as part of implementation has a positive influence on the extent of adoption of the new practice (Rogers, 2003).
Social system Clearly, the social system or context of care delivery matters when implementing EBPs (Rogers, 2003; Squires et al., 2015; Titler, 2010; Yousefi-Nooraie et al., 2014). Example: ➤ Investigators demonstrated the effectiveness of a prompted voiding intervention for urinary incontinence in nursing homes, but sustaining the intervention in day-to-day practice was limited when the responsibility of carrying out the intervention was shifted to nursing home staff (rather than the investigative team) and required staffing levels in excess of a majority of nursing home settings (Engberg et al., 2004). This illustrates the importance of embedding interventions into ongoing care processes.
As part of the work of implementing EBPs, it is important that the social system (e.g., unit, service line, clinic) ensure that policies, procedures, standards, clinical pathways, and documentation systems support the use of the EBPs (Titler, 2010). Documentation forms or clinical information systems may need revision to support practice changes; documentation systems that fail to readily support the new practice thwart change. Example: ➤ If staff members are expected to reassess and document pain intensity within 30 minutes after administration of an analgesic agent, documentation forms must reflect this practice standard. It is the role of leadership to ensure that organizational documents and systems are flexible and supportive of the EBPs.
A learning organizational culture and proactive leadership that promotes knowledge sharing are important components for building an EBP (Duckers et al., 2009; Stetler et al., 2009). Components of a receptive context for EBP include the following:
• Strong leadership
• Clear strategic vision
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• Good managerial relations
• Visionary staff in key positions
• A climate conducive to experimentation and risk taking
• Effective data-capture systems
An organization may be generally amenable to innovations, but not ready or willing to assimilate a particular EBP. Elements of system readiness include the following (French et al., 2009; Litaker et al., 2008):
• Tension for change
• EBP practice–system fit
• Assessment of implications
• Support and advocacy for the EBP
• Dedicated time and resources
• Capacity to evaluate the impact of the EBP during and following implementation
Leadership support is critical for promoting the use of EBPs (French et al., 2009), and is expressed verbally and by providing necessary resources, materials, and time to fulfill responsibilities (Stetler et al., 2009). Senior leadership needs to create an organizational mission, vision, and strategic plan that incorporates EBP, implements performance expectations for staff that include EBP work, integrates the work of EBP into the governance structure of the health care system, demonstrates the value of EBPs through administrative behaviors, and establishes explicit expectations that nurse leaders will create microsystems that value and support clinical inquiry (see Chapter 21).
In summary, making an evidence-based change in practice involves a series of action steps in a complex, nonlinear process. Implementing the change takes time to integrate, depending on the
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nature of the practice change. Merely increasing staff knowledge about an EBP and passive dissemination strategies are unlikely to work, particularly in complex health care settings. Strategies that seem to have a positive effect on promoting use of EBPs include audit and feedback, use of clinical reminders and practice prompts, opinion leaders, change champions, interactive education, educational outreach/academic detailing, and the context of care delivery (e.g., leadership, learning, questioning). It is important that senior leadership and those leading EBP improvements are aware of change as a process and continue to encourage and teach peers about the change in practice. The new practice must be continually reinforced and sustained or the practice change will be intermittent and soon fade, allowing more traditional methods of care to return.
Evaluation Evaluation provides an opportunity to collect and analyze data with regard to the use of new EBPs and then to modify the practice as necessary. It is important that the evidence-based change is evaluated, both at the pilot testing phase and when the practice is changed in additional settings or sites of care. The importance of the evaluation cannot be overemphasized; it provides information for performance gap assessment, audit, and feedback, and provides information necessary to determine if the EBP should be retained, modified, or eliminated.
An outcome achieved in a controlled environment (as when a researcher is implementing a study protocol for a homogeneous group of study patients) may not result in the same outcome when the practice is implemented in the clinical setting by several caregivers to a more heterogeneous patient population. Steps of the evaluation process are summarized in Box 20.5. BOX 20.5 Steps of Evaluation for Evidence-Based Projects
1. Identify process and outcome variables of interest.
Example: Process variable—Patients > 65 years will
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have a Braden scale completed on admission.
Outcome variable—Presence/absence of nosocomial pressure ulcer; if present, determine stage as I, II, III, IV.
2. Determine methods and frequency of data collection.
Example: Process variable—Chart audit of all patients > 65 years, 1 day a month.
Outcome variable—Patient assessment of all patients > 65 years, 1 day a month.
3. Determine baseline and follow-up sample sizes.
4. Design data collection forms.
Example: Process chart audit abstraction form.
Outcome variable—pressure ulcer assessment form.
5. Establish content validity of data collection forms.
6. Train data collectors.
7. Assess interrater reliability of data collectors.
8. Collect data at specified intervals.
9. Provide “on-site” feedback to staff regarding the progress in achieving the practice change.
10. Provide feedback of analyzed data to staff.
11. Use data to assist staff in modifying or integrating the evidence- based practice change.
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Evaluation should include both process and outcome measures (Titler et al., 2016). The process component focuses on how the practice change is being implemented. It is important to know if staff are using the practice and implementing the practice as noted in the EBP guideline. Evaluation of the process also should note (1) barriers that staff encounter in carrying out the practice (e.g., lack of information, skills, or necessary equipment), (2) differences in opinions among health care providers, and (3) difficulty in carrying out the steps of the practice as originally designed (e.g., shutting off tube feedings 1 hour before aspirating contents for checking placement of nasointestinal tubes). Process data can be collected from staff and/or patient self-reports, medical record audits, or observation of clinical practice. Examples of process and outcome questions are shown in Table 20.6.
TABLE 20.6 Examples of Evaluation Measures
A, Agree; D, disagree; NA/D, neither agree nor disagree; SA, strongly agree; SD, strongly disagree.
Outcome data are an equally important part of evaluation. The purpose of outcome evaluation is to assess whether the patient, staff, and/or fiscal outcomes expected are achieved. Therefore it is important that baseline data be used for a preintervention/postintervention comparison (Titler et al., 2016). The outcome variables measured should be those that are projected to change as a result of changing practice. Example: ➤ Research demonstrates that less restricted family visiting practices in critical care units result in improved satisfaction with care. Thus patient and family member satisfaction should be an outcome measure that is evaluated as part of changing visiting practices in adult critical
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care units. Outcome measures should be assessed before the change in practice is implemented, after implementation, and every 6 to 12 months thereafter. Findings must be provided to clinicians to reinforce the impact of the change and to ensure that they are incorporated into quality improvement programs. When collecting process and outcome data for evaluation of a practice change, it is important that the data collection tools are user-friendly, short, concise, easy to complete, and have content validity. Focus must be on collecting the most essential data. Those responsible for collecting evaluative data must be trained on data collection methods and be assessed for interrater reliability (see Chapters 14 and 15). It is our experience that those individuals who have participated in implementing the protocol can be very helpful in evaluation by collecting data, providing timely feedback to staff, and assisting staff to overcome barriers encountered when implementing the changes in practice (see Chapter 21).
One question that often arises is how much data are needed to evaluate this change. The preferred number of patients (N) is somewhat dependent on the size of the patient population affected by the practice change. Example: ➤ If the practice change is for families of critically ill adult patients and the organization has 1000 adult critical care patients annually, 50 to 100 satisfaction responses preimplementation, and 25 to 50 responses postimplementation, 3 and 6 months should be adequate to look for trends in satisfaction and possible areas that need to be addressed in continuing this practice (e.g., more bedside chairs in patient rooms). The rule of thumb is to keep the evaluation simple, because data often are collected by busy clinicians who may lose interest if the data collection, analysis, and feedback are too long and tedious. It is also important to check with your institution’s guidelines for collecting data related to practice changes, because institutional approval may be needed.
The evaluation process includes planned feedback to staff who are making the change. The feedback includes verbal and/or written appreciation for the work and visual demonstration of progress in implementation and improvement in patient outcomes. The key to effective evaluation is to ensure that the evidence-based change in practice is warranted (e.g., will improve quality of care) and that
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the intervention does not bring harm to patients.
HELPFUL HINT Include patient outcome measures (e.g., pressure ulcer prevalence) and cost (e.g., cost savings, cost avoidance) in evaluation practice projects.
Future directions Education must include knowledge and skills in the use of research evidence in practice. Nurses are increasingly being held accountable for practices based on scientific evidence. Thus we must communicate and integrate into our profession the expectation that it is the professional responsibility of all nurses to read and use research in their practice, and to communicate with nurse scientists the many and varied clinical problems for which we do not yet have a scientific base.
Key points • EBP and translation science, though related, are not
interchangeable terms; EBP is the actual application of evidence in practice (the “doing of” EBP), whereas translation science is the study of implementation interventions, factors, and contextual variables that effect knowledge uptake and use in practices and communities.
• There are several models of EBP. A key feature of all models is the judicious review and synthesis of research and other types of evidence to develop an EBP standard.
• The steps of EBP using the Iowa Model of Evidence-Based Practice are as follows: (1) selecting a topic, (2) forming a team, (3) retrieving the evidence, (4) grading the evidence, (5) developing an EBP standard, (6) implementing the EBP, and (7) evaluating the effect on staff, patient, and fiscal outcomes.
• Adoption of EBPs requires education of staff, as well as the use of change strategies such as opinion leaders, change champions,
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educational outreach, performance gap assessment, and audit and feedback.
• It is important to evaluate the change. Evaluation provides data for performance gap assessment, audit, and feedback, and provides information necessary to determine if the practice should be retained.
• Evaluation includes both process and outcome measures.
• It is important for organizations to create a culture of EBP. Creating this culture requires an interactive process. Organizations need to provide access to information, access to individuals who have skills necessary for EBP, and a written and verbal commitment to EBP in the organization’s operations.
Critical thinking challenges • Discuss the differences among nursing research, EBP, and
translation science. Support your discussion with examples.
• Why would it be important to use an EBP model, such as the Iowa Model of Evidence-Based Practice, to guide a practice project focused on justifying and implementing a change in clinical practice?
• You are a staff nurse working on a cardiac step-down unit. You are asked to join an interprofessional QI team for the cardiac division. You find that many of your colleagues from other disciplines do not understand evidence-based practice. How would you help your colleagues to understand the relevance of evidence-based practice to providing care that addresses the Triple Aim for this patient population?
• What barriers do you see to applying EBP in your clinical setting? Discuss strategies to use in overcoming these barriers.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for
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review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Agency for Healthcare Research and Quality (AHRQ).
Systems to rate the strength of scientific evidence Evidence report/technology assessment number 47. Rockville, MD: Agency for Healthcare Research and Quality, U.S. Department of Health and Human Services 2002;
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5. Avorn J. Transforming trial results into practice change the final translational hurdlecomment on “Impact of the ALLHAT/JNC7 Dissemination Project on thiazide-type diuretic use.”. Archives of Internal Medicine 2010;170(10):858- 860 Available at: doi:10.1001/archinternmed.2010.125
6. Balshem H., Helfand M., Schunemann H. J., et al. GRADE guidelines 3. Rating the quality of evidence. Journal of Clinical Epidemiology 2011;64(4):401-406 Available at: doi:10.1016/j.jclinepi.2010.07.015
7. Berwick D. M. Disseminating innovations in health care. Journal of the American Medical Association 2003;289(15):1969- 1975 Available at: doi:10.1001/jama.289.15.1969 PMID:;
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9. Dobbins M., Robeson P., Ciliska D., et al. A description of a knowledge broker role implemented as part of a randomized controlled trial evaluating three knowledge translation strategies. Implementation Science 2009;4:23 Available at: doi:10.1186/1748-5908-4-23
10. Dockham B., Schafenacker A., Yoon H., et al. Implementation of a psychoeducational program for cancer survivors and family caregivers at a cancer support community affiliate a pilot effectiveness study. Cancer Nursing 2016;39(3):169-180 Available at: doi:10.1097/NCC.0000000000000311
11. Dogherty E. J., Harrison M. B., Baker C., Graham I. D. Following a natural experiment of guideline adaptation and early implementation a mixed methods study of facilitation.. Implementation Science 2012;7:9 Available at: doi:10.1186/1748-5908-7-9
12. Duckers M. L. A., Spreeuwenberg P., Wagner C., Groenewegen P. P. Exploring the black box of quality improvement collaboratives modelling relations between conditions, applied changes and outcomes. Implementation Science 2009;4:74 Available at: doi:10.1186/1748-5908-4-74
13. Engberg S., Kincade J., Thompson D. Future directions for incontinence research with frail elders. Nursing Research 2004;53(Suppl 6):S22-S29 PMID:; 15586144.
14. Flodgren G., Conterno L. O., Mayhew A., et al. Interventions to improve professional adherence to guidelines for prevention of device-related infections. Cochrane Database of Systematic Reviews 2013;3 Available at: doi:10.1002/14651858.CD006559.pub2 PMID:; 23543545.
15. Flodgren G., Parmelli E., Doumit G., et al. Local opinion leaders effects on professional practice and health care outcomes. Cochrane Database of Systematic Reviews 2011;8 Available at: doi:10.1002/14651858.CD000125.pub4 Article
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No. CD000125 PMID: 21833939PMCID: PMC4172331. 16. French B., Thomas L., Baker B., et al. What can management
theories offer evidence-based practice? A comparative analysis of measurement tools for organizational context. Implementation Science 2009;4:28 Available at: doi:10.1186/1748-5908-4-28
17. Giguère A., Légaré F., Grimshaw J., et al. Printed educational materials effects on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews 2012;10 Available at: doi:10.1002/14651858.CD004398.pub3 Article No. CD004398 PMID:; 23076904.
18. Guyatt G. H., Oxman A. D., Sultan S., et al. GRADE guidelines 11. Making an overall rating of confidence in effect estimates for a single outcome and for all outcomes. Journal of Clinical Epidemiology 2013;66(2):151-157 Available at: doi:10.1016/j.jclinepi.2012.01.006
19. Guyatt G. H., Oxman A. D., Sultan S., et al. GRADE guidelines 9. Rating up the quality of evidence. Journal of Clinical Epidemiology 2011;64(12):1311-1316 Available at: doi:10.1016/j.jclinepi.2011.06.004
20. Hysong S. J., Teal C. R., Khan M. J., Haidet P. Improving quality of care through improved audit and feedback.. Implementation Science 2012;7:45 Available at: doi:10.1186/1748-5908-7-45 PMID: 22607640PMCID: PMC3462705.
21. Institute of Medicine (IOM). Clinical practice guidelines we can trust. Washington, DC: The National Academies Press 2011; Available at: doi:10.17226/13058 PMID:; 24983061.
22. Ivers N., Jamtvedt G., Flottorp S., et al. Audit and feedback effects on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews 2012;6 Available at: doi:10.1002/14651858.CD000259.pub3 Article No. CD000259 PMID:; 22696318.
23. Ivers N. M., Sales A., Colquhoun H., et al. No more “business as usual” with audit and feedback interventions towards an agenda for a reinvigorated intervention. Implementation Science 2014;9:14 Available at: doi:10.1186/1748-5908-9-14
24. Jordan M. E., Lanham H. J., Crabtree B. F., et al. The role of conversation in health care interventions enabling sensemaking
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and learning. Implementation Science 2009;4:15 Available at: doi:10.1186/1748-5908-4-15 PMID: 19284660PMCID: PMC2663543.
25. Kahn S. R., Morrison D. R., Cohen J. M., et al. Interventions for implementation of thromboprophylaxis in hospitalized medical and surgical patients at risk for venous thromboembolism. Cochrane Database of Systematic Reviews 2013;7 Available at: doi:10.1002/14651858.CD008201.pub2 PMID:; 23861035.
26. Litaker D., Ruhe M., Weyer S., Stange K. C. Association of intervention outcomes with practice capacity for change subgroup analysis from a group randomized trial. Implementation Science 2008;3:25 Available at: doi:10.1186/1748-5908-3-25
27. Milat A. J., Bauman A., Redman S. Narrative review of models and success factors for scaling up public health interventions. Implementation Science 2015;10:113 Available at: doi:10.1186/s13012-015-0301-6 PMID: 26264351PMCID: PMC4533941.
28. Moore J. E., Kane-Low L., Titler M. G., et al. Moving towards patient centered care Women’s decisions, perceptions, and experiences of the induction of labor process. Birth 2014;41(2):138-146 Available at: doi:10.1111/birt.12080 PMID:; 24702312.
29. Moore J. E., Titler M. G., Kane-Low L., et al. Transforming patient-centered care development of the evidence-informed decision-making through engagement model. Women’s Health Issues 2015;25(3):276-282 Available at: doi:10.1016/j.whi.2015.02.002 PMID:; 25864022.
30. Newhouse R., Bobay K., Dykes P. C., et al. Methodology issues in implementation science. Medical Care 2013;51(4 Suppl 2):32-40 Available at: doi:10.1097/MLR.0b013e31827feeca PMID:; 23502915.
31. Rogers E. M. Diffusion of innovations. 5th ed. New York, NY: Free Press 2003;
32. Rycroft-Malone J., Bucknall T. Models and frameworks for implementing evidence-based practice. Hoboken, NJ: Wiley- Blackwell 2010;
33. Schaffer M. A., Sandau K. E., Diedrick L. Evidence-based
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practice models for organizational change Overview and practical applications. Journal of Advanced Nursing 2013;69(5):1197-1209 Available at: doi:10.1111/j.1365- 2648.2012.06122.x PMID:; 22882410.
34. Shuman C. J., Liu J., Montie M., et al. Patient perception and experiences with falls during hospitalization and after discharge. Applied Nursing Research 2016;31:79-85 Available at: doi:10.1016/j.apnr.2016.01.009 PMID:; 27397823.
35. Squires J. E., Graham I. D., Hutchinson A. M., et al. Identifying the domains of context important to implementation science a study protocol. Implementation Science 2015;10(1):135 Available at: doi:10.1186/s13012-015-0325-y PMID: 26416206PMCID: PMC4584460.
36. Stetler C. B., Ritchie J. A., Rycroft-Malone J., et al. Institutionalizing evidence-based practice an organizational case study using a model of strategic change. Implementation Science 2009;4:78 Available at: doi:10.1186/1748-5908-4-78 PMID: 19948064PMCID: PMC2795741.
37. Straus E., Richardson R. B., Glasziou P., et al. Evidence-based medicine How to practice and teach. 4th ed. New York, NY: Elsevier 2011;
38. Titler M. G. Toolkit for promoting evidence-based practice. Iowa City, IA: Department of Nursing Services and Patient Care, University of Iowa Hospitals and Clinics 2002;
39. Titler M. G. Overview of evidence-based practice and translation science. Nursing Clinics of North America 2014;49(3):269-274 Available at: doi:10.1016/j.cnur.2014.05.001 PMID:; 25155527.
40. Titler M. G., Conlon P., Reynolds M. A., et al. The effect of translating research into practice intervention to promote use of evidence-based fall prevention interventions in hospitalized adults a prospective pre-post implementation study in the U.S.. Applied Nursing Research 2016;31:52-59 Available at: doi:10.1016/j.apnr.2015.12.004
41. Titler M. G., Herr K., Everett L. Q., et al. Book to bedside Promoting and sustaining EBPs in elders. Iowa City, IA: University of Iowa College of Nursing 2006; (Final Progress Report to AHRQ., Grant No. 2R01 HS010482-04)
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43. Titler M. G., Shever L. L., Kanak F., et al. Factors associated with falls during hospitalization in an older adult population. Research and Theory for Nursing Practice 2011;25(2):127-152 Available at: doi:10.1891/1541-6577.25.2.127 PMID:; 21696092.
44. Titler M. G., Wilson D. S., Resnick B., Shever L. L. Dissemination and implementation INQRI’s potential impact. Medical Care 2013;51(4 Suppl 2):S41-S46 Available at: doi:10.1097/MLR.0b013e3182802fb5 PMID:; 23502916.
45. USPSTF. U.S. Preventative Services Task Force procedure manual. U.S. Preventative Services Task Force, December 2015. Available at: http://www.uspreventiveservicestaskforce.org/Page/Name/methods- and-processes 2015; Retrieved August 2016 from
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48. Wilson P. M., Petticrew M., Calnan M. W., Nazareth I. Disseminating research findings what should researchers do? A systematic scoping review of conceptual frameworks. Implementation Science 2010;5:91 Available at: doi:10.1186/1748-5908-5-91 PMID: 21092164PMCID: PMC2994786.
49. Yano E. M. The role of organizational research in implementing evidence-based practice QUERI series. Implementation Science 2008;3:29 Available at: doi:10.1186/1748-5908-3-29 PMID: 18510749PMCID: PMC2481253.
50. Yousefi-Nooraie R., Dobbins M., Marin A. Social and organizational factors affecting implementation of evidence-
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CHAPTER 21
Quality improvement Maja Djukic, Mattia J. Gilmartin
Learning outcomes
After reading this chapter, you should be able to do the following:
• Discuss the characteristics of quality health care defined by the Institute of Medicine. • Compare the characteristics of the major quality improvement (QI) models used in health care. • Identify two databases used to report health care organizations’ performance to promote consumer choice and guide clinical QI activities. • Describe the relationship between nursing-sensitive quality indicators and patient outcomes. • Describe the steps in the improvement process, and determine appropriate QI tools to use in each phase of the improvement process. • List four themes for improvement to apply to the unit where you work. • Describe ways that nurses can lead QI projects in clinical settings. • Use the SQUIRE Guidelines to critique a journal article reporting the results of a QI project.
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KEY TERMS
accreditation
benchmarking
Clinical Microsystems
common cause and special cause variation
control chart
flowchart
Lean
nursing-sensitive quality indicators
Plan-Do-Study-Act Improvement Cycle
public reporting
quality health care
quality improvement
root cause analysis
run chart
Six Sigma
SQUIRE Guidelines
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Total quality management/continuous quality improvement The Institute of Medicine (IOM, 2001) defines quality health care as care that is safe, effective, patient-centered, timely, efficient, and equitable (Box 21.1). The quality of the health care system was
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brought to the forefront of national attention in several important reports (IOM, 1999, 2001), including Crossing the Quality Chasm, which concluded that “between the health care we have and the care we could have lies not just a gap, but a chasm” (IOM, 2001, p. 1). The report notes that “the performance of the health care system varies considerably. It may be exemplary, but often is not, and millions of Americans fail to receive effective care” (IOM, 2001, p. 3). BOX 21.1 Six Dimensions and Definitions of Health Care Quality
1. Safe: Avoiding injuries to patients from the care that is intended to help them.
2. Effective: Providing services based on scientific knowledge to all who could benefit, and refraining from providing services to those not likely to benefit.
3. Patient-centered: Providing care that is respectful of and responsive to individual patient preferences, needs, and values, and ensuring that patient values guide all clinical decisions.
4. Timely: Reducing waits and sometimes harmful delays for both those who receive and those who give care.
5. Efficient: Avoiding waste, including waste of equipment, supplies, ideas, and energy.
6. Equitable: Providing care that does not vary in quality because of personal characteristics such as gender, ethnicity, geographic location, and socioeconomic status.
From Institute of Medicine (IOM). (2001). Crossing the quality chasm: A new health system for the 21st century. Executive summary. Washington, DC: The National Academies Press.
Since the IOM (2001) report was published, quality of care has improved for some conditions (Nuti et al., 2015). Based on data from over 4000 US hospitals, core composite quality process
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measures for acute myocardial infarction (e.g., aspiring on arrival), heart failure (e.g., smoking cessation advice), and pneumonia (e.g., influenza vaccine) improved from 96% to 99%, 85% to 98%, and 83% to 97%, respectively, from 2006 to 2011 (Nuti et al., 2015). Also, overall positive improvement trends across more than 200 quality measures are noted, led by 17% reduction of hospital-acquired conditions from 2010 to 2014 (Agency for Healthcare Research and Quality [AHRQ], 2016). Improvements are, however, needed for about 20% of measures in person-and-family-centered care, such as receiving care as soon as needed, and for about 40% of measures of healthy living, such as getting prompt smoking cessation help for people trying to quit (AHRQ, 2016). Further, disparities in quality based on earnings, race, and ethnicity continue to persist. For example, “people from poor households compared to those from high-income households received worse care for about 60% of quality measures; Blacks, Hispanics, American Indians, and Alaska Natives compared to Whites received worse care for about 40% of quality measures” (AHRQ, 2016, p. 11). Despite these quality issues, the United States spends twice as much on health care per capita per year at $8508, compared with other developed nations, while ranking last in health care quality in comparison with 10 other countries (Davis et al., 2014).
The purpose of this chapter is to introduce you to the principles of quality improvement (QI) and provide examples of how to apply these principles in your practice so you can effectively contribute to needed health care improvements. QI “uses data to monitor the outcomes of care processes and improvement methods to design and test changes to continuously improve the quality and safety of health care systems” (Cronenwett et al., 2007, p. 127).
Nurses’ role in health care quality improvement Florence Nightingale championed QI by systematically documenting high rates of morbidity and mortality resulting from poor sanitary conditions among soldiers serving in the Crimean War of 1854 (Henry et al., 1992). She used statistics to document changes in soldiers’ health, including reductions in mortality
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resulting from a number of nursing interventions such as hand hygiene, instrument sterilization, changing of bed linens, ward sanitation, ventilation, and proper nutrition (Henry et al., 1992). Today, nurses continue to be vital to health system improvement efforts (IOM, 2015). One main initiative developed to bolster nurses’ education in health system improvements is Quality and Safety Education for Nurses (QSEN) (Cronenwett et al., 2007). The overall goal of this project is to help build nurses’ competence in the areas of QI, patient-centered care, teamwork and collaboration, patient safety, informatics, and evidence-based practice (EBP). Other initiatives, such as the Care Innovation and Transformation Program (American Organization of Nurse Executives, 2016), have been developed to increase nurses’ engagement in QI. To effectively influence improvements in the work setting and ensure that all patients consistently receive excellent care, it is important to:
• Align national, organizational, and unit level goals for QI.
• Recognize external drivers of quality, such as accreditation, payment, and performance measurement.
• Develop skills to apply QI models and tools.
National goals and strategies for health care quality improvement The National Quality Strategy, first published in 2011 and established by the Affordable Care Act to pursue the triple health care improvement aim of better care, affordable care, and healthy people/healthy communities (US Department of Health and Human Services [USDHHS], 2016a), set aims and priorities for QI (Box 21.2). Achieving these national quality targets requires major redesign of the health care system. One way you can contribute to this redesign is to familiarize yourself with the national priorities, corresponding improvement goals, and national initiatives (Table 21.1) and use them to guide improvements in your work setting.
TABLE 21.1
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National Quality Strategy Priorities, Improvement Goals, and Related Initiatives
National Quality Strategy Priority
Long-Term Goals Related National Initiatives
Patient safety 1. Reduce preventable hospital admissions and readmissions.
2. Reduce the incidence of adverse health care-associated conditions.
3. Reduce harm from inappropriate or unnecessary care.
Partnership for Patients, Hospital Readmission Reduction Program, Children’s Hospital of Pittsburgh of UPMC
Person- and family- centered care
1. Improve patient, family, and caregiver experience of care related to quality, safety, and access across settings.
2. In partnership with patients, families, and caregivers—and using a shared decision- making process—develop culturally sensitive and understandable care plans.
3. Enable patients and their families and caregivers to navigate, coordinate, and manage their care appropriately and effectively.
Consumer Assessment of Healthcare Providers and Systems, National Partnership for Women and Families, Colorado Coalition for the Homeless
Effective communication and care coordination
1. Improve the quality of care transitions and communications across care settings.
2. Improve the quality of life for patients with chronic illness and disability by following a current care plan that anticipates and addresses pain and symptom management, psychosocial needs, and functional status.
3. Establish shared accountability and integration of communities and health care systems to improve quality of care and reduce health disparities.
Argonaut Project, Boston Children’s Hospital Community Asthma Initiative
Prevention and treatment of leading causes of morbidity and mortality
1. Promote cardiovascular health through community interventions that result in improvement of social, economic, and environmental factors.
2. Promote cardiovascular health through interventions that result in adoption of the most healthy lifestyle behaviors across the life span.
3. Promote cardiovascular health through receipt of effective clinical preventive services across the life span in clinical and community settings.
The Million Hearts Campaign, Wind River Reservation
Health and well-being of communities
1. Promote healthy living and well-being through community interventions that result in improvement of social, economic, and environmental factors.
2. Promote healthy living and well-being through interventions that result in adoption of the most important healthy lifestyle behaviors across the life span.
3. Promote healthy living and well-being
Let’s Move!, Health Leads
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through receipt of effective clinical preventive services across the life span in clinical and community settings.
Making quality care more affordable
1. Ensure affordable and accessible high- quality health care for people, families, employers, and governments.
2. Support and enable communities to ensure accessible, high-quality care while reducing waste and fraud.
Blue Cross Blue Shield Massachusetts
Alternative Quality Contract, Medicare
Shared Savings Program, Pioneer Accountable Care Organization
Model Arkansas Center for Health
Improvement
From the US Department of Health and Human Services. (2016a). National quality strategy overview. Retrieved from http://www.ahrq.gov/workingforquality/nqs/overview.pdf.
BOX 21.2 National Quality Aims and Priorities
National Quality Aims National Quality Priorities forAchieving the Aims • Better Care: Improve the overall quality of care by
making health care more patient-centered, reliable, accessible, and safe.
• Make care safer by reducing harm caused in the delivery of care.
• Ensure all people and families are engaged as partners in their care.
• Healthy People/Healthy Communities: Improve the health of the US population by supporting proven interventions to address behavioral, social, and environmental determinants of health in addition to delivering higher-quality care.
• Promote effective communication and care coordination.
• Promote the most effective prevention and treatment practices for the leading causes of mortality, starting with cardiovascular disease.
• Work with communities to promote wide use of best practices to enable healthy living.
• Affordable Care: Reduce the cost of quality health care for individuals, families, employers, and government.
• Make quality care more affordable for individuals, families, employers, and governments by developing and spreading new health care delivery models.
From 2015 National Healthcare Quality and Disparities Report and 5th Anniversary Update on the National Quality Strategy. Agency of Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/research/findings/nhqrdr/nhqdr15/index.html.
Quality strategy levers QI relies on aligning institutional priorities with several strategy levers that drive QI. The National Quality Strategy encourages
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multiple members of the health care community, including individuals, family members, payers, providers, and employers, to collaborate on using one or more of the nine strategy levers (USDHHS, 2016a, p. 8); we describe briefly how each lever is used for QI:
1. Measurement and feedback—Provide performance feedback to plans and providers to improve care. National health care performance standards are developed using a consensus process in which stakeholder groups, representing the interests of the public, health professionals, payers, employers, and government, identify priorities, measures, and reporting requirements to document and manage the quality of care (National Quality Forum [NQF], 2004). See Box 21.3 for examples of groups responsible for developing measurement standards.
2. Public reporting—Compare treatment results, costs, and patient experience for the consumer. Several major public reporting systems are described in Box 21.4.
3. Learning and technical assistance—Foster learning environments that offer training, resources, tools, and guidance to help organizations achieve quality improvement goals.
4. Certification, accreditation, regulation—Adopt or adhere to approaches to meet safety and quality standards. Several accrediting bodies are listed in Box 21.5.
5. Consumer incentives and benefits designs—Help consumers adopt healthy behaviors and make informed decisions.
6. Payment—Reward and incentivize providers to deliver high- quality, patient-centered care. Box 21.6 shows examples of payment incentives.
7. Health information technology—Improve communications, transparency, and efficiency for better coordinated health and health care.
8. Innovation and diffusion—Foster innovation in health care
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quality improvement, and facilitate rapid adoption within and across organizations and communities.
9. Workforce development—Invest in people to prepare the next generation of health care professionals and support lifelong learning for providers.
BOX 21.3 Performance Measurement Standard Setting Groups Introduction to performance measurement standards National Quality Forum (NQF) is a nonprofit organization that seeks to measure and improve the quality of health care in the United States by establishing national healthcare quality and safety goals and priorities. The NQF’s evidence-based measure endorsement process is the gold standard for healthcare quality measurement. The NQF endorsement process is a transparent, consensus-based model that brings together stakeholders from the private and public sectors to foster quality improvement. Approximately 300 NQF-endorsed measures are used by federal public and private pay-for-performance programs, as well as, in private-sector and state healthcare quality programs. a
Agency for Healthcare Research and Quality, Quality Indicators (AHRQ). The AHRQ Quality Indicators are standardized, evidence-based measures of the quality of hospital care that are readily available using hospital administrative data. There are 101 Quality Indicators organized into the four main categories of inpatient quality for adult and pediatric patients; preventative quality indicators for ambulatory care and avoidable complications. Approximately half of the AHRQ quality indicators are endorsed by the National Quality Forum and used to support hospital quality improvement, health system planning and pay for performance initiatives. b
aNational Quality Forum. (2015). National Quality Forum, What We Do. Retrieved from http://www.qualityforum.org/what_we_do.aspx. bAgency for Healthcare Research and Quality. (2015). About AHRQ Quality Indicators. Retrieved from: http://qualityindicators.ahrq.gov/FAQs_Support/FAQ_QI_Overview.aspx.
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BOX 21.4 Public Reporting Systems
• Hospital Compare allows consumers to compare information on hospitals. The database includes performance measures on timely and efficient care, readmissions and deaths, complications, use of medical imaging, survey of patients’ experiences, and payment and value of care. For more information, visit www.hospitalcompare.hhs.gov/.
• Nursing Home Compare allows consumers to compare information about nursing homes. It contains quality of care information on every Medicare and Medicaid-certified nursing home in the country. The database includes performance measures on health inspections, staffing, and clinical quality. For more information, visit www.medicare.gov/NursingHomeCompare/.
• Home Health Compare has information about the quality of care provided by Medicare-certified home health agencies that meet federal health and safety requirements throughout the nation. For more information, visit www.medicare.gov/homehealthcompare.
• Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS). Developed by the Agency for Healthcare Research and Quality, the HCAHPS is a standardized survey and data collection method for measuring patients’ perspectives on hospital care. The HCAHPS survey contains 32 questions about patient perspectives on care for eight key topics: communication with doctors; communication with nurses; responsiveness of hospital staff; pain management; communication about medicines; discharge information; cleanliness of the hospital environment; and quietness of the hospital environment, posthospital transitions, admissions through the emergency room, and mental and emotional health. HCAHPS performance is used to calculate incentive payments in the Hospital Value- Based Purchasing program for hospital discharges beginning in October 2012. For more information, visit
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http://www.hcahpsonline.org/Files/HCAHPS_Fact_Sheet_June_2015.pdf
• Physician Quality Reporting Initiative is a program administered by the CMS that collects performance data at the physician/provider clinical level in the ambulatory and primary care sectors. For more information, visit www.cms.gov/Medicare/Quality-Initiatives-Patient-Assessment- Instruments/PQRS/index.html.
• The Leapfrog Group is an initiative of organizations that buy health care who are working to improve the safety, quality, and affordability of health care for Americans. The Leapfrog Group conducts a survey for comparing hospitals’ performance on the national standards of safety, quality, and efficiency that are most relevant to consumers and purchasers of care. For more information, visit www.leapfroggroup.org/.
CMS, Center for Medicare and Medicaid Services.
BOX 21.5 Quality Improvement Accrediting Organizations
• Joint Commission: Responsible for ensuring a minimum standard of structures, processes, and outcomes for patient care. Accreditation by the Joint Commission is voluntary, but it is required to receive reimbursement for patient care services. For more information, see www.jointcommission.org/.
• National Committee for Quality Assurance Accreditation for Health Plans (NCQA): A private not-for-profit organization dedicated to improving health care quality. The NCQA is responsible for accrediting health insurance programs. Accredited health insurance programs are exempt from many or all elements associated with annual state audits. The NCQA developed and maintains the Healthcare Effectiveness Data and Information Set (HEDIS).
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• The Healthcare Effectiveness Data and Information Set (HEDIS): A tool used by the majority of America’s health plans to measure performance on important dimensions of care and service. HEDIS allows for comparison of performance across health plans. For more information, see http://www.ncqa.org/HEDISQualityMeasurement.aspx.
• American Nurses’ Credentialing Center Magnet Recognition Program recognizes health care organizations that provide the very best in nursing care and uphold the tradition of professional nursing practice. For more information, see www.nursecredentialing.org/Magnet.aspx.
BOX 21.6 Financial Incentives to Promote Quality in the Health Care Sector Capitation: A payment arrangement for health care services. Pays a provider (physician or nurse practitioner) or provider group a set amount for each enrolled person assigned to them, per period of time, whether or not that person seeks care. These providers generally are contracted with a type of health maintenance organization (HMO). Payment levels are based on average expected health care use of a particular patient, with greater payment for patients with significant medical history. a
Bundled Payments Initiative: Links payments for multiple services that patients receive during an episode of care. Payments seek to align incentives for hospitals, post acute care providers, doctors, and other practitioners to improve the patient’s care experience during a hospital stay in an acute care hospital through postdischarge recovery. b
Pay for Performance: An emerging movement in health insurance where providers are rewarded for meeting pre- established targets for health care delivery services. This model rewards physicians, hospitals, medical groups, and other health care providers for meeting certain performance measures for quality and efficiency. c
Value-Based Health Care Purchasing: A project of participating
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health plans, including the CMS, where buyers hold providers of health care accountable for both cost and quality of care. Value- based purchasing brings together information on health care quality, patient outcomes, and health status, with data on the dollar outlays going toward health. The focus is on managing health care system use to reduce inappropriate care and to identify and reward the best-performing providers. d
Accountable Care Organization (ACO): A payment and care delivery model that seeks to tie provider reimbursements to quality metrics and reductions in the total cost of care for an assigned population of patients. A group of coordinated health care providers form an ACO, which then provides care to a group of patients. The ACO may use a range of payment models (e.g., capitation, fee-for-service). The ACO is accountable to the patients and the third-party payer for the quality, appropriateness, and efficiency of the health care provided. e
CMS, Center for Medicare and Medicaid Services. aAmerican Medical Association. (2012). Capitation. Retrieved from http://www.ama- assn.org/ama/pub/advocacy/state-advocacy-arc/state-advocacy-campaigns/private-payer- reform/state-based-payment-reform/evaluating-payment-options/capitation.page. bCenters for Medicare and Medicaid Services. (2016). Bundled payments for care improvement initiative: General information. Retrieved from https://innovation.cms.gov/initiatives/Bundled-Payments/index.html. cIntegrated Healthcare Association. (2013). National pay for performance issue brief. Retrieved from http://www.iha.org/sites/default/files/resources/issue-brief-value-based-p4p- 2013.pdf. dDamberg, C. L., Sorbero, M. E., Lovejoy, S. L., et al. (2014). Measuring success in health care value-based purchasing programs: Summary and recommendations. Santa Monica, CA: RAND Corporation, RR-306/1-ASPE, Retrieved from http://www.rand.org/pubs/research_reports/RR306z1.html. eAmerican Hospital Association. (2014). Accountable care organizations: Findings from the survey of care systems and payment. Retrieved from http://www.aha.org/content/14/14aug- acocharts.pdf.
Measuring nursing care quality Nurses deliver the majority of health care and therefore have a substantial influence on its overall quality (IOM, 2015). However, nursing’s contribution to the overall quality of health care has been difficult to quantify, owing in part to insufficient standardized measurement systems capable of capturing nursing care contribution to patient outcomes. The Robert Wood Johnson
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Foundation has funded the NQF to recommend nursing-sensitive consensus standards to be used to set standards for public accountability and QI. The work of the NQF (2004) resulted in the endorsement of 15 nursing-sensitive quality indicators (Table 21.2). Since the endorsement of “NQF 15,” several data reporting mechanisms have been established for performance sharing internally among providers to identify areas in need of improvement, externally for purposes of accreditation and payment, and with health care consumers so that they can choose providers based on the quality of services provided. Examples include Hospital Compare (USDHHS, 2016b) and the nursing-specific databases described by Alexander (2007):
• The National Database of Nursing Quality Indicators is a proprietary database of the Press Ganey. The database collects and evaluates unit-specific nurse-sensitive data from hospitals in the United States. Participating facilities receive unit-level comparative data reports to use for QI purposes. For more information, visit http://www.pressganey.com/solutions/clinical- quality/nursing-quality.
• California Nursing Outcomes Coalition (CalNOC) is a data repository of hospital-generated, unit-level, acute nurse staffing and workforce characteristics and processes of care, as well as key NQF-endorsed, nursing-sensitive outcome measures, submitted electronically via the web. For more information, visit http://www.calnoc.org.
• Veterans Affairs Nursing Outcomes Database was originally modeled after CalNOC. Data are collected at the unit and hospital levels to facilitate the evaluation of quality and enable benchmarking within and among Veterans Affairs facilities.
TABLE 21.2 National Voluntary Standards for Nursing-Sensitive Care
Framework Category Measure Description
Patient- centered
Death among surgical inpatients with
Percent of major surgical inpatients who experience hospital-acquired complications (e.g., sepsis, pneumonia,
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outcome measures
treatable serious complications (failure to rescue)
Pressure ulcer prevalence a
Falls prevalence a Falls with injury Restraint prevalence
(vest and limb only) Urinary catheter–
associated UTI for ICU patients a
Central line catheter- associated blood stream infection rate for ICU and HRN patients a
Ventilator-associated pneumonia for ICU and HRN patients a
gastrointestinal bleeding, shock/cardiac arrest, deep vein thrombosis/pulmonary embolism) that result in death.
Percent of inpatients who have hospital-acquired pressure ulcers (Stage 2 or greater).
Number of inpatient falls per inpatient days. Number of inpatient falls with injuries per inpatient days. Percent of patients who have a vest or limb restraint. Rate of UTI associated with use of urinary catheters for ICU
patients. Rate of bloodstream infections associated with use of central
line catheters for ICU or HRN patients. Rate of pneumonia associated with use of ventilators for ICU
and HRN patients.
Nursing- centered intervention measures
Smoking cessation counseling for AMI a
Smoking cessation counseling for HF a
Smoking cessation counseling for pneumonia a
Percent of AMI inpatients with smoking history in the past year who received smoking cessation advice or counseling during hospitalization.
Percent of HF inpatients with smoking history within the past year who received smoking cessation advice or counseling during hospitalization.
Percent of pneumonia inpatients with smoking history within the past year who received smoking cessation advice or counseling during hospitalization.
System- centered measures
Skill mix (RN, LVN/LPN, UAP and contract)
Nursing care hours per inpatient day (RN, LVN/LPN, and UAP)
PES-NWI (composite and five subscales)
Voluntary turnover
• Percent of RN care hours to total nursing care hours. • Percent of LVN/LPN care hours to total nursing care
hours. • Percent of UAP care hours to total nursing care hours. • Percent of contract hours (RN, LVN/LPN, and UAP) to
total nursing care hours. • Number of RN care hours per patient day. • Number of nursing staff hours (RN, LVN, LPN, UAP). Composite score and mean presence scores for each of
the following subscales derived from PES-NWI: • Nurse participation in hospital affairs. • Nursing foundations for quality of care. • Nurse manager ability, leadership, and support of
nurses. • Staffing and resource adequacy. • Collegial nurse–physician relations. Number of voluntary uncontrolled separations during
the month for RNs and advanced practice nurses, LVN/LPNs, and nurse assistant/aides.
aNQF-endorsed national voluntary consensus standard for hospital care. From National Quality Forum. (2012). Measuring performance. Retrieved from www.qualityforum.org/Measuring_Performance/ABCs_of_Measurement.aspx. AMI, Acute myocardial infarction; HF, heart failure; HRN, high-risk nursery; ICU, intensive care unit; LVP/LPN, licensed vocational/practical nurse; PES-NWI, practice environment scale-nursing work index; RN, registered nurse; UAP, unlicensed assistive personnel; UTI, urinary tract infection.
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HELPFUL HINT To find out how your hospital compares in nursing-sensitive quality indicators such as pressure ulcers, infections, and falls with another hospital in your area, go to https://www.medicare.gov/hospitalcompare/search.html. Identify high-performing organizations in your area from which you can learn.
Benchmarking The measurement of quality indicators must be done methodically using standardized tools. Standardized measurement allows for benchmarking, which is “a systematic approach for gathering information about process or product performance and then analyzing why and how performance differs between business units” (Massoud et al., 2001, p. 74). Benchmarking is critical for QI because it helps identify when performance is below an agreed- upon standard and signals the need for improvement. For example, when you record assessment of your patient’s risk for falls using one of the standardized assessment tools such as the Hendrich II Fall Risk Model or Morse Fall Scale and newly identified risk factors such as use of antidepressants, hypnotics, diuretics, antidiabetic medications, and polypharmacy (Callis, 2016), it allows for comparison of your assessment to those of providers in other organizations who provide care to a similar patient population and who use the same tools to document assessments. Tracking changes in the overall fall risk score over time allows you to intervene if the score falls below a set standard, indicating high risk for falls. Equally, after you implement needed interventions focused on altered elimination, mental status, or musculoskeletal weakness, you can track changes in the fall risk score to determine whether the interventions were effective in reducing risk for falls. Therefore standardized measurement can tell you when changes in care are needed and whether implemented interventions have resulted in the actual improvement of patient outcomes.
When all clinical units document care in the same way, it is possible to document pressure ulcer care across units. These performance data are useful for benchmarking efforts where clinical
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teams learn from each other how to apply best practices from high- performing units to the care processes of lower-performing units. Benchmarking (Massoud et al., 2001, p. 75) can be used to:
• Develop plans to address improvement needs.
• Borrow and adapt successful ideas from others.
• Understand what has already been tried.
Common quality improvement perspectives and models QI as a management model is both a philosophy of organizational functioning and a set of statistical analysis tools and change techniques used to reduce variations in the quality of goods or services that an organization produces (Nelson et al., 2007). The QI model emphasizes customer satisfaction, teams and teamwork, and the continuous improvement of work processes. Other defining features of QI include the use of transformational leadership by leaders at all levels to set performance goals and expectations, use of data to make decisions, and standardization of work processes to reduce variation across providers and service encounters (Nelson et al., 2007). The key principles associated with QI are shown in Table 21.3.
TABLE 21.3 Principles of Quality Improvement
Improvement Principle Key Benefits Principle 1—Customer focus/Patient focus
Health care organizations rely on patients and therefore should understand current and future patient needs, should meet patient requirements, and strive to exceed patient expectations.
• Increased customer value • Increased revenue and market
share obtained through flexible and fast responses to market opportunities
• Increased effectiveness in the organization’s resources use to enhance patient satisfaction
• Improved patient loyalty leading to repeat business
Principle 2—Leadership Leaders establish unity of purpose, and the organization’s
direction should create and maintain an internal
• People understand and are motivated toward the organization’s goals and
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environment in which people can become fully involved in organization’s objectives achievement.
objectives • Activities are evaluated,
aligned and implemented in a unified way
• Miscommunication between organization levels are minimized
Principle 3—Engagement of people People at all levels are the essence of an organization and are
essential to enhance organizational capability to create and deliver value.
• Motivated, committed, and involved people within the organization
• Innovation and creativity further the organization’s objectives
• People are accountable for own performance
• Enhanced involvement of people in improvement activities
Principle 4—Process approach Consistent results are achieved with more efficiently and
effectively when activities are understood and managed as a system of interrelated processes.
• Lower costs and shorter cycle times through effective use of resources
• Improved, consistent, and predictable results through a system of aligned processes
• Focused and prioritized improvement opportunities
Principle 5—Improvement Successful organizations have an ongoing focus on
improvement. Continual improvement is essential creating new opportunities.
• Performance advantage through improved organizational capabilities
• Focus on root-cause analysis, followed by prevention and corrective action
• Consideration of incremental and breakthrough improvements
Principle 6—Evidence-based decision making Effective decisions are based on the analysis and evaluation of
data and information are more likely to produce desired results.
• Improved decision-making processes
• Increased ability to demonstrate effectiveness of past decisions
• Increased ability to review, challenge, and change opinions and decisions
Principle 7—Relationship Management An organization and its suppliers are interdependent and a
mutually beneficial relationship enhances ability of both to create value.
• Increased capability to create value for both parties by sharing resources and managing quality-related risks
• A well-managed supply chain that provides a stable flow of goods and services
• Optimization of costs and resources
From International Organization for Standardization. (2015). ISO 9001 quality management principles. Retrieved from http://www.iso.org/iso/home/standards/management-standards/iso_9000.htm.
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Although QI has its roots in the manufacturing sector, many of the ideas, tools, and techniques used to measure and manage quality have been applied in health care organizations to improve clinical outcomes and reduce waste (McConnell et al., 2016). The major QI models used in health care include:
• Total Quality Management/Continuous Quality Improvement (TQM/CQI)
• Six Sigma
• Lean
• Clinical Microsystems
The key characteristics of each of these models are described in Table 21.4. Because QI uses a holistic approach, leaders often select one quality model that is used to guide the organization’s overarching improvement agenda.
TABLE 21.4 Overview of Quality Improvement Models Used in Health Care
Model MainCharacteristics Related Resources
TQM/CQI ( Langley et al., 2009)
• A holistic management approach used to improve organizational performance
• Seeks to understand and manage variation in service delivery
• Emphasizes customer satisfaction as an important performance measure
• Relies on team work and collaboration among workers to deliver
Institute for Healthcare Improvement: http://www.ihi.org/resources/Pages/default.aspx
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technically excellent and customer/patient- centered services
• Quality management science uses tools and techniques from statistics, engineering, operations research, management, market research and psychology
• TQM/CQI tools and techniques are applied to specific performance problems in the form of improvement projects
• The extent to which unit-level QI projects align with larger organizational quality goals, is related to their success and sustainability
Six Sigma ( DelliFraine et al., 2010)
• Developed at Motorola in the 1980s
• Six Sigma takes its name from the statistical notation of sigma (σ) used to measure variation from the mean
• Emphasizes meeting customer requirements and eliminating errors or rework with the goal of reducing process variation
• Focuses on tightly controlling variations in
AHRQ Innovations Exchange: www.innovations.ahrq.gov https://innovations.ahrq.gov/qualitytools/lean-hospitals-six-sigma-and-lean-
healthcare-forms
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production processes with the goal of reducing the number of defects to 3.4 units per 1 million units produced
• Process control achieved by applying DMAIC improvement model
• DMAIC includes defining, measuring, analyzing, improving, and controlling
• Practitioners achieve mastery levels using statistical tools to measure and manage process variation (e.g., yellow-belt, green-belt, black- belt)
Lean ( DelliFraine et al., 2010)
• Sometimes referred to as the Toyota Quality Model
• Focus: Eliminating waste from the production system by designing the most efficient and effective system
• Production controlled through standardization and placing the right person and materials at each step of the process
• Uses the PDSA improvement cycle
• Statistical tools include value
Institute for Healthcare Improvement: www.ihi.org/knowledge/Pages/IHIWhitePapers/GoingLeaninHealthCare.aspx
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stream mapping and Kanban, or a visual cue, used to warn clinicians that there is a process problem
• Performance measures vary from project to project and may inform the creation of new performance measures
• Uses a master teacher (“Sensei”) to spread the practices of Lean though the organizational culture
Clinical Microsystems ( Nelson et al., 2007)
• Model of service excellence developed specifically for health care
• Clinical microsystem is considered the building block of any health care system and is the smallest replicable unit in an organization
• Members of a clinical microsystem are interdependent and work together toward a common aim
Clinical Microsystems:www.clinicalmicrosystem.org
AHRQ, Agency for Healthcare Research and Quality; CQI, continuous quality improvement; PDSA, plan-do-study-act; QI, quality improvement; TQM, total quality management.
It is important to note that health care organizations have adopted principles and practices associated with the industrial QI approach relatively recently. Historically, the quality of health care was assessed retrospectively using the quality assurance (QA) model. The QA model uses chart audits to compare care against a predetermined standard. Corrective actions associated with QA
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focus on assigning individual blame and correcting deficiencies in operations. Another model commonly associated with health care QI is the Structure-Process-Outcome Framework (Donabedian, 1966). This framework is used to examine the resources that make up health care delivery services, clinicians’ work practices, and the outcomes associated with the structure and processes. The evolution of the key perspectives used to understand and manage QI in health care organizations is summarized in Table 21.5.
TABLE 21.5 Evolution of Quality Improvement Perspectives in Health Care
CQI, Continuous quality improvement; HAPU, hospital-acquired pressure ulcers; HCAHPS, Hospital consumer assessment of health care providers and systems; PDSA, plan-do-study-act; QA, quality assurance; TQM, total quality management.
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Quality improvement steps and tools Similar to the nursing process, which you use to guide your assessment, diagnoses, and treatment of patient problems, you can use the QI process steps (Massoud et al., 2001) for the following:
1. Assessing health system performance by collecting and monitoring data
2. Analyzing data to identify a problem in need of improvement
3. Developing a plan to treat the identified problem
4. Testing and implementing the improvement plan
Several tools facilitate each step of the QI process (Table 21.6). You can use these tools to assist with collecting and analyzing data and to identify and test improvement ideas. A case example, Nurse Response Time to Patient Call Light Requests (Box 21.7), is presented to introduce the steps of the improvement process and apply several basic QI tools used to measure and manage system performance.
TABLE 21.6 Quality Improvement Tools and Activities
From Massoud R, Askov K, Reinke J, et al. (2001). A modern paradigm for improving healthcare quality. QA Monograph Series 1(1). Bethesda, MD: Published for the US Agency for International Development by the Quality Assurance Project.
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BOX 21.7 Applying the Quality Improvement Steps to a Clinical Performance Problem A Case Study of a Call Bell Response Time Improvement Project Case study background After reviewing a year of HCAHPS patient satisfaction data, the QI team on the 6 East orthopedic unit noticed that the unit’s scores were consistently below the hospital average on the call bell response time. In addition to the somewhat mediocre patient satisfaction scores, the nurses were also frustrated with the way that the unit staff responded to patient calls. Using the patient and staff satisfaction HCAHPS data as a starting point, the QI team selected call bell response time as an opportunity for improvement.
Improvement step 1: Assessment The goal of the 6 East QI project was to understand and manage system variation associated with patient’s satisfaction with call bell response times. The QI team began the improvement project by asking the broad questions:
• What time of day is associated with a higher frequency of call bell use?
• What is the average time that it takes a staff member to answer a call bell?
• Are there variations in call bell response time based on the location of the patient’s room in relation to the central nursing station?
The QI team designed a check sheet to collect data on the number of call bell requests each hour by patient room number. The charge nurse and unit clerk took turns recording call bell requests during a 24-h period. The QI team downloaded data from the call bell system to gain information on the average response time as well as information about unit staffing patterns and
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patient’s admitting diagnoses.
Improvement step 2: Analysis To begin, the QI team tallied the call response time with a histogram using 5-min intervals. In graphing the data, a clear pattern emerged. The patient wait times fell into three groups:
• One group waited an average of 8 min.
• The second group waited an average of 12 min.
• A third group waited an average of 20 min for a member of staff to respond to the call bell request.
Upon further analysis of the data, the QI team discovered that the patients with the longest waiting times were in rooms that are the furthest from the central nursing station. The QI team constructed a Pareto diagram to understand the nature and frequency of the patients’ requests. This analysis revealed that the three most frequently occurring patient requests were:
• Pain medication
• Assistance with repositioning
• Assistance with opening and positioning food on the tray table during meal time
Finally, the team constructed a fishbone diagram to identify the factors associated with the 20-min response delays. Using these data, the QI team was able to identify the likely cause of the problem and its symptoms.
Improvement step 3: Develop a plan for improvement The QI team worked with the hospital librarian to identify relevant studies to develop their improvement project plan. The QI team reviewed a number of research studies about patient requests and response rates from both the patient and nurse perspectives. The team also reviewed studies about work redesign to involve the food service team more directly into the unit’s workflow. Based on
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a critical appraisal of the evidence, the QI team decided to try two interventions for the improvement project:
1. Hourly nurse rounding to improve responsiveness for patient’s pain medication requests, and
2. Role redesign for the dietary staff to reduce patient’s request for meal assistance.
The QI team agreed on the specific aim statements to guide the project:
1. In 30 days, we aim to reduce the number of call bell requests for pain medication from 15 per hour to 3 per 8-h shift.
2. In 30 days, we aim to decrease average wait time for pain medication from 12 min to 5 min.
Improvement step 4: Test and implement the improvement plan Case Study Continues: The QI team tested the two change ideas using PDSA cycles over two successive weeks. Hourly nurse rounding was tested using three nurses on the day and evening shift with patients admitted to three randomly assigned rooms for a 3-day period. During the hourly rounds, the nurses conducted pain assessments and administered medication and other pain management interventions. The nurses recorded their interventions on a data collection sheet in each patient’s bedside chart. The unit clerk collected the call bell frequency and response time from the central system for the patients in the randomly assigned rooms during the PDSA testing period. During the testing period, the improvement team reviewed the data at the end of each shift to assess changes in performance.
During the next week, the improvement team piloted the change in the dietary aid’s work responsibilities to include opening the food trays at the bedside, positioning patients to eat, and filling the water pitchers at the time the meals were served. The change in the dietary aid job responsibilities required training in infection control, body mechanics, and the creating of a new sign system to
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alert the dietary staff about the patients’ dietary restrictions. This change idea was piloted using the same number of staff members, duration, patient rooms, and unit clerk documentation responsibilities as the PDSA cycle for the hourly nurse rounds. Staff feedback about the strengths and drawbacks of the hourly rounding and expanded food preparation responsibilities for the dietary aids, including suggestions for improving the practice changes, were collected.
Finally, to evaluate the effectiveness of the change ideas, the QI team used a run chart to track performance for the unit’s call bell response time. The run chart was annotated to include the days that the team implemented the PDSA cycles to refine the process used for hourly nurse rounding and the change in the dietary aid’s responsibilities to set up patients’ meal trays. At the end of a month of experimentation, the QI team was able to reduce the number of call bell requests for pain medication from a high of 15 per hour at the beginning of the project, to three per shift. Similarly, the average time that patients waited for their pain medication dropped from 12 to 5 min. The team was able to achieve similar reductions in the call bell requests at meal time by expanding the role of the dietary aid to include meal setup. Based on the performance data, the QI team recommended that hourly nurse rounding and meal setup by the dietary aids become the standard of practice on the unit.
To embed the new practices into the unit routines, the QI team supervised PDSA cycles until the entire unit reached the performance goal in the specific aim statement. The run chart data suggested that the call bell response process was mostly stable with some variation attributed to new staff hired for the weekend day shift who were not fully oriented to the new routines for hourly nurse rounding and meal tray setup.
Forming a lead quality improvement team QI is inherently an interprofessional team process and requires contributions from various perspectives to assess the potential causes of system malfunction and improvement ideas (Nelson et al., 2007). A lead QI team should be composed of representatives from multiple professions involved in patient care, support staff,
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patients, and families. While all professional staff, support staff, and patients should be involved throughout the improvement process, members of the lead team are responsible for planning, coordinating, implementing, and evaluating improvement efforts. To maintain a productive lead team, it is important to set a meeting schedule and use effective meeting tools such as the following (Nelson et al., 2007):
• Meeting agenda
• Meeting roles
• Ground rules
• Brainstorming
• Multivoting
Other tools that can help with project management to keep team and activities organized and focused include action plans and Gantt charts (Nelson et al., 2007). To download templates of meeting agendas, meeting role cards, action plans, and Gantt charts, go to the Clinical Microsystems website at https://clinicalmicrosystem.org and select the Materials/Worksheets tabs. After the lead team is assembled and team processes established, the team can begin assessment of the health system. To access resources on how to best facilitate interprofessional teamwork, visit The National Center for Interprofessional Education and Practice at https://nexusipe.org.
HIGHLIGHT To keep the interprofessional QI lead team engaged and on schedule, hold team meetings at least weekly and display a timeline of QI activities such as data collection, analysis, and results of PDSA cycles, with completion progress for each activity where all team members can see it.
Improvement process step 1: Assessment In the assessment phase, the first step is to complete a structured assessment to understand more about performance patterns. The
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improvement team typically begins with a series of broad questions that are used to guide data collection. Common methods used to collect system performance data include check sheets and data sheets to understand performance patterns and surveys, focus groups, and interviews to gather information about patient and staff perceptions of system performance. Commonly collected data elements include information about the following (Nelson et al., 2007):
• Patients: What are the average age, gender, top diagnoses, and satisfaction scores?
• Professionals: What is the level of staff satisfaction? What is their skill set?
• Processes and patterns: What are the processes for admitting and discharging patients?
• Common performance metrics: What are the rates of pressure ulcers and falls with injury?
For useful data collection templates, select the Tools tab at https://clinicalmicrosystem.org/.
HELPFUL HINT To reduce data collection burden related to QI projects, when starting the assessment phase of the QI process, first identify what performance data already exist in your organization. For example, find out if your organization is participating in the National Database of Nursing Care Quality Indicators program, which collects quarterly data on pressure ulcers, infections, falls, staff satisfaction, and other quality indicators.
Improvement step 2: Analysis The next phase of the improvement process focuses on data analysis. Because QI uses a team problem-solving approach, data are displayed in graphic form so all team members can see how the system is performing and generate ideas for what to improve. Several tools exist to help display and analyze performance data.
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Trending variation in system performance with run and control charts If quality health care means that the right care is delivered to the right people, in the right way, at the right time, for every person, during each clinical encounter, it is important to learn when criteria are not met and why (IOM, 2001). One method is to track performance over time and understand sources of variation in system performance, which can guide improvement activities to design a better-functioning health system. Minimizing performance variation is one of the main QI goals. There are two main types of system variation (Nelson et al., 2007, p. 346):
• Common cause variation occurs at random and is considered a characteristic of the system. For example, you might never leave your house in time for prompt arrival to class. In this case, you must work on better managing multiple random causes of tardiness, such as getting up late or taking too long to shower, dress, and eat to improve your overall punctuality record.
• Special cause variation arises from a special situation that disrupts the causal system beyond what can be accounted for by random variation. An example might be that you usually leave your house on time for a prompt arrival to class, but special circumstances such as road construction or a broken elevator delay your arrival to class. Once these special causes of tardiness are resolved, you will arrive to class on time.
Variations in system performance over time are commonly displayed with run charts and control charts. A run chart is a graphical data display that shows trends in a measure of interest; trends reveal what is occurring over time (Nelson et al., 2007). The vertical axis of the run chart depicts the value of measure of interest, and the horizontal axis depicts the value of each measure running over time. A run chart shows whether the outcome of interest is running in a targeted area of performance, and how much variation there is from point to point and over time. For example, a patient newly diagnosed as having diabetes can record her blood glucose levels over a month using a run chart. By
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regularly charting blood glucose levels, the patient is able to reveal when blood glucose runs higher or lower than the target level of less than 100 mg/dL for fasting plasma glucose (FPG) test. The run chart in Fig. 21.1 shows that FPG levels are consistently higher than the target, with a median FPG of 130 mg/dL; the trend of FPG readings in the first 19 days of the month is indicative of common cause variation. These random variations in FPG readings are likely caused by a confluence of several factors such as diet, exercise, and medication adherence. To correct the undesirable variation, the patient can assess which factors might be influencing the higher FPG values and then work with her primary care provider to develop necessary interventions to better control her blood glucose by better managing multiple causal factors. To determine whether interventions were successful, the patient and her provider should continue to document blood glucose levels and then compare the median FPG values before and after interventions are implemented.
FIG 21.1 Run chart of daily fasting plasma glucose
levels.
In addition, special cause variation in FPG is evident on days 19 to 28, where nine consecutive FPG readings are above the median line. It turns out that on these days, the patient had run out of her glucose-lowering medication; this special circumstance caused increased FPG. Although various rules exist for accurately determining the presence of special cause variation, generally special cause variation is present if the following are true (Nelson et al., 2007, p. 349):
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• Eight data points in a row are above or below the median or mean.
• Six data points in a row are going up.
• Six data points in a row are going down.
Determining common and special causes of variation is important because treatment strategies for eliminating each type of variation will vary.
A control chart (Fig. 21.2) is also used to track system performance over time, but it is a more sophisticated data tool than a run chart (Nelson et al., 2007). A control chart includes information on the average performance level for the system depicted by a center line displaying the system’s average performance (the mean value), and the upper and lower limits depicting one to three standard deviations from average performance level. The rules to detect special cause variation are the same for run and control charts, except that for control charts the upper and lower limits are additional tools used to detect special cause variation. Any point that falls outside the control limit is considered an outlier that merits further examination.
FIG 21.2 Control chart of average wait time before and after a redesign. Source: (From Massoud R, Askov K, Reinke J, et al. [2001]. A modern paradigm for improving healthcare quality. QA Monograph
Series 1[1]. Bethesda, MD: Published for the US Agency for International Development by the Quality Assurance Project.)
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HELPFUL HINT Use a run chart in step two of the QI process to analyze causes of variation in fasting plasma glucose (FPG) levels from the target level of 100 mg/dL and in step four of the QI process to evaluate if changes in diet, exercise, and medication adherence helped the patient achieve the targeted FPG.
Graphs Graphs commonly used to understand system performance, displayed in Fig. 21.3, include pie charts, bar charts, and histograms. Selecting the appropriate chart depends on the type of data collected and the performance pattern the improvement team is trying to understand. A bar chart is used to display categorical- level data. A Pareto diagram is a special type of bar chart used to understand the frequency of factors that contribute to a common effect. It is used to display the Pareto Principle, sometimes referred to as the 80-20 Rule, or the Law of the Few (Massoud et al., 2001), which states that 80% of variation in a problem originates with 20% of cases. In a Pareto diagram, the bars are displayed in descending order of frequency. A histogram is another type of bar chart used for continuous-level data to show the distribution of the data around the mean, commonly called the bell curve (Massoud et al., 2001).
FIG 21.3 Examples of bar chart, pie chart, and histogram. Source: (From Massoud R, Askov K, Reinke J, et al. [2001]. A modern paradigm for improving healthcare quality. QA Monograph Series
1[1]. Bethesda, MD: Published for the US Agency for International Development by the Quality Assurance Project.)
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Cause and effect diagrams More sophisticated visual data displays include cause and effect diagrams used to identify and treat the causes of performance problems. Two common tools in this category are a fishbone or Ishikawa diagram and a tree diagram (Massoud et al., 2001). The fishbone diagram facilitates brainstorming about potential causes of a problem by grouping potential causes into the categories of environment, people, materials, and process (Fig. 21.4). Fishbone diagrams can be used proactively to prevent quality defects, including errors, and retrospectively to identify factors that potentially contributed to quality defect or an error that has already occurred. An example of when a fishbone diagram is used retrospectively is during root cause analyses (RCAs) to identify system design failures that caused errors.
FIG 21.4 Fishbone diagram. Source: (Adapted from Massoud R, Askov K, Reinke J, et al. [2001]. A modern paradigm for improving
healthcare quality. QA Monograph Series 1[1]. Bethesda, MD: Published for the US Agency for International Development by the Quality Assurance
Project.)
An RCA is a structured method used to understand sources of
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system variation that lead to errors or mistakes, including sentinel events, with the goal of learning from mistakes and mitigating hazards that arise as a characteristic of the system design (Zastrow, 2015). An RCA is conducted by a team that includes representatives from nursing, medicine, management, QI, or risk management and the individual(s) involved in the incident (sometimes including the patient or family members in the discovery process), and it emphasizes system failures while avoiding individual blame (Zastrow, 2015). An RCA seeks to answer three questions to learn from mistakes:
• What happened?
• Why did it happen?
• What can be done to prevent it from happening again?
Because the RCA is viewed as an opportunity for organizational learning and improvement, the most effective RCAs include a change in practice or work system design to lessen the chances of similar errors occurring in the future.
A tree diagram is particularly useful for identifying the chain of causes, with the goal of identifying the root cause of a problem. For example, consider medication errors. The improvement team could use the Five Whys method to establish the chain of causes leading to the medication error:
• Question 1: Why did the patient get the incorrect medicine?
Answer 1: Because the prescription was wrong.
• Question 2: Why was the prescription wrong?
Answer 2: Because the doctor made the wrong decision.
• Question 3: Why did the doctor make the wrong decision?
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Answer 3: Because he did not have complete information in the patient’s chart.
• Question 4: Why wasn’t the patient’s chart complete?
Answer 4: Because the doctor’s assistant had not entered the latest laboratory report.
• Question 5: Why hadn’t the doctor’s assistant charted the latest laboratory report?
Answer 5: Because the lab technician telephoned the results to the receptionist, who forgot to tell the assistant.
In this case, using the Five Whys technique suggests that a potential solution for avoiding wrong prescriptions in the future might be to develop a system for tracking lab reports (Massoud et al., 2001).
Flowcharting A flowchart depicts how a process works, detailing the sequence of steps from the beginning to the end of a process (Massoud et al., 2001). Several types of flowcharts exist, including the most simple (high level), a detailed version (detailed), and one that also indicates the people involved in the steps (deployment or matrix). Fig. 21.5 shows an example of a detailed flowchart. Massoud and colleagues (2001, p. 59) suggest using flowcharts to:
• Understand processes.
• Consider ways to simplify processes.
• Recognize unnecessary steps in a process.
• Determine areas for monitoring or data collection.
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• Identify who will be involved in or affected by the improvement process.
• Formulate questions for further research.
FIG 21.5 Detailed flowchart of patient registration. Source: (Adapted from Massoud R, Askov K, Reinke J, et
al. [2001]. A modern paradigm for improving healthcare quality. QA Monograph Series 1[1]. Bethesda, MD: Published for the US Agency for
International Development by the Quality Assurance Project.)
When flowcharting, it is important to identify a start and an end point of a process, then make a record of the actual, not the ideal, process. To obtain an accurate picture of the process, perform direct observation of the process steps and communicate with people who are directly part of the process to clarify all the steps.
Improvement step 3: Develop a plan for improvement By identifying potential sources of variation, the improvement team can pinpoint the problem areas in need of improvement. The next phase is to treat the performance problem. This phase involves developing and testing a plan for improvement. A simple yet powerful model for developing and testing improvements is the Model for Improvement (Langley et al., 2009). It begins with three questions to guide the change process and focus the improvement work (Langley et al., 2009):
1. Aim. What are we trying to accomplish? Set a clear aim with
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specific measurable targets.
2. Measures. How will we know that the change is an improvement? Use qualitative and quantitative measures to support real improvement work to guide change progress toward the stated goal.
3. Changes. What changes can we make that will result in an improvement? Develop a statement about what the team believes they can change to cause improvement.
The change ideas reflect the team’s hypotheses about what could improve system performance. There are several ways in which change ideas can be generated. The change ideas can be identified from the root causes of the performance problems that are identified during cause and effect and process analyses using fishbone diagram, the Five Whys, and flowcharting tools in the analysis step of the improvement process. Another approach is to select common areas for change associated with the goals and philosophy of QI. Common change topics, also referred to as themes for improvement, include (Langley et al., 2009, p. 359):
• Eliminating waste
• Improving work flow
• Optimizing inventory
• Changing the work environment
• Managing time more effectively
• Managing variation
• Designing systems to avoid mistakes
• Focusing on products or services
Change ideas can also come from the evidence provided by your review of the available literature. This is where your EBP skills will
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be most helpful. You will need to critically appraise both research studies and QI studies of interventions that can be applied to remedy the identified problem. To help you decide whether a journal article is a research study or a QI study, see the critical decision tree in Fig. 21.6. Because QI studies capture the experiences of a particular organization or unit, the results of these studies are usually not generalizable. In an effort to promote knowledge transfer and learning from others’ improvement experiences, the Standards for Quality Improvement Reporting Excellence, or the SQUIRE Guidelines (Ogrinc et al., 2015), were developed to promote the publication and interpretation of this type of applied research. The SQUIRE Guidelines are presented in Table 21.7; you should use them to evaluate QI studies.
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FIG 21.6 Differentiating QI from research projects. SQUIRE, Standards for Quality Improvement
Reporting Excellence. Source: (Adapted with permission from King, D. L. [2008]. Research and quality improvement: Different processes,
different evidence. Medsurg Nursing, 17[3], 167.)
TABLE 21.7 Revised Squire Guidelines Standards for Quality Improvement Reporting Excellence (Squires 2.0)
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From Ogrinc G, Davies L, Goodman D, et al. (2015). SQUIRE 2.0 (Standards for Quality Improvement Reporting Excellence): revised publication guidelines from a detailed consensus process. BMJ Quality and Safety, 0, 1–7. doi:10.1136/bmjqs- 2015-004411. Note: See www.squire-statement.org/ for more information on publishing QI studies.
Improvement step 4: Test and implement the improvement plan
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The improvement changes that are identified in the planning phase are tested using the Plan-Do-Study-Act (PDSA) Improvement Cycle, which is the last step of the Improvement Model (Langley et al., 2009; Massoud et al., 2001) depicted in Fig. 21.7. The focus of PDSA is experimentation using small and rapid tests of change. Actions involved in each phase of the PDSA cycle are detailed in Fig. 21.7. In this step, you evaluate the success of the intervention in bringing about improvement. It is important for the team to monitor the intended and unintended changes in system performance, the patient and staff perceptions of the change, and ideally, the costs of the change. Also, in this phase of the improvement process, it is useful to track the stability and sustainability of the new work process by monitoring system performance over time. Results data should be presented in graphic data displays (explained earlier in the chapter) and compared with the baseline performance.
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FIG 21.7 Summary of the QI process. Source: (Adapted from Massoud R, Askov K, Reinke J, et al. [2001]. A modern paradigm for
improving healthcare quality. QA Monograph Series 1[1]. Bethesda, MD: Published for the US Agency for International Development by the Quality
Assurance Project.)
Taking on the quality improvement challenge and leading the way Hospital leaders and other key stakeholders agree that enabling nurses to lead and participate in QI is vital for strengthening our
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health system’s capacity to provide high-quality patient care (Draper et al., 2008; IOM, 2015). Nurses are on the front lines of delivering care, and they offer unique perspectives on the root causes of dysfunctional care, as well as what interventions might work reliably and sustainably in everyday clinical practice to achieve best care. However, multiple barriers to nurses’ participation in QI exist, including insufficient staffing, lack of leadership support and resources for nurses’ participation in QI, and not enough educational preparation for knowledgeable and meaningful QI involvement (Draper et al., 2008). For nurses to contribute their knowledge and expertise to patient care delivery and the organization’s quality enterprise, nursing leadership must engage in (Berwick, 2011, p. 326):
• Setting aims and building the will to improve
• Measurement and transparency
• Finding better systems
• Supporting PDSA activities, risk, and change
• Providing resources
Several common elements that make improvement work possible are captured in two bodies of knowledge (Berwick, 2011). One is professional knowledge that includes knowledge of one’s discipline, subject matter, and values of the discipline. The other is knowledge of improvement, which includes knowledge of complex systems functioning through dynamic interplay among various technical and human elements; knowledge of how to detect and manage variation in system performance; knowledge of managing group processes through effective conflict resolution and communication; and knowledge of how to gain further knowledge by continual experimentation in local settings through rapid tests of change. Linking these two knowledge systems promotes continuous improvement in health care. This chapter provides a starting point for you to develop basic knowledge and skills for the improvement work, so you can better meet the challenges and
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expectations of a contemporary nursing practice.
Key points • There is much room for improvement in the quality of care in the
United States.
• The quality of health care is evaluated in terms of its effectiveness, efficiency, access, safety, timeliness, and patient centeredness.
• As the largest group of health professionals, nurses play a key role in leading QI efforts in clinical settings.
• Accreditation, payment, and performance measurement are external incentives used to improve the quality of care delivered by hospitals and health professionals. One example of such is the Joint Commission accreditation for health care delivery organizations.
• The National Quality Forum “15” (NQF 15) is a set of 15 nursing- sensitive measures to assess and improve the quality of nursing care delivered in the United States.
• Standardized measures such as patient fall rates are used to compare performance across nursing units and organizations.
• Health care payers use quality performance measures such as 30- day readmission rates as a basis for paying hospitals and providers.
• QI is both a philosophy of organizational functioning and a set of statistical analysis tools and change techniques used to reduce variation.
• The major approaches used to manage quality in health care are Total Quality Management/Continuous Quality Improvement, Lean, Six Sigma, and the Clinical Microsystems model.
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• The defining characteristics of QI are focus on patients/customers; teams and teamwork to improve work processes; and use of data and statistical analysis tools to understand system variation.
• QI uses benchmarking to compare organizational performance and learn from high-performing organizations.
• QI tools, techniques, and principles are applied to clinical performance problems in the form of improvement projects, such as using a presurgical checklist to prevent wrong-side surgeries, a national patient safety goal.
• Unit-level improvement projects should align with organizational-level improvement priorities to promote the sustainability of the unit-level projects.
• There are four major steps in the QI process: assessment, analysis, improvement, and evaluation.
• Patient safety focuses on designing systems to remove factors known to cause errors or adverse events.
• Barriers exist that impede nurses’ participation in QI, including insufficient staffing, lack of leadership support, and nurses’ unfamiliarity with QI principles and practices.
Critical thinking challenges • Have your team discuss the similarities and differences
among total quality improvement, Lean, Six Sigma, and the Clinical Microsystems models. Choose one of the models for your team to use to guide your improvement project.
• Consider your unit’s performance on the HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) Survey. What suggestions do you have for applying QI principles to improve your unit’s score on these key performance indicators?
• Why is it important to document nurse-sensitive care outcomes
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using standardized performance measurement systems? How does performance measurement relate to QI activities?
• What barriers do you see for participating in unit-level quality improvement initiatives? What suggestions do you have for overcoming these barriers?
• In what ways do QI studies differ from research studies? How would you use the results of a QI study to inform a change in practice on your unit?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Agency for Healthcare Research and Quality (AHRQ).
2015 National healthcare quality and disparities report and 5th anniversary update on the National Quality Strategy. Available at: http://www.ahrq.gov/sites/default/files/wysiwyg/research/findings/nhqrdr/nhqdr15/2015nhqdr.pdf 2016; Retrieved from(AHRQ Pub. No. 16-0015)
2. Alexander G. R. Nursing sensitivity databases Their existence, challenges, and importance. Medical Care Research and Review 2007;64(2):44S-63S Available at: doi:10.1177/558707299244
3. American Organization of Nurse Executives. Care innovation and transformation program. Available at: http://www.aone.org/education/cit.shtml 2016; Retrieved from
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5. Berwick D. M. Preparing nurses for participation in and leadership of continual improvement. Journal of Nursing Education 2011;50(6):322-327.
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6. Bigelow B., Arndt M. Total quality management Field of dreams. Health Care Management Review 1995;20(4):15-25.
7. Callis N. Falls prevention Identification of predictive fall risk factors. Applied Nursing Research 2016;29:53-58 Available at: doi:10.1016/j.apnr.2015.05.007
8. Chassin M. R, Loeb J. M. The ongoing quality improvement journey Next stop, high reliability. Health Affairs 2011;30(4):559-568 Available at: doi:10.1377/hlthaff.2011.0076
9. Cronenwett L., Sherwood G., Barnsteiner J., et al. Quality and safety education for nurses. Nursing Outlook 2007;55(3):122-131 Available at: doi:10.1016/j.outlook.2007.02.006
10. Davis K., Stremikis K., Squires D., Schoen C. Mirror, mirror on the wall How the performance of the U.S. health care system compares internationally. Available at: http://www.commonwealthfund.org/publications/fund- reports/2014/jun/mirror-mirror 2014; Retrieved from
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12. Donabedian A. Evaluating the quality of medical care. The Milbank Memorial Fund Quarterly 1966;44(3):166-206.
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15. Institute of Medicine (IOM). To err is human Building a safer health system: executive summary. Washington, DC: The National Academies Press 1999; Available at: http://books.nap.edu/openbook.php?record_id=9728 Retrieved from
16. Institute of Medicine (IOM). Crossing the quality chasm A new health system for the 21st century: executive summary.
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Washington, DC: The National Academies Press 2001; Available at: http://books.nap.edu/catalog/10027.html Retrieved from
17. Institute of Medicine (IOM). Assessing progress on the IOM report The Future of Nursing. Washington, DC: The National Academies Press 2015;
18. Langley G. J, Moen R. D, Nolan K. M, et al. The improvement guide A practical approach to enhancing organizational performance. 2nd ed. San Francisco, CA: Jossey-Bass 2009;
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20. McConnell J. K, Lindrooth R. C, Wholey D. R, et al. Modern management practices and hospital admissions. Health Economics 2016;25:470-485 Available at: doi:10.1002/hec.3171
21. National Quality Forum (NQF). National voluntary consensus standard for nursing-sensitive care an initial performance measure set. Available at: http://www.qualityforum.org/Publications/2004/10/National_Voluntary_Consensus_Standards_for_Nursing- Sensitive_Care__An_Initial_Performance_Measure_Set.aspx 2004; Retrieved from
22. Nelson E. C, Batalden P. B, Godfrey M. M. Quality by design A clinical microsystems approach. San Francisco, CA: Jossey-Bass 2007;
23. Nuti S. V, Wang Y., Masoudi F. A, et al. Improvements in the distribution of hospital performance for the care of patients with acute myocardial infarction, heart failure, and pneumonia, 2006– 2011. Medical Care 2015;53(6):485-491.
24. Ogrinc G., Davies L., Goodman D., et al. SQUIRE 2.0 (Standards for Quality Improvement Reporting Excellence) Revised publication guidelines from a detailed consensus process. BMJ Quality and Safety 2015;0:1-7 Available at: doi:10.1136/bmjqs-2015-004411
25. Tidwell J., Busby R., Lewis B., et al. The race Quality assurance performance improvement project aimed at achieving superior patient outcomes. Journal of Nursing Care Quality 2016;31(2):99-104.
26. Tripathi S., Arteaga G., Rohlik G, et al. Implementation of
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patient-centered bedside rounds in the pediatric intensive care unit. Journal of Nursing Care Quality 2015;30(2):160-166.
27. US Department of Health and Human Services (USDHHS). National quality strategy overview. Available at: http://www.ahrq.gov/workingforquality/nqs/overview.pdf 2016; Retrieved from
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29. Zastrow R. L. Root cause analysis in infusion nursing Applying quality improvement tools for adverse events. Journal of Infusion Nursing 2015;38(3):225-231 Available at: doi:10.1097/NAN.0000000000000104
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Appendix A. Example of a randomized clinical trial (nyamathi et al., 2015) Nursing case management, peer coaching, and hepatitis A and B vaccine completion among homeless men recently released on parole
Adeline Nyamathi, Benissa E. Salem, Sheldon Zhang, David Farabee, Betsy Hall, Farinaz Khalilifard, Barbara Leake
Background: Although hepatitis A virus (HAV) and hepatitis B virus (HBV) infections are vaccine-preventable diseases, few homeless parolees coming out of prisons and jails have received the hepatitis A and B vaccination series.
Objectives: The study focused on completion of the HAV and HBV vaccine series among homeless men on parole. The efficacy of three levels of peer coaching (PC) and nurse-delivered interventions was compared at 12-month follow-up: (a) intensive peer coaching and nurse case management (PC-NCM); (b) intensive PC intervention condition, with minimal nurse involvement; and (c) usual care (UC) intervention condition, which included minimal PC and nurse involvement. Furthermore, we assessed predictors of vaccine completion among this targeted sample.
Methods: A randomized control trial was conducted with 600 recently paroled men to assess the impact of the three intervention conditions (PC-NCM vs. PC vs. UC) on reducing drug use and recidivism; of these, 345 seronegative, vaccine- eligible subjects were included in this analysis of completion of the Twinrix HAV/HBV vaccine. Logistic regression was added to assess predictors of completion of the HAV/HBV vaccine series
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and chi-square analysis to compare completion rates across the three levels of intervention.
Results: Vaccine completion rate for the intervention conditions were 75.4% (PC-NCM), 71.8% (PC), and 71.9% (UC; p = .78). Predictors of vaccine noncompletion included being Asian and Pacific Islander, experiencing high levels of hostility, positive social support, reporting a history of injection drug use, being released early from California prisons, and being admitted for psychiatric illness. Predictors of vaccine series completion included reporting having six or more friends, recent cocaine use, and staying in drug treatment for at least 90 days.
Discussion: Findings allow greater understanding of factors affecting vaccination completion in order to design more effective programs among the high-risk population of men recently released from prison and on parole.
Key Words: accelerated Twinrix hepatitis A/B vaccine; ex-offenders; homelessness; parolees; prisoners; substance abuse
Nursing Research, May/June 2015, Vol 64, No 3, 177-189
With 1.6 million men and women behind bars, the United States has one of the largest numbers of incarcerated persons when compared to other nations (Pew Charitable Trusts, 2008). In California, over 130, 000 are in custody and over 54, 000 are on parole (California Department of Corrections and Rehabilitation, 2013b). Incarcerated populations are at significant risk for homelessness. When compared to the general population, those who were in jail were more likely to be homeless (Greenberg & Rosenheck, 2008). In one study, homeless inmates were more likely to have past criminal justice system involvement for both nonviolent and violent offenses, mental health and substance abuse problems, and lack of personal assets (Greenberg & Rosenheck, 2008).
Globally, incarcerated populations encounter a host of public healthcare issues; two such issues—hepatitis A virus (HAV) and hepatitis B virus (HBV) diseases—are vaccine preventable. In addition, viral hepatitis disproportionately impacts the homeless
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because of increased risky sexual behaviors and drug use (Stein, Andersen, Robertson, & Gelberg, 2012), along with substandard living conditions (Hennessey, Bangsberg, Weinbaum, & Hahn, 2009). Other risk factors include, but are not limited to, injection drug use (IDU), alcohol use, and older age, which place the population at risk for being seropositive (Stein et al., 2012).
Incarcerated populations are at significant risk for homelessness. As a member of the hepatovirus family, HAV is primarily transmitted via the fecal-oral route (Zuckerman, 1996). The rate of acute hepatitis in the United States is 0.5 per 100, 000 (Centers for Disease Control and Prevention, 2010). Although the rate among paroled populations is hard to ascertain, data suggest that HAV infection is related to unsanitary living conditions, that is, poor water sanitation (World Health Organization, 2014), for which homeless populations are at risk.
A member of the Hepadnavirus family, HBV (Immunization Action Coalition, 2013; Zuckerman, 1996) disproportionately burdens homeless (Nyamathi, Liu, et al., 2009; Nyamathi, Sinha, Greengold, Cohen, & Marfisee, 2010) and incarcerated populations (Immunization Action Coalition, 2013; Khan et al., 2005), leading to fulminant liver failure, chronic liver disease, hepatocellular carcinoma, and death (Rich et al., 2003). HBV can be transmitted through unprotected sexual activity, needle sharing, IDU (Diamond et al., 2003; Maher, Chant, Jalaludin, & Sargent, 2004), and percutaneous blood exposure. National prevalence statistics indicate that HBV affects between 13% and 47% of U.S. prison inmates (Centers for Disease Control and Prevention, 2004). Illicit drug use is a major contributor to incarceration and homelessness among ex-offenders (McNeil & Guirguis-Younger, 2012; Tsai, Kasprow, & Rosenheck, 2014), placing ex-offenders who use drugs at high risk for HBV infection.
Despite the availability of the HBV vaccine, there has been a low rate of completion for the three-dose core of the accelerated vaccine series (Centers for Disease Control and Prevention, 2012). Among incarcerated populations, HBV vaccine coverage is low; in a study
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among jail inmates, 19% had past HBV infection, and 12% completed the HBV vaccination series (Hennessey, Kim, et al., 2009). Although HBV vaccination is well accepted behind bars— because of a lack of funding and focus on prevention as a core in the prison system—few inmates may complete the series (Weinbaum, Sabin, & Santibanez, 2005). In addition, prevention may not be a priority for those who are struggling with managing mental health, drug use, and dependency issues, along with the need to meet basic necessities (Nyamathi, Shoptaw, et al., 2010). Authors contend that, although the HBV vaccine is cost-effective, it is underutilized among high-risk (Rich et al., 2003) and incarcerated populations (Hunt & Saab, 2009).
For homeless men on parole, vaccination completion may be affected by level of custody; generally, the higher the level of custody, the higher the risk an inmate poses. In addition, various contract types, such as drug treatment related, and length of time in residential drug treatment (RDT)—for those with drug histories— may also affect completion of the vaccine series. For those transitioning into the community, stress, family reunification issues, and the potential for relapse and recidivism may represent real challenges (Seiter & Kadela, 2003) and may influence vaccine completion.
Until 1981, the HBV vaccine was not licensed in the U.S. (Centers for Disease Control and Prevention, 2012). Twenty years later, in 2001, a combination of the HAV and HBV vaccine, Twinrix, was developed by GlaxoSmithKline and approved by the Food and Drug Administration (Centers for Disease Control and Prevention, 2012). The standard dosing for this regimen is 0, 1, and 6 months. An alternative dosing schedule (core doses at 0, 7, and 21–31 days and a booster dose 12 months) was approved by the Food and Drug Administration in 2007 (Centers for Disease Control and Prevention, 2012). Thus, many individuals, particularly older individuals, may not have been vaccinated.
One strategy to improve vaccination for HAV and HBV among high-risk populations has been to utilize the accelerated Twinrix HAV/HBV vaccination, which provides the core doses at 0, 7, and 21–30 days (Nyamathi, Liu, et al., 2009). The Twinrix recombinant vaccination is administered intramuscularly (GlaxoSmithKline,
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2011) by a licensed nurse. In a randomized controlled trial (RCT) comparing vaccination completion among incarcerated IDUs in Denmark—using the accelerated versus a standard vaccine schedule (0, 1, and 6 months)—63% completed the three accelerated dose series compared to 20% of those who received the nonaccelerated series (Christensen et al., 2004). In another RCT conducted among 297 homeless adults with a history of incarceration, findings revealed that 50% completed the Twinrix vaccine series. Logistic regression analysis revealed that those who were more likely to complete the HBV vaccination were over 40 years of age (p = .02), partnered (p = .02), homeless for more than 1 year (p = .025), recent binge drinkers (p = .03), and had attended recent alcohol anonymous or narcotic anonymous meetings (p = .006; Nyamathi, Marlow, Branson, Marfisee, & Nandy, 2012). In another RCT focused on improving HAV/HBV vaccine completion among 256 homeless adults who were on methadone maintenance, a greater percentage of participants who completed the vaccine series also reduced their alcohol consumption by 50% as compared to those who were unsuccessful in reducing their alcohol consumption (74.4% vs. 64.1%; Nyamathi, Shoptaw, et al., 2010).
Finally, in a larger, three-group RCT with 865 homeless adults in shelters located in Los Angeles, individuals were randomly assigned to one of three groups: (a) nurse case-managed sessions plus hepatitis education, incentives, and tracking; (b) standard hepatitis education plus incentives and tracking; and (c) standard hepatitis education and incentives only. Findings reveal that those who were in the nurse case management education, incentives, and tracking program were significantly more likely to complete a standard three-series Twinrix vaccination or core of the accelerated dosing schedule (68% vs. 61% vs. 54%, respectively; p = .01) compared to those who were in the other two programs (Nyamathi, Liu, et al., 2009). Although accelerated vaccination programs have shown success in RCT studies, including those utilizing nurse case management, little is known about vaccine completion among an ex-offender population using varying intensities of nurse case management and peer coaches.
Theoretical framework
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The comprehensive health seeking and coping paradigm (Nyamathi, 1989), adapted from a coping model (Lazarus & Folkman, 1984), and the health seeking and coping paradigm (Schlotfeldt, 1981) guided this study and the variables selected (see Figure 1). The comprehensive health seeking and coping paradigm has been successfully applied by our team to improve our understanding of HIV and HBV/hepatitis C virus (HCV) protective behaviors and health outcomes among homeless adults (Nyamathi, Liu, et al., 2009)—many of whom had been incarcerated (Nyamathi et al., 2012).
FIG 1 Comprehensive health seeking and coping paradigm.
In this model, a number of factors are thought to relate to the outcome variable, completion of the HAV/HBV vaccine series. These factors include sociodemographic factors, situational factors, personal factors, social factors, and health seeking and coping responses. Sociodemographic factors that might relate to completion of the vaccine series among incarcerated populations
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include age, education, race/ethnicity, and marital and parental status (Hennessey, Kim, et al., 2009; Salem et al., 2013). Situational factors such as being homeless (Nyamathi et al., 2012), history of criminal activities, and severity of criminal history (level of custody and contract type) may likewise influence interest in completing a vaccination series. Similarly personal factors, such as history of psychiatric and drug use problems (Hennessey, Kim, et al., 2009; Salem et al., 2013), having hostile tendencies (Nyamathi et al., 2014), or dealing with physical and mental health problems (Nyamathi et al., 2011), may interfere with health protective strategies, whereas having social factors present, such as social support, may facilitate health promotion. Finally, health seeking and coping strategies may also be known to impact health promotion (Nyamathi, Stein, Dixon, Longshore, & Galaif, 2003) and compliance with hepatitis vaccine completion.
Purpose Despite knowledge of awareness of risk factors for HBV infection, intervention programs designed to enhance completion of the three-series Twinrix HAV/HBV vaccine and identification of prognostic factors for vaccine completion have not been widely studied. The purpose of this study was to first assess whether seronegative parolees previously randomized to any one of three intervention conditions were more likely to complete the vaccine series as well as to identify the predictors of HAV/HBV vaccine completion.
Methods Design An RCT where 600 male parolees from prison or jail and participating in an RDT program were randomized into one of three intervention conditions aimed at assessing program efficacy on reducing drug use and recidivism at 6 and 12 months as well as vaccine completion in eligible subjects: (a) a 6-month intensive peer coaching and nurse case management (PC-NCM) intervention condition; (b) an intensive peer coaching (PC) intervention
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condition, with minimal nurse involvement; and (c) the usual care (UC) intervention condition, which had minimal PC and nurse involvement. Of these 600, 345 were eligible for the vaccine (seronegative) and constitute the sample for this report. Data were collected from February 2010 to January 2013. The study was approved by the University of California, Los Angeles Institutional Review Board and registered with Clinical Trials.gov (NCT01844414).
Sample and site There were four inclusion criteria for recruitment purposes in assessing program efficacy on reducing drug use and recidivism: (a) history of drug use prior to their latest incarceration, (b) between ages of 18 and 60, (c) residing in the participating RDT program, and (d) designated as homeless as noted on the prison or jail discharge form. A homeless individual was defined as one who does not have a fixed, regular, and adequate nighttime residence (National Health Care for the Homeless Council, 2014). Exclusion criteria included (a) monolingual speakers of languages other than English or Spanish and (b) persons judged to be cognitively impaired by the research staff. A total of 42 men were screened out because of the following reasons: age, not being on parole, had not been released from jail or prison within 6 months prior to entering the study, or had not used drugs 12 months prior to their most recent incarceration. Eligibility for receiving the HAV/HBV vaccine series was not considered an inclusion criterion regarding drug use and recidivism. Among those eligible and interested, urn randomization (Stout, Wirtz, Carbonari, & Del Boca, 1994) was used to allocate participants. The variables used in the urn randomization included age (18–29 and 30 and over), level of custody (1–2 vs. 3–4), HBV vaccine eligibility (HBV seronegative or seropositive), and level of substance use prior to prison time (low vs. moderate/high severity). For the present analysis, only vaccine- eligible subjects were included.
Amistad De Los Angeles (Amity) served as the main research site. For the last three decades, Amity, a nonprofit organization located in California, Arizona, and New Mexico, has been focused on substance abuse treatment and works with individuals and
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families (Amity Foundation, 2014) utilizing a therapeutic environment.
The State of California Assembly passed a criminal justice realignment legislation (Assem. Bill 109, 2011) on October 1, 2011, allowing low-level offenders (nonviolent, nonserious, and nonsex offenders) to serve their sentence in county jails instead of state prisons (California Department of Corrections and Rehabilitation, 2011). Postrealignment offenders were more likely to be convicted of a felony for drug and property crimes (California Department of Corrections and Rehabilitation, 2013a).
Power analysis With at least 114 men in each intervention condition, there was 80% power to detect differences of 15–20 percentage points (e.g., 50% vs. 70%, 75% vs. 90%) for vaccine completion between either of the two intervention conditions and the UC intervention condition at p = .05.
Vaccine eligibility Vaccine eligibility included being HBV seronegative and no absolute contraindications (having an allergy to yeast or neomycin, history of neurological disease [e.g., Guillian-Barre]), prior anaphylactic reaction to HAV/HBV vaccine, a fever of over 100.5°F, and reporting any moderate or severe acute illness beyond mild cold symptoms (e.g., nonproductive cough, rhinorrhea, or other upper respiratory symptoms). Of the total sample of 600 study participants, 345 men were eligible for the HAV/HBV vaccine. Figure 2 (CONSORT diagram) reflects both the larger sample and the subsample of vaccine-eligible participants.
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FIG 2 CONSORT diagram. PC = peer coaching; PC- NCM = peer coaching-nursing case management; UC
= usual care.
Interventions Building upon previous studies, we developed varying levels of peer-coached and nurse-led programs designed to improve HAV/HBV vaccine receptivity at 12-month follow-up among homeless offenders recently released to parole.
Peer coaching-nurse case management The peer coach interacted weekly for about 45 minutes with their assigned participants in person, and for those who left the facility (interaction was by phone). Their focus was on building effective coping skills, personal assertiveness, self-management, therapeutic nonviolent communication, and self-esteem building. Attention was given to supporting avoidance of health-risk behaviors, increasing access to medical and psychiatric treatment, and improving compliance with medications, skill-building, and personal
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empowerment. Discussions also centered on strategies to assist in seeking support and assistance from community agencies as parolees prepare for completion of the drug treatment program. Integrated throughout, skill building in communication and negotiation and issues of empowerment were highlighted.
Peer coaches were also trained to deliver nonviolent communication, the goal of which was to increase participants’ mastery of empathic communication skills via a specific process. The intervention comprised a series of interactive exercises and role-playing based on conflict in social situations, as identified by the participants. In our study, peer coaches were former parolees who successfully completed a similar RDT program; as paraprofessionals, they were positive role models with whom the parolees could identify and have successfully reintegrated into society. The peer coachers were selected based on having excellent social skills and found joy helping recent parolees to be successful. The assigned coach worked with up to 15 parolees at any given time. The coaches in the PC-NCM and PC intervention conditions were trained in (a) understanding the needs and challenges faced by parolees discharged to the community; (b) gaining information about the resources that are available in the community; and (c) normalizing parolee experiences, setting realistic expectations, and helping the parolee to problem solve with day-to-day events and build on strengths. The training period for coaches took about 1 month and consisted mock role-plays of coaching sessions—with many simulations of problematic and challenging participants and situations.
Case management, provided by a dedicated nurse (about 20 minutes), was delivered in a culturally competent manner weekly over eight consecutive weeks. Case management focused on health promotion, completion of drug treatment, vaccination compliance, and reduction of risky drug and sexual behaviors. Furthermore, the nurse engaged participants in role-playing exercises to help them identify potential barriers to appointment keeping and asked them to identify personal risk triggers that may hinder vaccine series completion and successful HAV, HBV, HCV, and HIV risk reduction. Nurses were trained by experts in nurse case management, hepatitis infection and transmission, and barriers that
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impede HAV/HBV vaccination.
Peer coaching Participants assigned to the PC intervention condition received weekly PC interaction similar to the PC component of the PC-NCM intervention condition. However, although nurse case management was not included, an intervention-specific nurse encouraged the HAV/HBV vaccination and provided a brief 20-minute education session on hepatitis and HIV risk reduction.
Usual care Participants assigned to the UC intervention condition received the encouragement by a nurse to complete the three-series HAV/HBV vaccine. In addition, they received a brief 20-minute session by a peer counselor about health promotion. They did not receive any intensive PC sessions or nurse case management sessions.
At the RDT site, all participants received recovery and rehabilitation services traditionally delivered for the parolee population, such as residential substance abuse services, assistance with independent living skills, job skills assistance, literacy, individual, group (small and large) and family counseling, and coordinated discharge planning. Residents also receive highly structured curriculum and aftercare services in this generally 6- month, 24-hour-per-day, and 7-day-per-week community. All coordination for services took place through the efforts of the in- prison treatment staff, RDT community-based staff, and the parole office.
Procedure This RCT was conducted in a setting close to the one participating RDT program from which all participants were enrolled. Posted flyers announced the study to all incoming residents, and research staff visited the RDT frequently to respond to questions and provide information in group sessions and individually to those interested in a private location in the RDT setting. Among interested participants, an informed consent was signed that allowed the research staff to administer a brief screening questionnaire to assess eligibility criteria. Among participants who
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met eligibility criteria, a second informed consent allowed administration of a baseline questionnaire; a detailed locator guide allows participants to fill out contact information, addresses, and phone numbers for research staff to follow-up.
Vaccine administration Alter pretest counseling, the research nurses collected serum for testing HBV, HCV, and HIV (hepatitis B core antibody, hepatitis B surface antibody, hepatitis C antibody, and human immunodeficiency virus antibodies) and provided test results 1 week later. On the basis of the HBV test result, participants were educated regarding the timeline for the HAV/HBV vaccine series, provided consent regarding administration, were inoculated intramuscularly using three doses of the Standard Twinrix (hepatitis A inactivated and hepatitis B recombinant vaccines) for the accelerated dosing schedule of 0, 7, and 21–30 days. The recommended series of three intramuscular injections of 1.0 ml of Twinrix was administered in the deltoid muscle of the nondominant arm. All eligible study participants were encouraged to accept the HAV/HBV vaccine; however, this was not coercive. The nurse documented refusal for vaccination.
Vaccine tracking On a weekly basis, the research nurse or peer coach reviewed the vaccine dosing and tracked progress. To encourage participants to complete the vaccine series, participants were reminded regarding their next dose by the nurse or peer coach and provided appointment cards. Furthermore, they were called if not present any longer at the RDT facility as a reminder. A detailed locator guide, completed by the participant and interviewer, supported follow-up to be successful. Information included contact information to be used by the research staff for vaccine scheduling as well as administration of structured questionnaires at 6- and12- month follow-up.
Measures
Vaccine completion
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Receipt of three core doses on the accelerated schedule was considered completion. This was assessed by the vaccine tracking system.
Sociodemographics Sociodemographic information was collected by a structured questionnaire assessing age, education, race/ethnicity, marital status, and parental status.
Situational factors Situational factors included being homeless, history of criminal activity, and severity of criminal history such as level of custody and contract type. Contract type was measured by asking participants whether they were in-custody drug treatment program, residential multiservice center, or parolee substance abuse program. Time in RDT was assessed by the total time participants resided at the RDT study site after discharge from jail/prison to RDT placement. RDT site was dichotomized at the median of 90 days for analysis.
Personal factors Personal factors included drug, alcohol, and tobacco use. A modified version of the Texas Christian University Drug History form (Simpson & Chatham, 1995) was used to measure use 6 months preceding the latest incarceration. Information regarding the frequency of use of alcohol, tobacco, and seven other drugs was collected, allowing us to review the use of these drugs and selected combinations of these drugs in terms of use by injection and orally, as well as to extract information about lifetime drug and alcohol use. Anglin et al. (1996) have verified the reliability and validity of this format. History of hospitalization for psychiatric and substance use problems and past treatment for alcohol or drug problems (number of times in formal treatment for alcohol and for drugs) was also obtained.
General health was assessed by a single item, which asked participants to rate their overall health on a 5-point scale (Stewart, Hays, & Ware, 1988). Responses included poor, fair, good, very good, and excellent—with a higher score indicating better
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perceived health. General health was dichotomized at fair/poor versus good/very good/excellent.
Hostility was measured by the five-item hostility subscale of the Brief Symptom Inventory (Derogatis & Melisaratos, 1983), in which participants rated the extent to which they have been bothered (0 = not at all to 4 = extremely) by selected issues. Cronbach’s alpha for the hostility scale in this sample was .81. The cut-point for hostility was the upper quartile of 2. Depressive symptoms were assessed by the 10-item, short form of the Center for Epidemiological Studies Depression Scale (Radloff, 1977), which was previously used to assess depressive symptoms in homeless populations (Nyamathi, Christiani, Nahid, Gregerson, & Leake, 2006; Nyamathi et al., 2008). The 10-item, self-report Center for Epidemiological Studies Depression questionnaire measures the frequency of 10 depressive symptoms in the past week on a 4-point response scale, from 0 = rarely or none of the time (less than 1 day) to 3 = all of the time (5–7days). Scale scores range from 0 to 30, with higher scores indicating greater severity of depressive symptoms. Reliability in this sample was .80.
Social factors Social factors included ever having been removed from their parents as children and having spent time in juvenile hall. In addition, social support was measured by the Medical Outcomes Study Social Support Survey (Sherbourne & Stewart, 1991). This 18- item scale includes four subscales: emotional support (eight items, reliability in this sample = .95), tangible support (three items, reliability = .88), positive support (three items, reliability = .89), and affective support (three items, reliability = .90). Items had 5-point, Likert-type response options ranging from 1 = none of the time to 5 = all of the time. Responses were summed for subscale formation with higher scores indicating more support. Respondents were also asked how many close friends they had outside of prison, which was dichotomized at the upper quartile of 6 for analysis.
Health seeking and coping were captured by history of drug use and treatment style, as well as coping. The Carver Brief Cope instrument (Carver, 1997) was used to measure six dimensions. Coping was assessed with two items for each; planning,
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instrumental support, religious, disengagement, denial, and self- blame. Item responses ranged from 1 = I do not do this at all to 4 = I do this a lot. Coping subscales were dichotomized at their medians for analysis.
Data analysis Sample characteristics were described with frequencies and percentages or means, and standard deviations and continuous variables were evaluated for normality. Because of highly skewed distributions that were not resolved by transformations, some variables had to be categorized for analysis. Associations of sample characteristics with intervention condition and vaccine noncompletion were assessed with chi-square tests or analysis of variance and two-sample tests. Because IDU may have confounded the relationship between intervention condition and vaccine noncompletion, we examined the impact of intervention condition on vaccine noncompletion controlling for IDU using multiple logistic regression analysis. The model contained IDU and dummy variables for each intervention condition; the only significant predictor of noncompletion was IDU (p values for the PC-NCM and PC intervention conditions were .70 and .79, respectively).
In examining other potential predictors of vaccine noncompletion, we emphasized noncompletion because individuals who did not complete the vaccine series are the ones who need to be targeted for future interventions. Variables that were related to vaccine noncompletion at the .10 level in unadjusted analyses were used as predictors in multiple logistic regression modeling of noncompliance. Although the overall significance level for race/ethnicity did not meet this inclusion criterion, it was included in the modeling because subgroupings (African American, “‘other’ race/ethnicity”) did so. Predictors that were not significant at the .10 level were removed one by one in descending order of significance. The final model was checked for multicollinearity, and the Hosmer- Lemeshow test was used to assess model goodness of fit.
Results In terms of sociodemographic characteristics, the 345 participants
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who were eligible for the HAV/HBV vaccine reported a mean age of 42.0 (SD = 9 5) and were predominantly African American (51%) or Latino (31%), as shown in Table 1. The small subsample of men from “other” ethnicities comprised mostly Asian Americans and Pacific Islanders. The mean education was 11.6 (SD = 1.4). Over half of the participants had never been married (59%). The distribution of participant characteristics was similar across the three intervention conditions.
TABLE 1 Demographic, Social, Situational, Coping, and Personal Characteristics by Intervention Condition
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Note. N = 345. CES-D = Center for Epidemiological Studies-Depression; HCV = hepatitis C virus; HIV = human immuno-deficiency virus; ICDTP = in-custody drug treatment program; PC = peer coaching; PC-NCM = peer coachingnursing case management; RDT = residential drug treatment; RMSC = residential multiservice service center; SAP = substance abuse program; UC = usual care. aUpper quartile. bScore above median. cWithin 6 months prior to most recent incarceration.
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Vaccine completion rates by intervention condition In total, there were 345 individuals who were eligible for the Twinrix recombinant vaccine (PC-NCM: n = 114; PC: n = 117; and UC: n =114). The vaccine completion rate for three or more doses was 73% among all three intervention conditions. Using chi-square tests (Group x Vaccine completion), findings revealed no differences in vaccine completion across groups (p = .780): PC- NCM, n = 86 (75.4%); PC, n = 84 (71.8%); and UC, n = 82 (71.9%).
Associations with vaccine noncompletion A number of social, personal, coping, and situational factors were found to be related to vaccine noncompletion (Table 2). In particular, having six or more friends and high instrumental coping were related to vaccine completion, whereas having been taken away from parents or spending time in juvenile hall were related to noncompletion. A history of alcohol treatment was associated with vaccine completion while having been hospitalized for mental health problems was related to noncompletion. In terms of drug use, cocaine use within 6 months prior to the last incarceration was associated with vaccine completion, whereas the opposite was true for IDU ever. Being HCV positive was also associated with not completing the vaccine series. No association was found between vaccine noncompletion and childhood physical abuse, whereas a very weak association was found with childhood sexual abuse.
TABLE 2 Associations Between Hepatitis A Virus/Hepatitis B Virus Vaccine Completion Status and Selected Variables
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Note. CES-D = Center for Epidemiological Studies-Depression; HCV= hepatitis C virus; HIV = human immunodeficiency virus; ICDTP = in-custody drug treatment program; RDT = residential drug treatment; RMSC = residential multiservice center; SAP = substance abuse program. aOctober 1, 2011. bTime in RDT program (days). cBased on 298 men. dFishers exact test.
Finally, those who were released following prison realignment and those tested positive for HCV at baseline were both related to vaccine noncompletion. Those who spent 90 days or more in RDT facilities following release were more likely to complete the vaccine series. On the other hand, incarceration location (prison vs. jail) and
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contract type had no relationship with vaccine completion, as shown in Table 2.
Table 3 presents the findings of logistic regression analysis. Asian/Pacific Islander ethnicity (compared to White), higher levels of hostility, higher levels of positive social support, and history of IDU were related to vaccine noncompletion. Moreover, having been admitted for a psychiatric illness was related to noncompletion of the HAV/HBV vaccine. Alternatively, reporting six or more friends was a protective factor. Recent cocaine use was also found to be related to vaccine completion. Being part of postrealignment was related to vaccine noncompletion, whereas having been in RDT for at least 90 days was a strong predictor of completion. Although there were no multicollinearity problems and the zero-order correlation between having six or more friends and positive social support was low (.23), we performed sensitivity analyses alternatively dropping one and then the other variable from the regression model. The direction of the effect of the social support variable that remained in the model did not change, but the significance was no longer below the p < .05 level.
TABLE 3 Logistic Regression Model for Noncompletion of Hepatitis A Virus/Hepatitis B Virus Vaccine Series
Note. N = 345. CI = confidence interval; OR = odds ratio; PC = peer coaching; PC-
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NCM = peer coaching-nursing case management; RDT = residential drug treatment. aReference class is usual care. bReference class is White.
Discussion Although homeless men on parole from California jails and prisons are at high risk for hepatitis A and B infection (Weinbaum et al., 2005), few studies have focused on improving HAV/HBV vaccination completion for this population. This article presents findings of varying levels of PC and nurse-delivered intervention that encouraged all participants—regardless of intervention condition assignment—to complete the three-series HAV/HBV accelerated Twinrix vaccine among those eligible. Although no treatment differences were found in terms of vaccine completion rates—because of the bundled nature of the programs—it is not possible to say whether the PC or nurse-delivered intervention resulted in the overall successful 73% completion rate of the three- series vaccine. Clearly, an intensive nurse case management approach did not necessarily result in a greater vaccine completion rate for the PC-NCM intervention condition. Furthermore, regardless of level of interaction by peer coaches or nurses, encouragement of vaccine completion was helpful across all intervention conditions (PC-NCM vs. PC vs. UC). However, we must acknowledge that more than one quarter (27%) did not complete the vaccine series, despite being informed of their risk for HBV infection.
The fact that Asian American/Pacific Islander (AA/PI) ethnicity was found to be related to noncompletion of the HAV/HBV vaccine is novel. Minimal work has been done understanding vaccination compliance among various races and ethnicities within homeless populations. AA/PIs are a large umbrella group composed of many subgroups; thus, it is somewhat challenging to decipher why AA/PIs had a higher level of noncompletion. However, in one study focused on ethnic-specific influences and barriers among AA/PI children, speaking limited English at home, length of time in the U.S., and not discussing HBV vaccination with a healthcare provider were found to be barriers to vaccination (Pulido, Alvarado, Berger, Nelson, & Todoroff, 2001). Despite these
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findings, the authors contended that greater understanding of nuances between groups is necessary to understand barriers (Pulido et al., 2001).
Interestingly, this was not the case for African Americans or Hispanics. In one study, understanding psychosocial predictors of HAV/HBV vaccination among young African American men in the south (n = 143), data reveal that increased vaccination was related to decreased barrier perception, increased perceived medical severity, and perceived barriers of HBV infection (Rhodes & Diclemente, 2003).
High levels of hostility and having a history of psychiatric hospitalization were likewise related to noncompletion of the HAV/HBV vaccine series. Adequate assessment of psychiatric comorbidity may be necessary to improve HAV/HBV vaccine completion by helping individuals to contend with hostility. Furthermore, adequate mental health referral may enable homeless ex-offenders to improve vaccine receipt. Future intervention work should focus on reducing hostility by providing additional group sessions that may aid in managing the hostility and, ultimately, increasing vaccine receptivity. Furthermore, anger management has been shown to likewise result in improved outcomes such as sustained reduction in feeling of anger and physical aggression (Wilson et al., 2013) and improved behavioral and cognitive coping mechanisms (Tang, 2001).
A history of IDU was also related to vaccine noncompliance. For those struggling with drug and alcohol addiction, prevention of infection may not be a high priority as meeting the challenges of overcoming addiction becomes paramount. Despite these findings, recent cocaine use was found to be related to vaccine completion. It may be that cocaine was not used heavily or that it served as a proxy for unmeasured variables associated with vaccine completion. Daily crack users were less likely to initiate the HBV vaccine series (Ompad et al., 2004). In this study, however, men who refused the vaccine were counted as not having completed it.
Increased social support in terms of self-report of having six or more friends was a protective factor for noncompletion, whereas the positive social support subscale predicted noncompletion. Another study found that partner support was predictive of vaccine
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completion (Nyamathi et al., 2012); therefore, social support does appear to play a role in vaccine compliance. When either six or more friends or positive social support was dropped from the model, the effect of the remaining measure was reduced. Thus, more information related to the individuals providing social support and the nature of their support is needed to understand how social support influences HAV/HBV vaccine completion. However, it seems likely that vaccine completion would be enhanced by interventions aimed at improving positive social support networks. There was also a trend for those who had any alcohol treatment to be more likely to complete the vaccine series, perhaps because of increased access to health education and care. However, drug treatment was unrelated.
Length of time at the RDT site was positively associated with vaccine completion. In fact, in our sample, homeless men on parole who spent at least 3 months in RDT programs were far more likely to complete the vaccination series. Other studies have found that those who complete RDT are less likely to relapse and use drugs; in addition, they may be less likely to recidivate (Condelli & Hubbard, 1994; Conner, Hampton, Hunter, & Urada, 2011). Preventive care, such as vaccination, may be further improved by RDT sites with access to healthcare practitioners such as public health nurses.
Policies enacted in the California state prison system, in particular, realignment (or reducing state prison population by transferring inmates to county jails), may affect vaccination completion. Realignment has shifted responsibility for the custody, treatment, and supervision of individuals convicted of nonviolent, nonserious, nonsex crimes from the state to counties (California Realignment, 2013). Our study sample included individual’s pre- and postrealignment, and our findings show that, following realignment, vaccination completion dropped markedly. As this is a relatively new policy enacted in California, it is challenging to ascertain the possible causes; however, contract types may have been altered for some individuals at the RDT site, whereas others may have been shifted from RDT to community supervision. Thus, the long-term impact of realignment will need to be assessed in the near future. Findings in this study point to the need for greater understanding of the ramifications of major criminal justice policies
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and their effect on preventive care. This study provides preliminary evidence of the need to
incorporate public health nurses along with peer coaches at RDT sites to improve health promotion, education, and prevention and, in particular, HAV/HBV vaccination. In fact, RDT facilities are in a prime position to address the healthcare needs of homeless ex- offenders who are exiting prison and jail. Partnering with nurses may improve HAV/HBV vaccination rates but may also promote health in general. In particular, it would be important for nurses to understand predictors of vaccine completion in this targeted population and to promote greater attention and focus in the screening process to those individuals less likely to complete.
Equally important, future studies need to incorporate more therapeutic resources and medical resources for a population that emerges from penitentiaries having experienced abuse, victimization, and a history of drug use and dependency issues. This study points to the need for a greater awareness of the needs of IDUs and of the efficacy of tailored programs focused on these issues. Likewise, we propose that more effort be spent on understanding the thought process of IDU users regarding their beliefs of HAV/HBV prevention.
Limitations Homeless men on parole constitute a population with unique health concerns and life issues affected by the laws and penal practices in their areas. The degree to which findings from Los Angeles County generalize to other jurisdictions is unknown. Furthermore, self-report is liable to distortion and impression management. To enhance the vaccination efforts of ex-offenders, more research is needed to better understand how homeless men on parole perceive their health, report their health behaviors, and access healthcare.
Conclusions Vaccine completion rates were similar to those reported by others and did not differ according to level of intervention delivered. Asian/Pacific Islander ethnicity, having been admitted for a psychiatric illness, having higher levels of hostility, having higher
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levels of positive social support, having a history of IDU, and being part of post realignment were independently associated with noncompletion, whereas recent cocaine use, having six or more friends, and RDT stay of at least 90 days were predictive of completion. Findings advocate for special attention to screening and enhanced intervention focused among these high-risk individuals.
Accepted for publication January 13, 2015. The authors acknowledge this study was funded by the National
Institute on Drug Abuse (1R01DA27213–01). This protocol was registered at ClinicalTrials.gov (NCT 01844414).
The authors have no conflicts of interest to report. Corresponding author: Adeline Nyamathi, ANP, PhD, FAAN,
School of Nursing, University of California, Los Angeles, Room 2– 250, Factor Building, Los Angeles, CA 90095–1702 (e-mail: anyamath@sonnet.ucla.edu).
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Appendix B. Example of a longitudinal/cohort study (hawthorne et al., 2016) Parent spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit
Dawn M. Hawthorne PhD, RNa,*, JoAnne M. Youngblut PhD, RN, FAANb, Dorothy Brooten PhD, RN, FAANc
Problem: The death of an infant/child is one of the most devastating experiences for parents and immediately throws them into crisis. Research on the use of spiritual/religious coping strategies is limited, especially with Black and Hispanic parents after a neonatal (NICU) or pediatric intensive care unit (PICU) death.
Purpose: The purpose of this longitudinal study was to test the relationships between spiritual/religious coping strategies and grief, mental health (depression and post-traumatic stress disorder) and personal growth for mothers and fathers at 1 (T1) and 3 (T2) months after the infant’s/child’s death in the NICU/PICU, with and without control for race/ethnicity and religion.
Results: Bereaved parents’ greater use of spiritual activities was associated with lower symptoms of grief, mental health (depression and post-traumatic stress), but not post-traumatic stress in fathers. Use of religious activities was significantly related to greater personal growth for mothers, but not fathers.
Conclusion: Spiritual strategies and activities helped parents cope with their grief and helped bereaved mothers maintain their mental health and experience personal growth.
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IN 2008 IN the United States, 28, 033 infants (0–1 year old) and 22, 844 children and adolescents under the age of 18 died (Matthews, Minino, Osterman, Strobino, & Guyer, 2011). Most died in an intensive care unit (Fontana, Farrell, Gauvin, Lacroix, & Janvier, 2013). The death of an infant/child is unimaginable and one of the most devastating events that parents can experience. The resulting stress disrupts their mental and physical health (Youngblut, Brooten, Cantwell, del Moral, & Totapally, 2013). While parents’ symptoms of depression and PTSD diminished over the first 13 months post-death, about one-third continued to have symptoms indicative of clinical depression and/or PTSD. The number of chronic health conditions parents reported at 13 months post-death was more than double that before the ICU death (Youngblut et al., 2013). Physical and emotional symptoms occur during the early phase of grieving and continue for years afterwards (Werthmann, Smits, & Li, 2010).
Some parents turn to spirituality and religion to cope with their loss. Although often used interchangeably, spirituality involves caring for the human spirit; achieving a state of wholeness; connecting with oneself, others, nature and God/life forces; and an attempt to understand the meaning and purpose of life (O’Brien, 2014) even in the most difficult circumstances. In contrast, religion is an organized system of faith with a set of rules that individuals may use in guiding their lives (Koenig, 2009). Religion may be an explicit expression of spirituality. Therefore an individual may be spiritual without espousing a specific religion or very religious without having a well-developed sense of spirituality (Subone & Baider, 2010).
Research about bereaved parents’ use of spiritual coping strategies and its effects on their psychological adjustment after their child’s NICU/PICU death is limited. Most studies in this area have focused on religious coping neglecting the potential effect of non-religious spiritual coping strategies in helping bereaved parents (primarily White) cope with their grief. There is minimal research on whether bereaved parents use religious and/or spiritual coping strategies in early grief and on the differences between mothers’ and fathers’ coping strategies. Additionally, most studies on spirituality as a coping strategy in the grieving process have
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examined spirituality at one time point with very little research on the use of spirituality over time. The purpose of this longitudinal study with a sample of Hispanic, Black non-Hispanic, and White non-Hispanic bereaved parents was to test the relationships between spiritual/religious coping strategies and grief, mental health, (depression and post-traumatic stress disorder) and personal growth for mothers and fathers at 1 (T1) and 3 (T2) months after the infant’s/child’s death in the NICU/PICU, with and without control for race/ethnicity and religion.
Use of spirituality/religion as a coping strategy The few studies on the use of spiritual/religious coping strategies by bereaved parents whose infants/children died in the NICU/PICU have described using rituals, sacred text, and prayer; putting their trust in God; having access to their clergy/pastor; connecting with others and remaining connected to the deceased child as spiritual strategies that help to alleviate the parents’ pain, provide inner strength and comfort, and give meaning and purpose to their child’s death (Ganzevoort & Falkenburg, 2012; Meert, Thurston, & Briller, 2005).
Bereaved parents may find solace (Klass, 1999) in using spiritual and/or religious coping strategies. Parents who believe in a heaven or an afterlife find comfort in believing that their deceased child is in a better place and close to God and that when they die they will be reunited with their child (Armentrout, 2009; Ganzevoort & Falkenburg, 2012; Klass, 1999). Similar beliefs were identified by Lichtenhal, Currier, Neimeyer, and Keese (2010) who found that bereaved parents’ reliance on spiritual or religious beliefs proved helpful in coping with their grief. In that study, 28 (18%) of 156 bereaved parents believed that their child’s death was God’s will and 25 parents (16%) believed that their child was safe in heaven. Bereaved parents also can find healing or bring meaning to their own lives through spirituality, independent of religion, with meditation, inspirational writings, poetry, nature walks, listening to or creating music, painting or sculpting, and therapeutic touch, among others (Klass, 1999; Meert et al., 2005).
Research has found that some bereaved parents expressed anger with God for their infant’s/child’s death. Some felt that God was
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punishing them; others questioned or abandoned their belief in a perfect omniscient and omnipotent God, instead choosing to believe in a higher power that can make mistakes (Armentrout, 2009; Bakker & Paris, 2013). Meert et al. (2005) found that 30 to 60% of bereaved parents expressed anger and blame at themselves and God for their infant’s/child’s death.
An infant’s/child’s admission, stay and subsequent death in the NICU/PICU is overwhelming and painful for parents. Many are faced with the difficult decision of limiting treatment or withdrawing life support from their very sick infant/child (Buchi et al., 2007). Researchers have found that bereaved parents described their grief as feelings of emptiness, sadness, deep suffering, emotional devastation and being nonfunctional following the death of their infant/child in the ICU (Armentrout, 2009; Meert, Briller, Myers-Shim, Thurston, & Karbel, 2009).
Parent mental health and personal growth Research on the effects of an infant’s/child’s death on parents’ mental health and personal growth has found symptoms of PTSD, depression, and anxiety; lower quality of life; and minimal involvement in social activities up to 6 years after the loss (Werthmann et al., 2010). However few studies have examined parent mental health and personal growth following an infant’s/child’s death in the NICU/PICU. In bereaved parents 13 months after the death of their infant/child in the NICU/PICU, Youngblut et al. (2013) found that 30% of parents had scores indicative of depression and 35% of PTSD.
Personal growth is described by bereaved parents as a positive change in themselves, their family and social life (Armentrout, 2009; Buchi et al., 2007). These changes included beginning to find meaning and purpose in their lives, moving forward with their lives and becoming emotionally stronger (Armentrout, 2009; Buchi et al., 2007). They describe their values and priorities as being redefined, often finding material things less important and a greater appreciation for family relationships (Armentrout, 2009). Parents often became involved in community activities that transformed their lives and honored the memory of the deceased infant/child; some joined organizations whose goals were to help others
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(Armentrout, 2009). In summary, parents have difficulty dealing with their infant’s or
child’s death, even when studied years after the death. Youngblut et al. (2013) found that bereaved parents had symptoms of depression, panic attacks, anxiety, chest pain, hypertension, and headaches after the child’s death. Religion and spirituality have been used interchangeably in research, so it is unclear whether religious and spiritual activities are equally effective or have differing effects. Most of the research on bereaved parents has been after a child’s death due to cancer or trauma in primarily White families (Youngblut & Brooten, 2012). The study reported here is part of a racially/ethnically diverse sample of parents in a larger longitudinal study of parent health and family functioning through the first 13 months after an infant’s or child’s death in a NICU or PICU.
Conceptual framework Hogan, Morse, and Tason (1996) defines grief as “a process of coping, learning and adapting” (p. 44) irrespective of the relationship of the bereaved person to the deceased with six phases. The first phase is “Getting the news” that a loved one has a terminal diagnosis, or “Finding out” their loved one has died. The bereaved person responds to the news with shock, especially if the death was sudden. “Facing reality” is the second phase where the bereaved person experiences intense feelings of grief. In the third phase, “Becoming engulfed in the suffering, ” the bereaved person longs for the deceased and often experiences feelings of sadness, loneliness, guilt, and reliving the past. As the bereaved person gradually “Emerges from the suffering” in the fourth phase, they begin to experience some good days and by the fifth phase, “Getting on with their lives, ” hope and happiness gradually begin to return. In the final phase “Experiencing personal growth, ” the bereaved person develops a new perspective on life. They often reorganize and re-prioritize aspects of their lives, making it more purposeful and meaningful. These stages are hypothesized to be cyclical, not linear (Hogan et al., 1996). Greater parent use of spiritual/religious coping activities is expected to help parents through this process, resulting in less severe parent grief (despair,
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detachment and disorganization) and better parent mental health (depression, post-traumatic stress) and personal growth at 1 and 3 months post-death.
Methods The sample for this study consisted of 165 bereaved parents (114 mothers, 51 fathers) of 124 deceased infants/children (69 NICU and 55 PICU) recruited for the larger study from four level III NICUs and four tertiary care PICUs. Death records from the Office of Vital Statistics, Florida Department of Health, were used to identify infants and children who died in other NICUs or PICUs in South Florida. Parents were eligible for the study if their deceased newborn was from a singleton pregnancy and lived for more than 2 hours in the NICU or their deceased infant/child was 18 years or younger and a patient in the PICU for at least 2 hours. Parents had to understand spoken English or Spanish. Exclusion criteria were multiple gestation pregnancy if the deceased was a newborn, being in a foster home before hospitalization, injuries suspected to be due to child abuse, and death of a parent in the illness/injury event.
Measures of dependent variables Grief was measured with four of the six subscales in the Hogan Grief Reaction Checklist (HGRC; Hogan, Greenfield, & Schmidt, 2001): despair (hopelessness, sadness and loneliness), detachment (detached from others, avoidance of intimacy), disorganization (difficulty in concentrating and/or retaining new information), and personal growth (personal transformation; becoming more compassionate, tolerant and hopeful). Bereaved parents rated each of the 61 items on a 5-point scale from 1 “does not describe me at all” to 5 “describes me very well” with higher summative scores indicating higher grief symptoms or personal growth in the previous two weeks. Hogan et al. (2001) reported internal consistencies for the 4 subscales of .82 to .89 and test-retest reliabilities from .77 to .85. In this study, Cronbach’s alphas for the four subscales at T1 and T2 were .84–.93 for mothers and .79–.89 for fathers.
Depression was measured with the Beck Depression Inventory (BDI-II) (Beck, Steer, & Brown, 1996). Parents rated each of the 21
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items on a scale from 0 to 3 with higher summative scores indicating greater severity of depressive symptoms. Beck et al. reported an internal consistency of .92 and test-retest reliability of .93. In this study, internal consistencies were .89–.93 for mothers and fathers at T1 andT2.
Post-traumatic stress disorder (PTSD) was measured with the Impact of Events Scale-Revised (IES-R; Weiss & Marmar, 1997). Bereaved parents rated each of the 22 items from 0 “not at all” to 4 “extremely” to indicate how distressing each item had been during the past 1 weeks with respect to the death of their infant/child. Higher summative scores indicate greater severity of PTSD symptoms. Weiss and Marmar reported internal consistencies for the three subscales as .79–.92. In this study, Cronbach’s alphas for the subscales at T1 and T2 were .76–.86 for mothers and .71–.91 for fathers.
Measures of independent variables Spiritual coping was measured with the Spiritual Coping Strategies Scale (SCS) (Baldacchino & Bulhagiar, 2003). The SCS contains two subscales: religious strategies/activities (9 items) and spiritual strategies/activities (11 items). Activities on the religious subscale are oriented toward religion and belief in God (attending church, praying, and trusting in God). Activities on the spiritual subscale are oriented toward relationship with self (reflection), others (relating to relatives and friends by confiding in them) and the environment (appreciating nature and the arts). Parents rated each activity on a 4–point scale ranging from 0 “never used” to 3 “used often” with higher scores indicating greater use of religious and spiritual activities. Baldacchino and Bulhagiar reported Cronbach’s alphas of .82 for the religious and .74 for the spiritual strategies/activities subscales. Construct validity of the SCS subscales is supported by correlations of .40 with the well- established Spiritual Well Being instrument (Baldacchino & Bulhagiar, 2003). In this study, parents’ subscales internal consistencies at T1 and T2 were .87 to .90 for religious activities and .80 to .82 for spiritual activities.
Race/ethnicity was categorized as “White, non-Hispanic,” “Black non-Hispanic,” or “Hispanic/Latino(a)” based on parent self-
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identified race (White, Black, Asian, Native American) and Ethnicity (Hispanic-yes/no). Two dummy- coded variables were created to represent race/ethnicity in the regression analyses: Black non-Hispanic (yes/no) and Hispanic/Latino (yes/no). White non- Hispanic was coded as the comparison group.
Religion indicated by the parent was categorized as Protestant, Catholic, none (atheists, agnostics) and other (Jewish, Buddhist, Muslim, Santeria/Espiritismo, Mormon and Rastafarian). Three dummy-coded variables were created to represent religion in the regression analyses: “Protestant” (yes/no), “Catholic” (yes/no), and “other” (yes/no). The “none” group was coded as the comparison group.
Procedure The study was approved by the Institutional Review Boards (IRB) from the University, the 4 recruitment facilities, and the State Department of Health prior to recruitment of study participants. A clinical co-investigator from each NICU/PICU identified eligible families. The project director sent a letter to each family (Spanish on one side and English on the other) describing the study and called the family to explain the study. Of the 348 families contacted for the larger study, 188 (54%) families signed consent forms for their participation and review of their deceased child’s medical record. The SCS was added to the study after 64 families were recruited. The remaining 124 families completed the SCS. Data were collected in the family’s home or another place of their choosing at 1 (T1) and 3 (T2) months post-death. Data were collected from mothers and fathers separately.
Data analysis Analyses were conducted separately for mothers and fathers for each time point. Correlations were used to test the relationships of the SCS subscales with bereaved mothers’ and fathers’ grief (despair, detachment, disorganization), mental health (depression and PTSD) and personal growth at T1 and T2. Multiple regression analyses were used to test whether these relationships changed when the influence of race/ethnicity and religion were controlled. A priori power analysis showed that a sample size of 115 would
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provide sufficient power (≥80%) to detect an adjusted R2 of 0.02 representing a medium effect and with alpha set at .05.
Results In this sample of 114 mothers and 51 fathers from 124 families, fathers were older than mothers on average. Most parents were married or living with a partner, Hispanic (38%) or Black non- Hispanic (40%), high school graduates, employed, and Protestant (53%) or Catholic (27%). Of the 93 families who provided income data, 39% had annual incomes less than $30, 000 (Table 1).
TABLE 1 Description of the Sample.
Characteristic Mothers (n = 114) Fathers (n = 51) Age [M (SD)] 31.1 (7.73) 36.8 (9.32) Race [n (%)] White non-Hispanic 22 (19%) 14 (28%) Black non-Hispanic 50 (44%) 16 (31%) Hispanic 42 (37%) 21 (41%) Education [n (%)] <High school 12 (11%) 7 (14%) High school graduate 31 (27%) 13 (25%) Some college 36 (32%) 12 (24%) College degree 35 (30%) 19 (37%) Partnered [n (%)] 84 (74%) 43 (84%) Employed [n (%)] 63 (55%) 32 (78%) Religion [n (%)] Protestant 62 (54%) 26 (51%) Catholic 33 (29%) 11 (22%) Jewish 4 (4%) 2 (4%) Other 1 (1%) 2 (4%) None 14 (12%) 10 (20%) Total family annual income [n (%)] N =93 families <$3000 4 (4%) $3000–29, 999 33 (35%) $30, 000–49, 999 22 (24%) ≥$50, 000 34 (37%)
More infants/children died in the NICU (n = 69, 56%) than the PICU (n = 55, 44%); 70 (56%) were boys. The average infant/child age was 34.9 (SD = 60.38) months at death. More than half were infants (n = 95, 76%), followed by toddlers/preschoolers (n = 5, 4%), school age children (n = 12, 10%) and adolescents (n = 12, 10%). Mean length of stay was 32 days (SD = 63.10). Causes of death were
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respiratory conditions (n = 36, 29%), prematurity (n = 27, 22%), congenital anomalies (n = 20, 16%), infection (n = 13, 10%), accidents (n = 11, 9%), neurological disorders (n = 6, 5%), cardiac arrest (n = 5, 4%), cancer (n = 4, 3%), and complications of surgery (n = 2, 2%).
Grief and mental health Use of spiritual activities was more strongly related to all outcomes for mothers and fathers than use of religious activities. Bereaved mothers’ greater use of spiritual activities, but not religious activities, was significantly related to lower symptoms of grief (despair, detachment and disorganization), depression, and PTSD at T1 and T2 (Table 2). Controlling for race/ethnicity and religion, spiritual activities continued to have a significant influence on mothers’ grief and mental health outcomes, except for disorganization at T2 (Table 3). The influence of religious activities remained non-significant when race/ethnicity and religion were controlled.
TABLE 2 Correlations of Parents’ Use of Spiritual and Religious Activities with Grief, Mental Health and Personal Growth at 1 (T1) and 3 (T2) Months Post-Death.
*p < .05.
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**p < .01.
TABLE 3 Effects of Mothers’ Use of Spiritual Activities at T1 on Outcomes at 1 and 3 Months After their Infant’s/Child’s Death, Controlling for Race/Ethnicity and Religion.
*p < .05. **p < .01. a Scored yes = 1, no= 0.
Bereaved fathers’ greater use of spiritual activities was significantly related to lower symptoms of grief (despair, detachment and disorganization) and depression at T1 and T2 (Table 2). Fathers’ greater use of religious activities was related to lower symptoms of grief and depression at T1 but not at T2 (Table 2). Controlling for race/ethnicity and religion, the influence of spiritual activities on fathers’ grief, but not depression or PTSD, remained statistically significant at T1, but not at T2 (Table 4). The influence of religious activities was no longer significant for any of the fathers’ T1 and T2 outcomes when race/ethnicity and religion were controlled.
TABLE 4 Effects of Fathers’ Use of Spiritual Activities on Grief at 1 and 3 Months After their Infant’s/Child’s Death, Controlling for Race/Ethnicity and Religion.
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*p < .05. **p < .01. a Scored yes = 1, no = 0.
Personal growth For mothers, use of spiritual and religious activities was significantly related to greater personal growth at both T1 and T2, with (T1: adjusted R2 = .10, β = .34, T2: R2 = .10, β = .33, p < .01) and without control for race/ethnicity and religion (Table 2) For fathers, spiritual activities were related to greater personal growth at T1 and T2, but the positive effects of religious activities on fathers’ personal growth was significant at T2 only (Table 2). Fathers’ spiritual and religious activities were not related to their personal growth when race/ethnicity and religion were controlled.
Discussion Loss of an infant or child is devastating for mothers and fathers and it is often associated with increased morbidity (Youngblut et al., 2013) and mortality (Espinosa & Evans, 2013). Youngblut et al. reported that about one third of the bereaved parents in their sample had clinical depression and/or PTSD at 13 months after their infant’s or child’s death in the NICU/PICU. Identifying strategies that help parents cope with the death of their child may mitigate some of these negative health effects.
Spiritual coping strategies may be helpful to parents at this time of very high stress. In this study, mothers’ and fathers’ spiritual activities at 1 month post-death were related to less severe symptoms of grief at both 1 and 3 months. Use of religious activities
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was helpful in reducing fathers’ grief at 1 month, but not at 3 months; these activities were not related to mothers’ grief at either time point. These findings suggest that fathers may find more solace in religious activities than mothers. If so, use of both spiritual and religious activities may help fathers move through the grieving process faster, allowing them to return to their previous routines such as returning to work earlier than bereaved mothers (Aho, Tarkka, Kurki, & Kaunonen, 2006; Armentrout, 2009).
Mothers’ use of spiritual activities, but not religious activities, was related to less severe symptoms of depression and PTSD at 1 and 3 months. Fathers’ use of spiritual activities was related to less severe symptoms of depression at both 1 and 3 months. Use of religious activities was related to less severe symptoms of depression at 1 month for fathers’ after their infant’s/child’s death.
Gender differences in coping with grief are supported in the literature. Bereaved mothers need to talk more about the death than bereaved fathers (Barrera et al., 2007; Buchi et al., 2007), whereas bereaved fathers were found to cope with their grief by isolating themselves from family and friends (Aho et al., 2006). Religious activities such as praying privately or watching religious programs may allow fathers periods of solitude grieving, not requiring discussion of the infant/child and their feelings about the death. These activities also may serve to limit the opportunities for mothers and others to engage fathers in conversation about the deceased infant/child.
In contrast, spiritual activities involve engaging with others, discussing difficulties with others who have endured similar circumstances, spending time with and confiding in relatives and/or friend. These activities provide the mothers with the discussion they reportedly want and need. This suggests that bereaved mothers valued the social support received from family and friends and used non-religious activities to relieve feelings of hopelessness, sadness and loneliness, to connect with their inner self, to acknowledge their strengths and ultimately find peace (Bakker & Paris, 2013). Additionally, studies of gender differences in bereaved couples’ grief reaction have found mothers to have a longer recovery time in adjusting to their grief than fathers (Armentrout, 2009; Lang, Gottlieb, & Amsel, 1996). Perhaps it
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reflects societal expectations that men should be stoic which is reinforced in the workplace and social gatherings.
Personal growth at 1 and 3 months was greater for mothers using greater spiritual and religious activities. Fathers had greater personal growth at 1 and 3 months with greater use of spiritual activities and at 3 months with religious activities. This is consistent with other studies in which bereaved parents describe a transformation in their lives. Personal growth was identified as becoming more compassionate, caring, and sensitive to the needs of others and becoming more giving of themselves by reaching out to other bereaved parents (Armentrout, 2009; Lichtenhal et al., 2010).
Stronger associations were found between greater use of spiritual activities as compared to religious activities and positive bereavement outcomes over time. A possible explanation for this relationship may be that in times of crisis bereaved parents engaged in coping activities that are based on their personal beliefs and values to buffer their grief. Spiritual practices can be characterized as being more personal, individualistic and include secular terms that are free from religious rules or regulations. Religious coping gives indirect control to God/the sacred and reduces the need for personal control (Koenig, 2009).
Additionally, some research studies found that bereaved parents expressed negative feelings such as anger at God for their infant’s/child’s death; some felt that God was punishing them and others questioned God their faith (Armentrout, 2009; Ganzevoort & Falkenburg, 2012). Meert et al. (2005) found that 30 to 60% of bereaved parents expressed anger and blame at themselves and God for their infant’s/child’s death and this may result in using less religious coping activities to cope with early grief.
Controlling for race/ethnicity and religion made little difference in the influence of spiritual activities on mothers’ and fathers’ grief and mothers’ mental health. However, most of the bivariate relationships with religious activities did not remain when race/ethnicity and religion were controlled
Limitations of the study There are several additional limitations of the study. At 1 and 3 months post-death, parents were in early stages of grieving. Thus,
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these findings may not be applicable to parents who are later in the grieving process. In this study most of the bereaved parents reported spiritual activities, not religious activities as effective in helping them to cope with their grief and mental health for a longer period of time. The average age for these bereaved parents was early to mid-thirties and it is possible that individuals of this age may not be strongly affiliated to a religious group (Fowler, 1995).
Additionally, the use of religious and spiritual strategies was not significantly related to bereaved fathers’ PTSD at both T1 and T2 and personal growth at T1. This is possibly related to the small number of men who participated in this study, which is a common occurrence in these studies (Lichtenhal et al., 2010) and is a limitation of this study.
Conclusion Research studies have found that bereaved parents experience many emotional benefits associated with the use of religious coping to deal with their grief and mental health (Lichtenhal et al., 2010; Meert et al., 2005). In this study, religious activities were not effective in lowering symptoms of grief, depression, and PTSD for bereaved mothers at 1 month and fathers at 3 months post-death. This suggests that spiritual activities may assist bereaved mothers to reduce their symptoms of grief, depression, PTSD and increase personal growth over a longer period of time than religious activities. While religious activities might be helpful in the first month after the child’s death, maybe religious activities come into play later when their anger with God has diminished. The use of spiritual activities such as self-refection, confiding in others and cultivating friendships may be more helpful to parents over time.
The findings when race/ethnicity and religion were controlled suggested that the use of spiritual, and not religious activities helped both mothers and fathers cope with their grief but the use and/or effect of using spiritual activities was helpful for bereaved mothers with their mental health and personal growth for a longer time.
Clinical relevance The results from this longitudinal study with a racially and
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ethnically diverse sample provide evidence for healthcare professionals about the importance of spiritual coping activities for bereaved mothers and fathers. Dissemination of this information in the clinical areas to nurses and other healthcare team members will enable bereaved parents to receive relevant and appropriate support following the death of their infant/child.
The study findings suggest that nurses may encourage bereaved parents, especially mothers to identify and use an array of spiritual activities, such as self-reflection, relating to family and friends by confiding in them; finding meaning and purpose to live through their situation may help parents cope with their infant’s or child’s death, decreasing their symptoms of grief and improving their mental health. Intervening in this manner may enable bereaved parents to receive relevant and appropriate support following the death of their infant/child.
Future research Findings from this research study provide implications for future research. The responses obtained from bereaved parents at 1 month and 3 months are applicable to parents in the early stages of bereavement. Further research is needed to determine if any changes, whether negative or positive, occurred in bereaved parents’ use of religious and spiritual activities to cope and the effect on their grief response, mental health and personal growth in the later stage of bereavement.
Additionally, future research that specifically examines differences in bereaved mothers’ and fathers’ use of religious and spiritual activities, with a larger sample of fathers, can determine the specific supportive spiritual coping activities that may be used to help bereaved mothers and fathers cope with their grief.
Acknowledgments This research was supported by a grant from the National Institutes of Health, National Institute for Nursing Research, R01 NR009120 (Youngblut/Brooten) & Diversity Supplement R01 NR009120–S1 (Hawthorne).
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6. Beck A.T., Steer R.A., Brown G.K., Beck Depression Inventory-II. San Antonio, TX : The Psychological Corporation; 1996..
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aChristine E. Lynn College of Nursing, Florida Atlantic University, Boca Raton, FL bDr. Herbert & Nicole Wertheim Professor in Prevention and Family Health, Nicole Wertheim College of Nursing & Health Sciences, Florida International University, Miami, FL cNicole Wertheim College of Nursing & Health Sciences, Florida International University, Miami, FL
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Appendix C. Example of a qualitative study (van dijk et al., 2015) Postoperative patients’ perspectives on rating pain: A qualitative study
Jacqueline F.M. van Dijka,*, Sigrid C.J.M. Vervoortb, Albert J.M. van Wijcka, Cor J. Kalkmanc, Marieke J. Schuurmansd
Abstract Background: In postoperative pain treatment patients are asked to
rate their pain experience on a single uni-dimensional pain scale. Such pain scores are also used as indicator to assess the quality of pain treatment. However, patients may differ in how they interpret the Numeric Rating Scale (NRS) score.
Objectives: This study examines how patients assign a number to their currently experienced postoperative pain and which considerations influence this process.
Methods: A qualitative approach according to grounded theory was used. Twenty-seven patients were interviewed one day after surgery.
Results: Three main themes emerged that influenced the Numeric Rating Scale scores (0–10) that patients actually reported to professionals: score-related factors, intrapersonal factors, and the anticipated consequences of a given pain score. Anticipated consequences were analgesic administration—which could be desired or undesired—and possible judgements by professionals. We also propose a conceptual model for the relationship between factors that influence the pain rating process. Based on patients’ score-related and intrapersonal factors, a preliminary pain score was “internally” set. Before reporting the pain score to the healthcare professional, patients considered the anticipated
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consequences (i.e., expected judgements by professionals and anticipation of analgesic administration) of current Numeric Rating Scale scores.
Conclusions: This study provides insight into the process of how patients translate their current postoperative pain into a numeric rating score. The proposed model may help professionals to understand the factors that influence a given Numeric Rating Scale score and suggest the most appropriate questions for clarification. In this way, patients and professionals may arrive at a shared understanding of the pain score, resulting in a tailored decision regarding the most appropriate treatment of current postoperative pain, particularly the dosing and timing of opioid administration.
What is already known about the topic?
• Patients are asked to rate their pain experience on a single uni- dimensional pain scale.
• Patients’ pain scores are the leading indicator in postoperative pain treatment.
• It is unknown how patients interpret the NRS scores.
What this paper adds
• Three main themes emerged that influenced patients’ NRS scores actually reported to professionals: score-related factors, intrapersonal factors and the anticipated consequences of assigning a particular NRS score.
• A conceptual model emerged for the relationship between factors that influence the pain rating process. When assigning an NRS score to their pain, patients process the first two themes in stages: They first weigh score-related factors and intrapersonal factors. Some patients go through a last stage before telling the professional: weighing the judgements by healthcare professionals and the anticipated consequences of reporting a particular NRS score against their actual desire for more or less
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analgesics.
• The proposed model could help professionals to better understand the complex process by which patients assign pain scores and could serve as a basis for a dialogue beyond the given pain scores.
1. Introduction The adequacy of pain treatment is an important healthcare quality indicator. Many patients still experience severe pain after surgery, suggesting that there is considerable room for improvement in postoperative pain management (Apfelbaum et al., 2003; Sommer et al., 2008). The quality of pain management is in many quality systems operationalized in terms of measuring patients’ pain scores.
Pain is subjective, and nociception cannot be measured directly. In clinical practice, patients are asked to rate their (sometimes complex) pain experience on a single unidimensional pain scale. However, in contrast to the high number of quantitative studies using the Numeric Rating Scale (NRS), only one study is found how chronic pain patients use the NRS (Williams et al., 2000) but no study has explored how postoperative patients interpret the NRS, how they assign a number from 0 to 10 to their pain, and what considerations come into play when translating a highly subjective pain experience into a single number.
Patients’ pain scores are the leading indicator in postoperative pain treatment (Aubrun et al., 2003; Idvall et al., 2008; Gordon et al., 2005; Max et al., 1995; VMS, 2009). Clinical observations and physiological parameters used in pain treatment should be considered with caution. Nurses often underestimate patients’ pain (Idvall et al., 2005; Sloman et al., 2005) and vital signs can be influenced by other factors besides pain (Arbour and Gelinas, 2010; Gelinas and Arbour, 2009). Several guidelines advise healthcare professionals to administer additional analgesics when patients report an NRS score greater than 3 or 4 (Gordon et al., 2005; Hartrick et al., 2003; Max et al., 1995; VMS, 2009). In a previous study, we reported that patients with NRS scores of 4, 5, or 6 vary in the interpretation of their score (Van Dijk et al., 2012). In that
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study, we observed that some patients reporting NRS scores between 4 and 6 considered their pain “bearable” and refused opioids, while other patients with identical NRS scores considered their pain “unbearable” and requested more opioids. This raises the question of whether simple thresholds such as “NRS > 3 or 4” are the most appropriate cut-off points upon which professionals should base their decisions regarding administering additional analgesics. In postoperative pain management, both undertreatment and overtreatment are undesirable. Unrelieved pain has adverse psychological and physiological consequences, including increased rates of postoperative complications and prolonged hospital stays (Watt-Watson, 1999). Conversely, unnecessary use of analgesics, especially opioids, increases the patient’s discomfort due to the side effects (e.g., nausea, vomiting, and pruritus) and potentially harmful adverse effects (e.g., oversedation and respiratory depression) (Cashman and Dolin, 2004; Taylor et al., 2005). For optimal pain treatment, patients and professionals must communicate effectively and have a shared understanding of the burden of the patient’s currently experienced pain.
The aim of this qualitative study was to explore how patients assign a number on the basis of the NRS to their currently experienced postoperative pain and which considerations influence this process.
2. Methods
2.1. Study design The study was descriptive and qualitative in nature. The method used was based on grounded theory (Charmaz, 2014), a qualitative research method designed to aid in the systematic collection and analysis of data and the construction of a model. Individual interviews were used as the data-collection method. Guidelines for conducting qualitative studies established by the Consolidated Criteria for Reporting Qualitative Research (COREQ) were followed (Tong et al., 2007).
2.2. Participants
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The study was conducted between November 2012 and July 2013 in a university hospital. Patients were eligible for selection if they had surgery the day before and currently experienced postoperative pain with a reported NRS score of at least 4. Patients were selected purposively by the researcher (JvD) and to create a diverse sample patients were selected with regard to sex, age, ethnicity, previous pain experiences, and previous experience with rating an NRS score. Theoretical sampling was used as much as possible; we started with a homogeneous sample of patients, and as the data collection proceeded and themes emerged, we turned to a more heterogeneous sample to see under what conditions the themes hold (Charmaz, 2014).
The researcher was not involved in the patients’ care. Exclusion criteria were as follows: younger than 18 years, unable to read and understand Dutch, cognitive impairment, having impaired hearing, or not being well enough to be interviewed. The researcher identified eligible patients by consulting the Electronic Patient Dossiers (EPDs) and asked the nurse on the ward whether identified eligible patients could be interviewed. None of the eligible patients were unable to be interviewed. Thereafter, the researcher approached the patients, provided information about the study, and handed over an information letter. After reading the letter, patients were asked to consider participation in the study. All 27 patients who were asked agreed to participate, and written informed consent was obtained. The study was approved by the medical ethics committee of the University Medical Centre Utrecht in which the study took place.
2.3. Data collection Data were collected using semi-structured, in-depth interviews on the day after surgery. The researcher’s (JvD) interview technique (validity and reliability of the interview style) during the first two interviews was discussed with experts). The questions were open- ended, and all interviews started with, “The nurse regularly asks you to assign a number from 0 to 10 to your pain, where 0 is no pain and 10 is the ‘worst imaginable’ pain. We heard from some patients that they perceived it as difficult to assign a number to their pain. How is that for you? Can you tell me how you assign a
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number to your pain?” A topic guide for the interviews based on the literature, the knowledge of nursing experts, and preliminary studies of the research group was used (Table 1). The Dutch school grades were chosen as a topic because the meaning of these grades (where 1 is insufficient and 10 is excellent) are the opposite of meaning of the pain scores. Therefore, Dutch patients could be confused when they were asked to score their pain on the NRS.
TABLE 1 The Topic Guide for the Interviews.
The value of the numbers from 0 to 10 Pain score at that moment Bearable or unbearable pain Assigning scores at the upper extreme of the scale Previous experiences with pain Upbringing The role of the healthcare professional Analgesics: when desiring light or strong analgesics fear of addiction and side effects Grades at school from 1 to 10
Insights from the interim analyses were incorporated in the interview guidelines used in subsequent interviews. Interviews were conducted in a private room on the ward, digitally recorded and transcribed verbatim. Identifying details were removed from the transcripts. The interviews lasted between 5 and 32 min (mean 12 min). Information concerning age, gender, ethnicity, surgical procedure, presence of chronic pain, and education was obtained using a structured questionnaire.
During data collection, memos were made containing impressions and thoughts about the themes and their relationships. Data collection stopped after saturation was reached (i.e., interviewees were selected until the new information obtained did not provide further insight into the themes or no further new themes emerged) (Charmaz, 2014).
2.4. Data analysis The data analysis was conducted by two researchers (SV and JvD) and supported by NVivo 10 software (QSR International, Cambridge, MA, USA). Data were analysed applying constant comparison analysis. First the texts were read out in full to obtain
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an overall picture and then reread to elucidate the details. During open coding meaningful paragraphs were analysed and initial concepts identified leading to fragmentation of the data. Axial coding enabled the concepts to be aggregated according to their similarities leading to categories (themes). New data were compared with the evolved categories. Throughout selective coding relations between the categories were defined and a preliminary model was described (Boeije, 2010). The theoretical model in development was compared with the interview transcripts to verify the interpretation into the original interview texts. During the coding process, the researchers discussed the concepts and categories. When their opinions differed, they discussed the issue until consensus was reached. A third researcher (CK, an expert in the field of pain treatment with a different background), read the transcripts, checked the coding, and discussed his opinion if different, allowing us to verify the themes and the preliminary model. The research team reviewed the main categories and its relations and worked towards consensus about the interpretations and finally the theoretical model was developed.
2.5. Trustworthiness The trustworthiness of the study was enhanced by the use of different techniques (Lincoln and Guba, 1985). The credibility was established by generating a non-judgemental atmosphere during interviews ensuring to learn from patients. Transcribing the interviews verbatim reduces the chances for bias. During data collection and data analysis memos were written supporting the research process and the creation of theoretical ideas and hypothesis. Researcher triangulation during data analysis and peer debriefing by the researchers team enhanced both the credibility and conformability of the interpretation. By means of peer debriefing broader perspectives and possible meanings were uncovered and reflexivity, guaranteed by the critical stance to the interview style and feedback of other researchers led to more depth which enhanced accurateness. To guarantee the transferability as much as possible, thick description was pursued by the amount of respondents, diversity of the sample, duration of interviews and describing the details for imitability.
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3. Results The age of the 14 men and 13 women who participated in the study was between 18 and 79 years old (mean 51). The severity of surgery varied from minor (e.g., thyroidectomy) to major (e.g., spinal fusion). Demographic and medical data are presented in Table 2.
TABLE 2 Demographic Data.
N 27 Male, n 14 Age, mean (range) 51 (18–79) Ethnicity, n Caucasian 23 Other 4 Surgical type, n Orthopaedic 16 General 5 Gynaecologic 3 Plastic surgery 2 Vascular surgery 1 Education, n Low 10 Median 10 High 7 Patients with chronic pain, n 6
Translating currently experienced pain into an NRS score between 0 and 10 appeared to be a complex process for the patients. From the analysis, three main themes emerged regarding the process of scoring one’s pain experience: score-related factors, intrapersonal factors, and the anticipated consequences of rating one’s pain with an NRS score. The latter theme comprised two subthemes: expected judgements by professionals and anticipation of analgesic administration, particularly opioids. Factors that were reported to influence the rating of pain using an NRS score are shown in Table 3.
TABLE 3 Three Main Themes and Associated Factors that Emerged from the Interview Analyses.
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A model emerged of the interrelation between the themes clarifying what underlies patients’ rating of their pain on the NRS (Fig. 1). Patients went through consecutive stages wherein the themes were at play. However, not all patients were affected by the themes in the same way. Based on the patients’ score-related and intrapersonal patient factors, a preliminary pain score was “internally” set. Before reporting the pain score to the healthcare professional, the patient considered the anticipated consequences of the current NRS score. Based on these expectations, this preliminary pain score was sometimes adjusted to a definitive pain score that was reported to the professional. First, patients expected that professionals would judge them regarding the magnitude of the reported pain score. Second, patients considered what pain treatment would likely be administered as a result of their reported pain score. Some patients wanted to meet the expectations of the professional and considered what would be the most socially acceptable pain score. Based on these considerations, the “adjusted” pain score was then communicated to the healthcare professional.
FIG 1 The model for the patients’ underlying process of rating an NRS score to their pain.
3.1. Score-related factors Unique pain experience: Patients found it difficult to rate their pain using an NRS score, because they felt they had an “unique” pain
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experience. They said it was difficult to explain to another person exactly what they felt or what their pain level was in relation to what they felt. Several patients said that everyone experiences pain differently and therefore will assign their own value from 0 to 10.
“It’s difficult to measure. You’ve got your interpretation and I’ve got mine” (male, age 51).
“I think about worst pain as something I’ve never felt before and zero is no pain. I always find it a very difficult question to assign a number” (female, age 51).
Many patients perceived it as difficult to assign a number from 0 to 10 to their experienced pain, especially when it concerned the intermediate pain scores (NRS scores of 4 to 6). For some patients who had chronic pain in addition to acute postoperative pain, it was even more difficult to rate their current pain experience, because they often experienced different types of pain that differed in intensity.
Distinction between “bearable” and “unbearable” pain: To make it easier to rate their pain, some patients first created a cut-off point between bearable and unbearable pain, the latter often expressed as an NRS score of 6 or higher.
“I balance between bearable and severe. If it is bearable then it is a six, it is not good, but I can bear it. But when I feel it with any movement and it’s really painful, then it is eight or sometimes nine”(female, age 79).
The number 5 was seen by many patients as a natural midpoint of the pain scale. Therefore, patients themselves often used an NRS score of 5 as a cut-off point: At 5 and below, the pain was considered bearable, and at above 5, the pain was called “real pain.”
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“‘Five’ I would consider the average, that is bearable. Over five, then I’d say: give me something. That is not really bearable I think. So, as long it is up to five, I’d say I am doing OK” (female, age 45).
Patients concluded that there clearly was a difference between their interpretation of bearable and unbearable pain and that of professionals. In the patients’ opinion, many professionals considered only NRS scores below 4 as representing bearable pain, while many patients considered an NRS score of 6 as indicating bearable pain. In the Netherlands school system, a grade system from 1 to 10 is traditionally used, where 1 means completely insufficient and 10 denotes excellent. In this system, a score of 6 is sufficient to pass an exam. One patient mentioned that this had an effect on how she used the NRS.
“The grades at school that is something you are familiar with, that is also a validation, that has an effect, because that’s what you grew up with. Because it is also a kind of validation, when you give the pain a number then you also validate something, you know? Yes, I think so” (male, age 77).
Most patients said that they were not confused when rating their pain experience in relation to scores they were used to getting at Dutch schools.
Avoiding high extremes: Most patients assign an extreme score on the NRS as follows: 0 and 1 meaning no or light pain and 9 and 10 meaning the worst imaginable pain. Some patients explained that they would never use the highest pain score, because “10” is so extreme that they could not imagine having so much pain.
“If it hurts a little, then it is often two or three. Higher than five, then it has to hurt a lot. I would never give a ten. Yeah, ‘unbearable’ wouldn’t cross my mind” (male, age 36).
Other patients said that they would never assign a very high
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number to their pain, because they mentally compared their current situation to a more severe imagined situation.
Different pain level at rest and movement: When patients were asked how they assigned a number to their pain, many patients said they experienced a difference between pain at rest and pain at movement. Patients mostly assigned two different numbers to their pain: an NRS score below four at rest and an NRS score above six or seven at movement.
“If I lie very still and I have used the PCA pump then it is a three or four, and when I move it goes up to a seven, eight” (male, age 41).
Some patients consider their pain at rest as bearable and only move if necessary. Patients accepted a brief moment of pain at movement and did not want additional analgesics for such short severe pain episodes.
3.2. Intrapersonal patient factors Previous pain experiences: When rating their current pain using an NRS score, patients used past pain experiences as a benchmark to judge their current pain level. Patients who had experienced severe pain in the past tended to consider their current pain as less severe than patients who had not experienced severe pain before. They explained that they understood what “worst imaginable” pain was and accordingly recalibrated the NRS.
“I now rate it a three, almost no pain, but I’ve had surgery before and then they asked it as well. I’ve had a tonsillectomy and then you’re actually constantly in pain, so I had an eight or something, that’s really very painful, that’s not normal anymore” (female, age 18).
“My neuropathic pain was severe and then you know how ‘worst imaginable’ pain can be. And that’s quite irritating because I’ve had
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a lot of pain and if you have to compare then I say, ‘it’s a four’ and you compare it with a ten that is not as high as someone else’s, I always find it difficult to distinguish. And then they (the nurses) say, ‘oh, then it’s okay’. But they don’t know with what I’m comparing it” (female, age 26).
Being tough on oneself: Regarding their postoperative pain experience, many patients said that they were tough on themselves.
“They have often told me that I am very hard on myself. I didn’t allow myself to complain. I was very hard on myself” (male, age 41).
Patients said that they expected pain after surgery and that they could bear some pain. Moreover, patients indicated that postoperative pain is temporary. Sometimes, high NRS scores were given, yet patients considered the experienced pain bearable and did not want additional analgesic treatment. Several patients said that they thought it was appropriate to be tough on themselves, and they often traced that back to their own upbringing and the way they were taught to handle pain during childhood.
“I don’t moan quickly. I don’t often visit the doctor. I get that from my upbringing. Yeah, it has to be really necessary before I make a fuss” (female, age 45).
Pain threshold: Many patients thought they had a high pain threshold, because they could bear a lot of pain.
“My pain threshold is quite high because I’ve been through a lot. My knees had to be bent three years ago. So, I can take quite a lot because that was very severe” (male, age 41).
One patient said that the individual pain threshold depends on the degree of resilience that one has and that this differs between
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people. Patients who also had chronic pain considered their postoperative pain intermediate but bearable, explaining that they were used to having pain. They explained that because they were accustomed to pain, they had a high pain threshold and could handle more pain than patients without chronic pain.
“You learn to live with it, but there are limits. Anyone else would already be screaming because of the pain, but my pain threshold is a bit higher” (male, age 45).
Few patients said they had a low pain threshold because they could not bear a lot of pain. One patient told the interviewer that after giving birth to her children, she could not bear pain anymore.
Holding oneself to one’s own standards: Many patients considered NRS scores of 4 and higher, especially scores between 4 and 6, still bearable. During the interviews, the researcher explained to the patients how professionals are taught that NRS scores of 4 and higher are unacceptable and require intervention. Even after this explanation, patients continued to maintain their own point of view (i.e., that NRS scores between 4 and 6 were bearable). They said they had their own standards about the meaning of the different numbers of the pain scale.
Interviewer: “You told me a six, seven is bearable. Would you alter it if I told you that nurses consider zero to four as bearable pain?”
Patient: “No, because I have got my own norm, I am more used to pain and I think it is bearable. If I’m in pain and I can handle it, it is bearable for me” (male, age 47).
Desiring confirmation from professionals: Patients sometimes doubt about the NRS score they assign to their pain. Patients appreciated it when the professional confirmed their assignment of a high number to their pain. They were more convinced that they had
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correctly assigned a number to their pain experience if the doctor or nurse had said that a high level of pain was expected or normal.
“When I actually told him (the doctor), he said ‘yes I can imagine, because it’s all bruised’. So then I thought ‘see, I’m not exaggerating!’. I have the idea that they will then think I’m being a wimp” (female, age 63).
3.3. Anticipated consequences of assigning a particular NRS score Patients appeared to take the anticipated consequences of a given NRS score into account before telling the professional a number. They sometimes purposefully assigned a lower NRS score than the pain actually experienced in anticipation of the reaction of healthcare professionals. Patients were sometimes reluctant to provide an NRS score, fearing it is “too high” or “too low” that possibly lead to a reaction of the professional they did not expect. With giving a particular score, patients tried to anticipate whether professionals will administrate analgesics or not. Therefore, this distinction led to two subthemes: “judgment by care professionals” and “analgesic administration.”
3.3.1 Judgements by healthcare professionals. Being seen as a bother: Patients were worried that healthcare professionals would consider them being a bother if they reported high NRS scores.
“That is not because I want to be tough or anything, that is not the issue, but I just don’t want to be a bother. That’s the point, I just don’t want to be bothersome” (male, age 47).
“In the past, you didn’t complain, you just got on with it. That’s what’s in me and always will be” (female, age 63).
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Patients fear that professionals think that they exaggerate pain. Consequently patients anticipated on the risk of being judged as bothersome by the professional and therefore do not want to complain. Many patients said they were afraid of being seen as troublesome while hospitalized. To avoid being seen as troublesome, they did not ask for analgesics, especially when they observed that the nurses were busy.
Interviewer: “Why did you wait two hours before you requested any analgesics?”
Patient: “Because I didn’t want to be troublesome” (male, age 70).
Experiencing basic mistrust: The expression of pain using a number from 0 to 10 was influenced by patients’ perception of professionals; some patients hesitated to report a high NRS score, thinking that healthcare professionals would not believe that they were really in so much pain.
“This week I gave a high pain score and I noticed that they (the nurses) looked at me as if to say, ‘mmm, that is a very high score’. They almost don’t believe you. Probably because it is rare that the pain score is that high. Like they can’t handle it that the pain is so severe, I think, I noticed that” (male, age 45).
This basic mistrust, patients said, led them to intentionally report lower NRS scores than they actually perceived.
“Well, there are interpretation differences between people. You’re not allowed to complain. So, you lessen your pain score because you feel that no-one will accept if you say ‘I feel so awful. I’m in so much pain’, then you minimize your pain” (female, age 65).
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One patient defined basic mistrust as “mental pain”: “It hurt when someone said to me, ‘Nothing is wrong with you!’” Patients thought that this disbelief was due to a lack of visible tissue damage. Patients felt they were not taken seriously by healthcare professionals when reporting an NRS score. They perceived that the professionals did not consider their pain serious. Patients clearly indicated that they wanted to be taken seriously, even when professionals thought that the reported NRS score was (too) high. Some patients indicated that it was important that the professional just listened to them, without judging.
“Being taken seriously is pleasant for a patient. Knowing that you are being taken seriously, even though from an objective point of view it (the pain score) is not quite the right number on the scale” (female, age 65).
Wish to meet the expectations of professionals: Some patients wanted to meet the expectations of the professional in what pain score fits best on the experienced pain, considering what would be the most socially acceptable pain score. They adjusted their pain score to the estimated level of which they thought the professional will find it logical.
“Then I think I will lower my score, otherwise they (the nurses) will think ‘do you really have so much pain?’ (female, age 63).
“I am just going to give my usual scores and for now, I just not take my neuralgia into account. When my neuralgia gets worse again, then I will give it a score of 20 because adjusting my measure to even worse pain has been proven not efficacious to give a clear explanation of my experienced pain (to the nurses)” (female, age 26).
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3.3.2 Analgesic administration. Encounter ambivalence: Many patients were ambivalent towards analgesics. On the one hand, they needed analgesics after surgery to recover, but on the other hand, they actually thought analgesics were not good for them because of toxicity.
“If it really hurts, after surgery for example, then I think it’s necessary. But if it’s not necessary, then preferably no painkiller, because ultimately it’s junk what you’re putting in your body” (female, age 18).
Some patients accepted analgesics and other patients said that most pain is transient, and therefore, refused analgesics. The different negative terms for analgesics given by patients, like “junk” or “rubbish, ” supported this opinion.
“There is so much rubbish in and I think every time ‘O my God, it’s morphine and it’s better if I can do without.’ They (the nurses) have explicitly told me that it’s okay, but it plays on my mind” (female, age 71).
Suffering side effects: Some patients said that they refused opioids because they had previously experienced typical opioid side effects, such as sedation and nausea, even when the nausea had been treated appropriately. Once they are no longer opioid naive, patients often consciously weigh the desired analgesic effects of opioids against the negative side effects.” One patient expressed this eloquently as follows:
“But as soon as I use too much morphine then I become very nauseous. You are constantly trying to find a balance between bearable pain and bearable nausea, shall we say” (female, age 65).
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Variation on timing of opioids: There was significant variation in the pain levels at which patients wanted opioids to be administered. Some patients said they could bear the pain and did not need any analgesics. Other patients wanted light analgesics to be administered at NRS scores of 4–6. However, a large variability was seen when patients needed opioids: Some patients said they needed opioids at NRS scores from 6 onwards, while some only required opioids from NRS 7 or even higher:
“I want painkillers from a four and above and morphine, no, then I would say: eight or above” (male, age 36).
Patients gave different reasons for not wanting opioids (e.g., they had heard terrifying stories about opioids from family and friends, they had previously suffered from the side effects of opioids, they wanted to bear their own pain, they believed that pain was a signal telling the body it needed to rest or that they had to get used to pain).
Nurses have own point of view: Patients said that nurses had their own point of view about the meaning of the numbers from 0 to 10 and do not use the score to communicate about pain with the patient:
“As far as I can remember nobody asked me a question like that if the pain was mild because if it is severe, six or seven, then they (the nurses) say, ‘what can we do about it?’ But when it is three or four then they immediately say, ‘okay’ and write it down. I would prefer if they said, ‘do you want us to do something about it or can you handle it’, instead of saying, ‘so, you’re okay then”’ (female, age 26).
Patients said that there was no agreement in terms of the NRS score at which nurses administered analgesics. One patient describes this as follows:
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“Well I thought, the pain is easing, so I said five or four, one of those I said and then she (the nurse) said, ‘well then you don’t need any more painkillers.’ And then I said no, then it is a six because it hurt and I needed them. Now I assume with five I won’t get any painkillers so I think ok, with five no painkillers and I want some so I give a six and then I get them” (female, age 32).
In contrast, some patients who rated their pain as NRS 6 or 7 did not want additional analgesic medication, but nurses insisted that they accept additional pain medication according to acute pain treatment guidelines.
4. Discussion The qualitative approach in this study identifies several elements underlying the process of a patient translating his/her currently experienced postoperative pain into a reported rating on the NRS. A model of this decision-making process is proposed made of the interrelationship between the factors that influence this rating process. The model may help healthcare professionals to better understand this process and the factors that possibly influence the NRS score that is actually reported to them. When assigning an NRS score to their pain, patients process the first two themes in stages: They first weigh score-related factors and intrapersonal factors. Some patients go through a last stage before telling the professional: weighing the anticipated consequences of reporting a particular NRS score against their actual desire for more or less analgesics. Patients can be aware of these factors, but most often, the entire process appears to be implicit and subconscious.
Quantifying pain through the self-reported NRS score from 0 to 10 is often referred to as the gold standard for pain assessment (Schiavenato and Craig, 2010). However, for a gold standard, self- report is fraught with limitations. Nowadays, pain professionals develop guidelines for pain treatment including the manner for instructing and informing patients how they should interpret NRS scores from 0 to 10. Our data suggest that this single number does not tell the whole story. Instead, healthcare professionals should listen to the patient’s story about the experienced pain rather than
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simply administering analgesics as soon as a single pain score exceeds a numeric threshold. Without a pain assessment beyond the NRS by healthcare professionals, postoperative patients may be at risk of both undertreatment and overtreatment of their pain. The scores on the NRS are only important to detect change in postoperative pain treatment. Knowledge of the factors in this study that influence a patient’s pain scoring can help professionals use simple questions to explore patients’ unique pain experiences and consequently titrate analgesic treatment in dialogue with the patient, improving the quality and safety of care.
The current study also confirmed that patients find it especially difficult to rate their unique pain experience on the NRS when their score is in the middle of the sequence (i.e., 4 to 6) (Eriksson et al., 2014; Williams et al., 2000). Therefore, many patients considered an NRS score of 7 as the limit of pain acceptance, and at 7 or above, opioids were desired. This is clearly a much higher pain threshold than currently taught to professionals based on guidelines for acute pain management. There is no agreement on the optimal NRS cut- off score in guidelines for pain treatment and there is no agreement on how to identify an optimal NRS cut-off score for pain treatment (Gerbershagen et al., 2011). Rigid cut-off scores in guidelines for pain treatment should not be used with individual patients to prevent a risk of over- or undertreatment. Therefore, patients should be asked what their individual cut-off score is when they require a particular intervention.
Many factors are known to affect the experience of pain, including gender, age, culture, previous experiences, types of surgery, the meaning the pain has to the individual experiencing it, and psychological factors (e.g., coping skills) (Gerbershagen et al., 2013; Mackintosh, 2007). Patients often arrived at a new NRS score by comparing their worst previous pain experience with the current pain sensation (Dionne et al., 2005; Manias et al., 2004). In the current study, we found that the NRS scores from 0 to 10 can conceal real differences in pain intensity across patients, because previous pain experiences differ between patients. In line with this finding, a previous study concluded that it is impossible to compare pain scores between patients, because we cannot share pain experiences (Bartoshuk et al., 2003).
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Subjective norms influence the social pressure on the individual to exhibit (or not exhibit) a particular behaviour (Rhodes and Courneya, 2003). Our findings confirmed the idea that patients do not want to deviate from perceived social norms and be known as an individual who complains a lot (Eriksson et al., 2014; Hansson et al., 2011). Patients are afraid of being judged by healthcare professionals when the NRS score they report is perceived as “too high.” This exact situation, called basic mistrust, is described in a phenomenological study in which nurses did not believe the patients (Söderhamn and Idvall, 2003). Only when there is confirmation by the professional does the patient feel empowered to assign a high NRS score.
Patients also envision what their reported pain scores will mean regarding the subsequent administration of analgesics, especially opioids. There appears to be a wide variation in how patients interpret NRS scores in relation to if, when, and how much analgesia needs to be given. The NRS cut-off points used in guidelines for acute pain are often lower than those of patients; patients tend to use the midpoint of the scale as the NRS cut-off value for additional analgesia. Therefore, most patients with NRS scores of 4, 5, and even 6 consider their pain “bearable” and do not want opioid analgesics. It seems that many professionals have learned this from patients and do not administer analgesics when patients’ NRS pain scores are in the middle of the scale. In turn, patients have learned from previous reactions of professionals at what NRS score they will be administered a certain analgesic. A study of chronic pain patients also showed that patients have to give an NRS score higher than 5 in order to receive more analgesics from the nurse (Hansson et al., 2011).
Understanding the process by which patients make decisions is important to understand the decisions they make. In previous studies several factors are described that influence patients’ decision-making process, e.g., past experiences, cognitive biases, age, and belief in personal relevance (Dietrich, 2010; Juliusson et al., 2005; Sagi and Frieland, 2007). Once the decision is made, levels of regret or satisfaction will impact future decisions (Juliusson et al., 2005; Sagi and Frieland, 2007). In the current study, patients anticipate on the consequences on reporting a particular pain score
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whether professionals will administrate analgesics or not depending on their past experiences in pain treatment. Additionally, patients anticipate on the judgement by healthcare professionals; some patients hesitated to report a high NRS score, thinking that healthcare professionals would not believe that they were really in so much pain (Idvall et al., 2008).
When the NRS score is used, a shared understanding of patients and professionals is crucial to the adequate treatment of pain. However, this seems difficult to realize, because the interpretation of pain scores differs between individuals. Everyone has its own standards and values that are impossible to change in favour of looking the same way to the pain scores from 0 to 10. Culture influences how each person experiences and responds to pain. Some cultures value stoicism and tend to avoid saying that there is pain and other cultural groups tend to be more expressive about pain (Narayan, 2010). Patients’ diverse cultural patterns are not right or wrong, just different. The purpose is to achieve individualized pain assessment and pain treatment. Professionals evaluate patients’ pain and make judgements that are required for prescribing pain treatment. Therefore, healthcare professionals must learn to think about analgesic administration in a more “patient- oriented” way: a patient has to be seen as a whole person in his/her social context, and his/her feelings, wishes, expectations, norms, and experiences have to be taken into account (Ouwens et al., 2012). Patients want to participate in the treatment of their pain and tell the healthcare professionals if and when they need analgesics because patients know what pain they have (Idvall et al., 2008; McTier et al., 2014; Joelsson et al., 2010).
Many patients could tolerate short bouts of severe pain during movement as well and did not desire additional opioids. For some patients, the pain can be so severe as to preclude adequate coughing. In these cases, it is important that patients accept additional analgesia to prevent pneumonia. In a previous study, we educated patients about the principles in postoperative pain management (Van Dijk et al., 2015). Patients’ knowledge and beliefs changed, moreover, their behaviour did not change. Postoperative patients still gave high pain scores and considered this as bearable and did not want (extra) analgesics. Changing patients’ habits is
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very difficult, as patients in the current qualitative study say that they want to hold their own standards and remain having their own point of view about pain management.
Although our study was restricted to only one university hospital, the richness of the data makes us confident that our analysis has captured the most typical aspects of patients’ underlying processes for rating their pain on the NRS. Moreover, the current study is strengthened by the number of interviews and the fact that the new insights that emerged during data collection were incorporated into the interview topic list. In this qualitative study, only Dutch patients were interviewed, and the results are, therefore, not immediately generalizable to other countries and cultures. While we believe that many of the themes that we elicited (e.g., fear of being judged) will also emerge when repeated in other countries in the Western world, ideally a cross-cultural international study should be conducted to expand on the themes and to validate or extend our conceptual model of how patients arrive at their reported NRS scores. Such a study would possibly give interesting and important insights into crosscultural differences in the pain experience and responses to pharmacologic and non-pharmacologic pain treatments offered.
5. Conclusions In postoperative pain management, NRS cut-off scores are widely used as a basis for administering or withholding opioid analgesics. Patients however, have a different view on these NRS cut-off scores; many patients consider NRS scores 4, 5 and 6 as bearable and do not need analgesics. Therefore, it is necessary to communicate with patients beyond the NRS score. The current qualitative study identified several elements of the underlying process (e.g., previous pain experiences, being tough on oneself, basic mistrust by healthcare professionals, and variation on timing of opioids) by which patients translate acute postoperative pain into a rating on the NRS. The factors in the model are subsumed under three main themes: score-related factors, intrapersonal factors, and the anticipated consequences of reporting a particular NRS score. Knowing these factors could help healthcare professionals to better understand the complex process by which patients assign pain
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scores and the factors that influence the scores that are ultimately reported to them. This could serve as basis for a dialogue aimed at clarifying the patient’s current needs and result in more patient- centred, shared decision making regarding (opioid) analgesic administration improving the quality and safety of care.
6. Relevance to clinical practice Pain assessment is the foundation of pain management when a patient is experiencing postoperative pain. Frequent and thorough assessment of patients’ pain provides information to achieve optimal pain relief. We recommend assessing patients’ pain on the NRS. Asking patients to score their pain on the NRS ensures that all professionals assess pain in the same way and with adequate treatment of postoperative pain, subsequent NRS scores are expected to be lower. Nevertheless, the NRS score is not an absolute number. Once the patient has reported an NRS score, the professional is not finished. Rather, the professional should communicate with the patient to understand the meaning of this particular score without being judgemental. Healthcare professionals should understand that patients can have their own interpretation of the pain scale and might have different ideas regarding the particular NRS score that signifies the need for additional analgesics. Rigid cut-off scores in guidelines for postoperative pain treatment should not be used with individual patients; patients should be asked what their individual cut-off score is when requiring a particular intervention.
Acknowledgments
The authors would like to thank all the participants for their contribution to this study.
Conflict of interest: None declared.
Funding: Support was provided solely by departmental sources.
Ethical approval: This study was approved by the Medical Ethics Committee of the University Medical Center Utrecht.
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Appendix A. Supplementary data
Supplementary material related to this article can be found, in the online version, at http://dx.doi.org/10.1016/j.ijnurstu.2015.08.007.
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aPain Clinic, Department of Anesthesiology, University Medical Center Utrecht, The Netherlands bDepartment of Internal Medicine & Infectious Diseases, University Medical Center Utrecht, The Netherlands cDepartment of Anesthesiology, University Medical Center Utrecht, The Netherlands dDepartment of Nursing Science, University Medical Center Utrecht, The Netherlands
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Appendix D. Example of a correlational study (turner et al., 2016) Psychological functioning, post-traumatic growth, and coping in parents and siblings of adolescent cancer survivors
Andrea M. Turner-Sack, PhD, Rosanne Menna, PhD, Sarah R. Setchell, PhD, Cathy Maan, PhD, and Danielle Cataudella, PsyD
Purpose/Objectives: To examine psychological functioning, post- traumatic growth (PTG), coping, and cancer-related characteristics of adolescent cancer survivors’ parents and siblings.
Design: Descriptive, correlational.
Setting: Children’s Hospital of Western Ontario in London, Ontario, Canada.
Sample: Adolescents who finished cancer treatment 2–10 years prior (n = 31), as well as their parents (n = 30) and siblings (n = 18).
Methods: Participants completed self-report measures of psychological distress, PTG, life satisfaction, coping, and cancer- related characteristics.
Main Research Variables: Psychological functioning, PTG, and coping.
Findings: Parents’ and siblings’ PTG levels were similar to survivors’ PTG levels; however, parents reported higher PTG than siblings. Parents who used less avoidant coping, were younger, and had higher life satisfaction experienced less
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psychological distress. Parents whose survivor children used more active coping reported less psychological distress. Siblings who were older used more active coping, and the longer it had been since their brother or sister was diagnosed, the less avoidant coping they used.
Conclusions: Childhood and adolescent cancer affects survivors’ siblings and parents in unique ways.
Implications for Nursing: Relationship to the survivor, use of coping strategies, life satisfaction, and time since diagnosis affect family members’ postcancer experiences.
Since the 1980s, the incidence rates of childhood and adolescent cancer have increased and the mortality rates have decreased in the United States and Canada (National Cancer Institute, n.d.; National Cancer Institute of Canada, 2008). This has resulted in a growing population of young cancer survivors with a unique set of psychological issues. Researchers have explored some of these issues, including survivors’ moods, anxieties, and coping strategies (Dejong & Fombonne, 2006; Schultz et al., 2007; Turner-Sack, Menna, Setchell, Mann, & Cataudella, 2012). However, the focus is often on the negative aspects of childhood cancer, such as depression, with fewer studies addressing a more positive aspect, such as positive changes in perspectives, life priorities, and interpersonal relationships (Kamibeppu et al., 2010; Seitz, Besier, & Goldbeck, 2009). In addition, the experiences of young cancer survivors’ families often are ignored.
The diagnosis and treatment of cancer in childhood or adolescence can be exceptionally stressful not only for the young patients with cancer, but also for members of their family. Several studies suggest that parents of children and adolescents with cancer experience psychological distress, post-traumatic stress, and poor quality of life (Brown, Madan-Swain, & Lambert, 2003; Kazak et al., 1997, 2004; Witt et al., 2010). Other studies indicate that parents of cancer survivors appear to function just as well as parents of healthy controls or in accordance with standardized norms (Dahlquist, Czyzewski, & Jones, 1996; Greenberg, Kazak, & Meadows, 1989; Radcliffe, Bennett, Kazak, Foley, & Phillips, 1996).
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Similar to research on parents of young cancer survivors, studies of the psychological impact on siblings within these families are scarce. Several studies have found that siblings of young cancer survivors have more negative emotional reactions (e.g., fear, worry, anger), more post-traumatic stress, and poorer quality of life than controls (Alderfer et al., 2010; Alderfer, La-bay, & Kazak, 2003). Other studies found that siblings of survivors function similarly to their peers whose siblings are healthy (Dolgin et al., 1997; Kamibeppu et al., 2010). Together, these findings suggest that family members of young cancer survivors experience a range of psychological responses to cancer and that additional research could provide some clarification.
Although understanding how survivors’ cancer affects their parents and siblings is important, equally important is understanding the associations among family members’ psychological functioning. In accordance with a family systems perspective, a person’s well-being is related to other family members’ wellbeing (Nichols & Schwartz, 2001). In support of this perspective, research generally has found that most young cancer survivors’ psychological functioning is related to their parents’ psychological functioning (Barakat et al., 1997; Brown et al., 2003; Phipps, Long, Hudson, & Rai, 2005). Few studies have examined the relations between young cancer survivors’ psychological distress and their siblings’ psychological distress.
Although coping with a traumatic experience, such as cancer, tends to be distressing, it also may provide individuals with the opportunity to achieve positive change, such as post-traumatic growth (PTG). PTG is defined as mastering a previously experienced trauma, perceiving benefits from it, and developing beyond the original level of psychological functioning (Tedeschi, Park, & Calhoun, 1998). Similar to the literature concerning young cancer survivors, PTG in parents of young survivors has received little attention. The few studies that exist suggest that parents of young survivors may experience at least some degree of PTG (Best, Streisand, Catania, & Kazak, 2001; Yaskowich, 2003). Research of PTG in other family members of patients with cancer also is limited. Kamibeppu et al. (2010) found that young adult sisters of young adult childhood cancer survivors reported experiencing greater
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PTG than female controls. Other studies identified some positive changes that siblings experienced (e.g., feeling more mature, independent, and empathic; valuing life more) (Barbarin et al., 1995; Chesler, Allswede, & Barbarin, 1992; Havermans & Eiser, 1994), but the researchers did not determine whether the siblings perceived as much benefit from the trauma or developed beyond their original level of functioning enough to be consistent with PTG. In keeping with the familial model of illness-related stress and growth, the current study examined PTG in parents and siblings of adolescent cancer survivors.
The lack of research examining the relations among family members’ levels of PTG is not surprising given the limited research examining PTG in parents and siblings of young cancer survivors. Two studies have found that parents’ PTG was not correlated with adolescent cancer survivors’ overall PTG (Michel, Taylor, Absolom, & Eiser, 2010; Yaskowich, 2003). However, parents’ PTG accounted for as much as 10% of the variance in two aspects of survivors’ PTG: improved relationships and appreciation for life (Yaskowich, 2003). These results suggest that the association between survivor PTG and PTG among other family members warrants further investigation. The current study fills a notable gap in the literature by examining the associations between adolescent cancer survivors’ PTG and PTG in parents and siblings of survivors.
An additional goal of the current study was to examine whether coping strategies were related to psychological functioning and PTG in parents and siblings of adolescent cancer survivors. Available studies suggest that parents of young patients with cancer and survivors who use more self-directed and active coping report lower levels of psychological distress, and those who use more emotion-focused and avoidant coping report higher levels of psychological distress (Fuemmeler, Mullins, & Marx, 2001; Norberg, Lindblad, & Boman, 2005). Other studies indicate that siblings of adolescent cancer survivors who have high emotional social support tend to be less depressed, be less anxious, and have fewer behavioral problems than siblings with low emotional social support (Barrera, Fleming, & Khan, 2004). To the researchers’ knowledge, no studies have examined the associations between parents’ and siblings’ coping strategies and their levels of PTG, but
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Calhoun and Tedeschi’s (1998) model of PTG suggests that active social support and acceptance coping are most closely associated with PTG.
Examining demographic and cancer-related variables, such as age of parents and siblings, survivors’ age at diagnosis, time since diagnosis, and time since treatment completion, can provide insight into the experiences of young cancer survivors and their families. Little is known about the relations between age and psychological functioning, PTG, and coping in siblings of cancer survivors (Alderfer et al., 2003). Several studies have found that adolescent cancer survivors’ age at diagnosis was unrelated to parents’ post- traumatic stress symptoms (Brown et al., 2003; Kazak et al., 1997) and PTG (Barakat, Alderfer, & Kazak, 2006). In terms of PTG, theorists have suggested that, although positive consequences of life crises can happen shortly after the crisis, they are more likely to occur after a long process of crisis resolution and personal recovery (Schaefer & Moos, 1992). However, the only known study to examine the relation between time since cancer treatment and parental PTG found that a shorter time since the end of young cancer survivors’ treatment was associated with more PTG in fathers but not mothers (Barakat et al., 2006).
The goals of the current study were to (a) examine psychological functioning (defined as level of distress and life dissatisfaction), PTG, and coping in parents and siblings of adolescent cancer survivors; (b) compare adolescent cancer survivors, parents, and siblings on those same variables; and (c) examine psychological functioning, PTG, and coping in parents and siblings in relation to age, time, and cancer-related variables.
Methods Sample English-speaking Canadian families with an adolescent (aged 13–20 years) who completed treatment for a solid tumor, leukemia, or lymphoma 2–10 years earlier at a children’s hospital were eligible to participate in the study (see Table 1). They were not eligible if they had a cancer relapse, an organ transplantation, a brain tumor that
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required only surgery, or significant cognitive or neurologic impairments. All siblings reported living with the survivor while he or she was receiving treatment.
TABLE 1 Characteristics of Study Participants
a Several respondents had multiple types of treatment.
Procedure Following institutional ethics approvals from the University of Windsor in Ontario, Canada and the University of Western Ontario in London, Ontario, Canada, data were collected from the pediatric
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oncology population at Children’s Hospital of Western Ontario in London, Ontario, Canada. Questionnaires were mailed to 89 families that met criteria for the study. They were informed that participants’ names would be entered into a drawing for a $50 gift certificate from a local store. Thirty-one adolescents, 30 parents, and 18 siblings returned completed packages. In total, 35 families had at least one member participate in the study. Fourteen families had an adolescent, parent, and sibling participate. The remaining 21 families had various combinations of family member participation, and, as such, the adolescent, parent, and sibling groups represent different sets of families in the current study.
Measures Demographics and cancer variables: Participants completed a background questionnaire that asked about age, gender, ethnicity, education, type of cancer, age at diagnosis, time since diagnosis, time since treatment completion, and length and type of treatment.
Psychological distress: The Brief Symptom Inventory (BSI) (Derogatis & Melisaratos, 1983) was used to assess psychological distress. Participants used this 53-item questionnaire to self-report to what extent they experienced psychological symptoms. Participants rated their symptoms in a number of areas (e.g., somatization, depression, anxiety) on a five-point scale ranging from 0–4, with 0 indicating not at all and 4 indicating extremely. The BSI generates scores on three overall indices of distress: General Severity Index (GSI), Positive Symptom Distress Index, and Positive Symptom Total. Analyses used GSI t scores, with low scores indicating low psychological distress. The internal consistency in the current study was 0.97 for survivors and siblings and 0.98 for parents.
Life satisfaction: Survivors and siblings completed the Students’ Life Satisfaction Scale (SLSS) (Huebner, 1991), a self-report questionnaire that assesses global life satisfaction in children and adolescents. Participants used a six-point scale ranging from 1 (strongly disagree) to 6 (strongly agree) to respond to seven statements about their lives. The average score per SLSS item was used in the analyses, with high scores indicating more life satisfaction. The internal consistency in the current study was 0.87
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for survivors and siblings. Parents completed the Satisfaction With Life Scale (SWLS)
(Diener, Emmons, Larsen, & Griffin, 1985), a self-report questionnaire that assesses adult global life satisfaction. Parents used a seven-point scale ranging from 1 (strongly disagree) to 7 (strongly agree) to respond to five statements about their life. The average score per SWLS item was used in the analyses, with high scores indicating more life satisfaction. In the current study, the internal consistency was 0.91 for parents.
Post-traumatic growth: The PTG Inventory (PTGI) (Tedeschi & Calhoun, 1996) assesses the experience of positive changes following a traumatic event. Participants used the 21-item self- report questionnaire to indicate the extent to which they experienced various positive changes. Participants used a six-point scale ranging from 0–5, with 0 indicating “I did not experience this change as a result of my crisis, ” and 5 indicating “I experienced this change to a very great degree as a result of my crisis.” The PTGI wording was modified to refer specifically to changes resulting from having had a family member with cancer. In addition, the language used in the PTGI given to siblings was modified to better suit a younger population (similar to modifications used by Yaskowich [2003]). The average score per PTGI item was used in the analyses, with high scores indicating more PTG. Tedeschi and Calhoun (1996) reported an internal consistency coefficient of 0.9 for the full scale and a test-retest reliability of 0.71 after two months. Yaskowich (2003) reported an internal consistency of 0.94 for the full scale of the modified PTGI in a sample of 35 adolescent cancer survivors. The internal consistency of the modified PTGI was 0.94 for survivors and siblings and 0.96 for parents in the current study.
Coping strategies: The COPE (Carver, Scheier, & Weintraub, 1989) assesses coping strategies in adolescents and adults. Participants used this 60-item self-report questionnaire to rate the way they respond to stressful events. Participants used a four-point scale ranging from 1–4, with 1 indicating “I usually do not do this at all, ” and 4 indicating “I usually do this a lot.” The COPE yields scores on 15 different scales. Factor analyses have revealed slightly different factor structures for adolescents and adults. Phelps and
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Jarvis (1994) proposed a four-factor structure for adolescents: active coping, emotion-focused coping, avoidant coping, and acceptance coping.
Similarly, Carver et al. (1989) proposed a four-factor structure for adults: active coping, social support and emotion-focused coping, avoidant coping, and acceptance coping. The current study used the four factors proposed by Phelps and Jarvis (1994) for the survivors and siblings and the four factors proposed by Carver et al. (1989) for the parents. The religious coping scale was not associated with any of the factors but was included for all groups. High scores on a particular factor or scale reflect a greater use of that type of coping strategy. In the current study, internal consistency ranged from 0.74 (acceptance coping) to 0.94 (religious coping) for survivors and siblings, and from 0.52 (avoidant coping) to 0.94 (religious coping) for parents.
Data analyses All tests of significance were two-tailed with an alpha level of 0.01 to correct for the number of analyses performed and type I errors. Analyses were completed separately for parents and siblings. Pearson product-moment correlations and standard regressions with forward entry were conducted to examine parents’ and siblings’ reports of demographic and cancer-related variables in relation to their reported levels of psychological distress, life satisfaction, PTG, and coping strategies. Independent sample t tests were conducted to compare the survivors, parents, and siblings on measures of psychological distress, life satisfaction, PTG, and coping strategies. To examine the associations between survivors’ coping, psychological distress, and PTG and that of their matched parents, Pearson product-moment correlations were used.
Results The focus of this article is family members of adolescent cancer survivors, particularly their parents and siblings. Detailed information on the psychological functioning, PTG, and coping of adolescent cancer survivors in the current study are provided in Turner-Sack et al. (2012).
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Parents’ psychological distress was positively associated with age (r = 0.53, p < 0.01) and avoidant coping (e.g., denial, disengagement) (r = 0.52, p < 0.01), and it was negatively associated with life satisfaction (r = –0.62, p < 0.001) and active coping (e.g., focusing on, planning, and actively dealing with problems; seeking helpful social support) (r = –0.57, p < 0.001). Life satisfaction was also positively correlated with active coping (r = 0.56, p < 0.001). Time since treatment completion was positively associated with parents’ social support and emotion-focused coping (r = 0.5, p < 0.01).
A standard regression analysis was performed to predict parents’ psychological distress using parent variables correlated with it: active coping, avoidant coping, life satisfaction, and age. The overall regression model for psychological distress was significant (R2 = 0.51; F[3, 22] = 7.69, p < 0.001). Examination of the squared semipartial correlation coefficients indicated that avoidant coping (β = 0.37, t[25] = 2.42, p < 0.05; sr2 = 0.13), age (β = 0.35, t[25] = –2.26, p < 0.05; sr2 = 0.11), and life satisfaction (β = –0.33, t[25] = 2.14, p < 0.05; sr2 = 0.1) made significant unique contributions to the prediction of psychological distress. Therefore, parents who used less avoidant coping, were younger, and had higher life satisfaction were likely to experience less psychological distress. Parents’ PTG was not significantly associated with any of the study variables.
Siblings’ age was positively associated with active coping (r = 0.73, p < 0.001). Avoidant coping was negatively associated with time since diagnosis (r = –0.67, p < 0.01) and life satisfaction (r = – 0.71, p < 0.001). None of the variables correlated with siblings’ psychological distress or PTG at the 0.01 significance level.
For each measure, the mean scores, standard deviations, and ranges of scores are presented for adolescent cancer survivors and siblings (see Table 2) and parents (see Table 3). Survivors, parents, and siblings reported similar levels of psychological distress but significantly different levels of PTG (F[2, 75] = 5.32, p < 0.01). Parents’ PTG was significantly higher than that of siblings (t[46] = 2.91, p < 0.01), and survivors’ PTG was similar to that of parents (t[58] = –2.43, not significant [NS]) and siblings (t[47] = –0.98, NS). No significant differences were seen between survivors and siblings on their levels of life satisfaction (t[47] = 1.16, NS) or active (t[47] = 0.3, NS), avoidant (t[46] = –0.93, NS), emotion-focused (t[47] = 0.39,
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NS), acceptance (t[47] = 0.38, NS), or religious (t[47] = 1.14, NS) coping strategies. Parents’ coping levels were not compared with survivor or sibling coping levels because the adult COPE factor structure differed from the adolescent COPE factor structure.
TABLE 2 Scores on Measures of Psychological Distress, Coping, Post- Traumatic Growth, and Life Satisfaction for Adolescent Cancer Survivors and Siblings
a Possible scores range from 1 (low psychological distress) to 100 (high psychological distress). b Possible scores range from 1 (lesser use of the coping strategy) to 4 (greater use of the coping strategy). c Possible scores range from 0 (low post-traumatic growth) to 5 (high post-traumatic growth). d Possible scores range from 1 (low life satisfaction) to 6 (high life satisfaction).
TABLE 3 Scores on Measures of Psychological Distress, Coping, Post- Traumatic Growth, and Life Satisfaction for Parents (N = 30)
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a Possible scores range from 1 (low psychological distress) to 100 (high psychological distress). b Possible scores range from 1 (lesser use of the coping strategy) to 4 (greater use of the coping strategy). c Possible scores range from 0 (low post-traumatic growth) to 5 (high post-traumatic growth). d Possible scores range from 1 (low life satisfaction) to 6 (high life satisfaction).
In 28 of the 35 participating families, the survivor and one of his or her parents participated, resulting in 28 matched survivor-parent dyads. Correlations for matched dyads are presented in Table 4. Parents’ psychological distress was negatively correlated with their survivor child’s active coping (r = –0.53, p < 0.01).
TABLE 4 Correlations Between Adolescent Cancer Survivors’ and Matched Parents’ Psychological Distress, Post-Traumatic Growth, and Coping (N = 28)
*p < 0.05; ** p < 0.001 ACP—acceptance coping; ACT—active coping; AVD—avoidant coping; EF— emotion-focused coping; PD—psychological distress; PTG—post-traumatic growth; SSEF—social support and emotion-focused coping; RLG—religious coping
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Discussion The current study revealed that younger age, higher life satisfaction, and less avoidant coping were strong predictors of lower psychological distress in parents of adolescent cancer survivors. As parents get older, they may have a greater awareness of the difficulties and possible limitations that their adolescent cancer survivors may face. Younger parents may pay less attention to these difficulties or be more naive about them and, as such, report experiencing less psychological distress. Parents who are more satisfied with their lives (e.g., feel their lives are good, have what they want in life, would change little about their lives) may have fewer concerns and feel assured and grounded, which could contribute to lower levels of psychological distress. This finding is consistent with previous studies that found that parents’ reports of external attributions about cause, rather than self-blame and family satisfaction, are associated with better psychological adjustment (Kazak et al., 1997; Vrijmoet-Wiersma et al., 2008). Finally, parents who face their difficulties to a greater degree are likely less troubled or burdened by neglected ongoing difficulties and, therefore, experience less psychological distress.
Research on how family members of young cancer survivors cope is scarce. The current study found that the longer ago that the adolescent cancer survivors completed treatment, the more social support and emotion-focused coping the parents used. As time passes after treatment is completed, parents may feel that they have more time in their daily lives to use the social support available to them and feel better able to face and deal with their emotions. The findings also suggest that older siblings were likely to use more active coping strategies. When a brother or sister was receiving cancer treatment, parents were occupied with the child with cancer, so older siblings likely had to attend to their own needs (Alderfer et al., 2010). In addition, during this period of time, siblings may have learned about the use of self-reliance, active coping, and problem solving.
Overall, siblings used similar coping strategies to survivors. Siblings whose brother or sister was diagnosed longer ago tended to use less avoidant coping. Siblings may use avoidant coping to deal with the stressors they experience soon after their brother or
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sister is diagnosed. As time passes, they may experience fewer cancer-related stressors, better adapt to such stressors, and find more effective ways of coping with them, using less avoidant coping strategies. The current study also found that siblings with greater life satisfaction used less avoidant coping. Those who are more satisfied with their lives may feel that they have fewer problems or difficult situations to avoid and, therefore, use less avoidant coping.
The researchers’ results indicate that adolescent cancer survivors, parents, and siblings had average levels of psychological distress compared to reported norms. This finding is consistent with previous research that reported that most young cancer survivors have average or above-average levels of global adjustment (Fritz & Williams, 1988; Greenberg et al., 1989; Kazak et al., 1997), and parents of young patients with cancer and survivors have levels of anxiety, depression, and overall distress comparable to reported norms (Dahlquist et al., 1996; Greenberg et al., 1989; Radcliffe et al., 1996). These findings also fit with Van Dongen-Melman, De Groof, Hählen, and Verhulst (1995), who suggested that young siblings of child and adolescent cancer survivors and young siblings of healthy children and adolescents have similar levels of psychological distress.Knowledge Translation
• Parents and adolescent siblings of young cancer survivors can experience post-traumatic growth.
• Healthcare providers can help identify family members of young cancer survivors who are experiencing psychological difficulties by being aware of the risk factors.
• Healthcare providers can educate family members about healthy, effective coping strategies; helping parents learn how to deal with their stressors more directly may enhance their psychological functioning.
In the current study, parents experienced a level of PTG that was similar to survivors, as well as to adult cancer survivors in other research (Cordova, Cunningham, Carlson, & Andrykowski, 2001;
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Weiss, 2002) and parents of child and adolescent cancer survivors in other research (Yaskowich, 2003). However, their level of PTG was higher than husbands of breast cancer survivors (Weiss, 2002) and lower than siblings in the current study. Although their own lives are not at risk, parents of young cancer survivors may be as affected by, and likely to experience PTG in response to, the trauma of cancer as if their own lives were at risk. Because of the close and dependent nature of the child-parent relationship, parents may feel closer to the trauma of cancer and experience a stronger reaction than siblings or husbands of cancer survivors. However, the latter may be related, at least in part, to gender differences.
Siblings experienced less PTG than parents in the current study and less PTG than adult cancer survivors in other research (Cordova et al., 2001). However, they experienced similar levels of PTG to the survivors in the current study, adolescent cancer survivors in other research (Yaskowich, 2003), and husbands of breast cancer survivors in other research (Weiss, 2002). Therefore, proximity to the trauma may influence PTG, as may cognitive maturation. The current study also indicates that even siblings in early adolescence have the capacity to experience PTG in response to their brother or sister having had cancer. To the researchers’ knowledge, this is the first study to report the status of PTG in siblings and parents of adolescent cancer survivors.
Parents’ psychological distress was associated with survivors using less active coping. Active coping involves actively planning and dealing with problems, focusing on problems without getting distracted, and seeking helpful social support. Parents whose survivor children actively address and cope with their challenges may feel relieved and proud that the survivors are capable of dealing with life’s difficulties. In contrast, parents whose survivor children use little active coping may feel the need to plan for them and actively encourage them to solve their problems. These parents may feel burdened by such added responsibilities and more worried about the survivors, which could result in higher levels of psychological distress.
Limitations The sample size was small, which could have limited the power
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and obscured significant effects that may have been revealed with a larger sample. The sample consisted primarily of middle-class European/Canadians who chose to participate in the study; therefore, the results may not generalize to more diverse populations and to family members who chose not to participate. All but one of the parents in the current study were mothers; therefore, the results may not generalize to fathers. Finally, the survivors, parents, and siblings represented different sets of families.
Implications for nursing Healthcare providers have contact not only with their patients, but also with their patients’ family members. These findings demonstrate the need to be aware of the potential impact of cancer on all family members. Parents and siblings of survivors can experience PTG, which suggests that they experience the adolescents’ cancer as personally traumatic. Older parents of adolescent cancer survivors, as well as those who are less satisfied with their lives, are at greater risk for experiencing psychological distress. Family members who are at risk can be provided with education about, and support in developing, healthy and effective coping strategies. Professional consultation may be useful for parents already demonstrating signs of psychological distress. For some parents, using avoidant coping strategies may be self- protective as they deal with extreme stressors. However, others may benefit from learning alternate coping strategies to help them more directly address their needs and struggles.
Conclusion The findings support the need to continue examining the effects of childhood and adolescent cancer on the entire family. Additional studies would benefit from having all members of each family participate to obtain a true family systems perspective on the impact of childhood and adolescent cancer. In addition, studies should continue attempting to identify factors that contribute to PTG in family members of young cancer survivors.
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Appendix E. Example of a systematic review/meta-analysis (al-mallah et al., 2015) The impact of nurse-led clinics on the mortality and morbidity of patients with cardiovascular diseases
Mouaz H. Al-Mallah, MD, MSc, FACC, FAHA, FESC; Iyad Farah, RN; Wedad Al-Madani, MSc; Bassam Bdeir, MD; Samia Al Habib, MD, PhD; Maureen L. Bigelow, RN; Mohammad Hassan Murad, MD, MPH; Mazen Ferwana, MD, PhD
Background: Nurse-led clinics (NLCs) have been developed in several health specialties in recent years. The aim of this analysis is to summarize and appraise the available evidence about the effectiveness of NLCs on the morbidity and mortality outcomes in patients with cardiovascular diseases (CVDs).
Methods: We searched Cochrane databases, MEDLINE, Web of Science, PubMed, EMBASE, Google Scholar, BIOSIS, and bibliography of secondary sources from inception through February 20, 2013. Studies were selected and data were extracted independently by 2 investigators. Eligible studies were randomized trials of NLCs of patients with CVD. Of 56 potentially relevant articles screened initially, 12 trials met the inclusion criteria. The outcomes of interest were all-cause mortality, cardiovascular mortality, nonfatal myocardial infarction, major adverse cardiac events, revascularization, lipids control, and adherence to antiplatelet medications. We performed random-effects meta-analysis to estimate summary risk ratios and quantified between-studies heterogeneity with the I2 statistic.
Results: The 12 trials allocated 4886 patients to NLCs and 4954
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patients to usual care. The NLC patients had decreased all-cause mortality (odds ratio, 0.78; 95% confidence interval [CI], 0.65– 0.95; P < .01) and myocardial infarction (odds ratio, 0.63; 95% CI, 0.39–1.00; P = .05) and had higher adherence to lipid-lowering medication (odds ratio, 1.57; 95% CI, 1.14–2.17; P = .006) compared with controls. They also had increased adherence to antiplatelet therapy compared with controls (odds ratio, 1.42; 95% CI, 1.01–1.98; P = .04). There was no statistically significant difference in the risk of cardiovascular death (odds ratio, 0.68; 95% CI, 0.40–1.15; P = .68), major adverse cardiac events (odds ratio, 0.79; 95% CI, 0.55–1.14; P = .21), or revascularization (odds ratio, 0.87; 95% CI, 0.66–1.16; P = .36) between NLC patients and controls.
Conclusions: The available evidence suggests a favorable effect of NLCs on all-cause mortality, rate of major adverse cardiac events, and adherence to medications in patients with CVD.
Nurse-led clinics (NLCs) have been developed in several health specialties in recent years. This intervention involves monitoring of patients with chronic diseases, managing their medications, providing health education and psychological support, and prescribing medications when permittable by jurisdiction. Therefore, there has been a growing literature regarding the evidence of the effectiveness of NLCs in a variety of chronic diseases including cancer, rheumatoid arthritis, inflammatory bowel disease, preoperative setting, and cardiac disease.1
Cardiovascular diseases (CVDs) constitute a leading cause of morbidity and mortality in many countries. The World Health Organization has projected that by 2030, almost 23.6 million people will die of CVD. 7 Several systematic reviews have suggested that NLCs improve some of the outcomes of patients with CVD, including hypertension and coronary heart disease. 5, 6, 8 However, the focus of these reports was on short-term outcomes (patient satisfaction, patient education, risk factor assessment, and continuity of care). These short-term process outcomes are of importance; however, the long-term efficacy of these clinics has not been sufficiently investigated and is critical. Specifically, what is the impact on all-cause mortality, CVD mortality, myocardial infarction
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incidence, and adherence to medications known to impact other patient-important outcomes? Hence, we conducted this systematic review and metaanalysis to summarize and appraise the available evidence supporting the use of NLCs in the setting of CVD.
Specific review question What is the effectiveness of NLCs in terms of morbidity and mortality in patients with CVD in outpatient settings?
Method Eligibility criteria We included randomized controlled trials that enrolled patients with CVD at the beginning of the study who were followed up by NLCs in outpatients settings. Evaluation of the following outcomes was conducted: all-cause mortality, cardiovascular mortality, myocardial infarction, major adverse cardiac events (MACEs), revascularization rate, adherence to lipid-lowering and antiplatelet medications, and achieving cholesterol and low-density lipoprotein targets, all defined according to the protocols of the included studies.
Cardiovascular disease was defined as previous myocardial infarction, percutaneous or surgical coronary revascularization, angiographic evidence of atherosclerosis in 1 or more major coronary arteries, or a positive stress electrocardiogram, echocardiogram, or nuclear stress test result. Trials that enrolled patients with recent revascularization were included. We included studies in which patients with multiple diseases were enrolled if the outcomes for patients with coronary heart disease were reported separately or if these patients comprised at least half of the study participants.
We excluded studies if they were not randomized, were primary prevention studies, evaluated single modality interventions (such as exercise programs or telephone follow up), or tested inpatient interventions. We excluded noncomparative trials (eg, did not have a control arm). Trials that had a follow-up duration of less than 9 months were excluded.
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Search strategy A comprehensive literature search was conducted by an expert reference librarian with input from study investigators with experience in systematic reviews (M.F, M.A.M., and M.H.M.). We used a 2-level search strategy. First, we searched public domain databases including MEDLINE, EMBASE, the Cochrane Central Register of Controlled Trials CENTRAL, Database of Abstracts of Reviews of Effects, Cochrane Database of Systematic Reviews, Web of Science, BIOSIS, and Google Scholar. Searches included MeSH and text words terms, with combinations of ”AND and OR” Boolean operator. We used many terms, including, but not limited to, nurse led clinics, secondary prevention, cardiac disease, coronary artery disease, and myocardial infarction. Other relevant studies were also identified through a manual search of secondary sources, including references of initially identified articles; we hand- searched the bibliographies of all identified studies to identify any studies missed by the literature searches. Specialized journals were also searched, such as the Journal of Clinical Nursing and Canadian Journal of Cardiology. The search was performed without any language restrictions. When an abstract from a meeting and a full article referred to the same trial, only the full article was included in the analysis. When there were multiple reports from the same trial, we used the most complete and/or recent. The last search update was run on February 20, 2013.
Study identification and data abstraction Two investigators (F.I. and W.A.M.) independently reviewed the titles and abstracts of all citations to identify eligible studies. Both investigators used prestandardized data abstraction forms to extract data from relevant articles. Discrepancies were resolved by consensus. The number of events in each eligible trial was extracted, when available, on the basis of the intention-to-treat approach.
Quality of included studies Two reviewers independently assessed quality of the included studies by examining components derived from the Cochrane risk
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of bias tool, including generation of allocation sequence (classified as adequate if based on computer-generated random numbers, tables of random numbers, or similar), concealment of allocation (classified as adequate if based on central randomization, sealed envelopes, or similar), blinding (patients, caregivers outcome assessors, and data analysts), adequacy of follow-up, and the use of intention-to-treat analysis. Disagreements between the reviewers were resolved by discussion or arbitrated with a third reviewer.
Statistical analysis We calculated the odds ratio and 95% confidence intervals (CIs) from each study and pooled across studies using the DerSimonian random-effects models. The number needed to treat to prevent 1 event was calculated by using the inverse of the pooled absolute risk reduction. To assess heterogeneity of treatment effect among trials, we used the I2 statistic. The I2 statistic represents the proportion of heterogeneity of effects across trials that is not attributable to chance or random error. Hence, a value greater than 50% reflects large or substantial heterogeneity that is due to real differences in study populations, protocols, interventions, and outcomes. 9 Publication bias was assessed graphically using a funnel plot. The P value threshold for statistical significance was set at 0.05 for effect sizes. Analyses were conducted using RevMan software (version 5.1). 10 This systematic review is reported according to the recommendations set forth by the Preferred Reporting Items for Systematic Reviews and Meta-analyses work groups. 11
Results Search results and study description A total of 302 abstracts were identified by the electronic search strategy, of which 56 full-text articles met the eligibility for assessment. A total of 12 trials fulfilled the inclusion criteria of prospective randomized controlled trials evaluating the impact of NCLs in patients with CVD.12 Figure 1 shows the results of the search strategy and Table 1 summarizes the included studies.
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FIG 1 Flowchart of the study. RCT indicates
randomized clinical trial; CAD, coronary artery disease.
TABLE 1. Characteristics of the Trials Included in the Meta-analysis
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NA is used to show that these data were not reported in the original studiesAbbreviations: CABG, coronary artery bypass graft; CAD, coronary artery disease; EKG, electrocardiogram; MI, myocardial infarction; NA, not applicable.
There were 9840 patients enrolled in the 12 trials, 4886 in the treatment arm (NLCs) and 4954 in the usual care arm. The mean follow-up duration was 2 years. Seven studies were conducted in the United Kingdom, of which 1 was a multicenter study (Europe); 4 were in the United States; and 1 was in Canada. The studies varied in the frequency of follow-up of their participants; 8 studies saw their patients in 2 to 6 months, and in 2 studies, participants were followed up every week for the first 6 weeks and then assessed after 1 year. Only 1 study in the United States involved a nurse practitioner who was authorized to prescribe, and in the rest of the studies, nurses in the intervention arm were not. Studies varied in their intervention modalities; nurses in 6 studies provided lifestyle advice and medications management, and 3 used only lifestyle, counseling, and educational interventions. 14, 17, 21 The NLCs were managed by nurses, case manager, and/or dietician, as well as supervised by physicians. In terms of communication types between the nurses in charge and the physicians, in 4 of the studies, nurses followed up participants, and if medications were needed or the targets were not obtained, they either telephoned the physicians or referred the patients to them. 12, 21, 23 However, there was no clear description of how nurses communicated with physicians in charge in 5 studies.14,16, 22
Of the 12 trials, 9 reported all-cause mortality outcomes 13 and included 6319 patients, 3, 146 in the NLC group and 3173 in usual care. Five studies reported cardiovascular death results 14, 18, 21; 2973
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patients were included, 1, 492 in the NLC arm and 1481 in usual care.
Meta-analysis Patients in the NLC group had decreased all-cause mortality (odds ratio, 0.78; 95% CI, 0.65–0.95; P < .01) and myocardial infarction (odds ratio, 0.63; 95% CI, 0.39–1.00; P = .05) and had higher adherence to lipid-lowering medication (odds ratio, 1.57; 95% CI, 1.14–2.17; P = .006) compared with controls. They also had increased adherence to antiplatelet therapy compared with controls (odds ratio, 1.42; 95% CI, 1.01–1.98; P = .04). There was no statistically significant difference in the risk of cardiovascular death (odds ratio, 0.68; 95% CI, 0.40–1.15; P = .68), major adverse cardiac events (odds ratio, 0.79; 95% CI, 0.55–1.14; P = .21), or revascularization (odds ratio, 0.87; 95% CI, 0.66–1.16; P = .36) between NLC patients and controls. Results are depicted in Figure 2.
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FIG 2 Forest plot of the outcomes analyzed in this study. A, All-cause mortality; B, cardiovascular
mortality; C, myocardial infarction; D, major adverse events; E, revascularization; F, lipid-lowering
medication adherence; and G, antiplatelet medication adherence. CI indicates confidence interval.
There was no heterogeneity in the analyses of all-cause mortality, cardiovascular mortality, myocardial infarction, and revascularization (I2 < 50%). However, there was large heterogeneity (I2 > 50%) for all the remaining outcomes. The small number of included trials precluded statistical testing for publication bias; however, visual inspection of funnel plot is consistent with symmetry (Figure 3).
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FIG 3 Funnel plot. No indication of publication bias was
seen.
Methodological quality Overall, the trials had moderate risk of bias (Figure 4). Generation of allocation was adequate in all trials, and allocation of concealment was adequate in only 4 studies. Blinding of caregivers, outcome assessment, and data analyst was not clear in all trials. Almost all included trials reported the proportion of patients who were lost to follow-up, ranging from 1.9% to 31%. All trials used an intention-to-treat analysis. Table 2 describes the methodological quality of the 9 randomized controlled trials included in this systematic review.
FIG 4 Study quality assessment.
TABLE 2.
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Quality Assessment of the Trials Included in the Meta-analysis
Discussion This systematic review and meta-analysis provided evidence supporting the effectiveness of NLCs in lowering the risk of all- cause mortality and myocardial infarction and adherence to medications in patients with CVD.
We found that NLCs significantly increase the likelihood of use of lipid-lowering medication adherence. This is consistent with 3 previous systematic reviews that showed a significant reduction in cholesterol level among patients managed by NLCs compared with the usual care clinics. 5, 24 One review investigated interventions related to education, assessment of risk factors, consultations, and/or follow-up. 5 The second review search was conducted from 2002 to 2008, and the main outcomes were smoking cessation, diet adherence, quality of life, and general health status, 6 whereas our review’s main objective is to assess hard endpoints. The third review was on the effect of the clinical nurse specialist practice in acute setting; the main outcomes are length of stay, cost, and functional status. Finally, their search was from 1990 to 2008 and restricted to trials conducted in the United States. It included not only randomized controlled trials but also observational studies. 24 In addition, our review was specifically designed to include only
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randomized controlled trials and studies that used lifestyle advise, assessment, as well as drug interventions by nurses.
On the other hand, the patients included in the trials are relatively young and most often men. This was also seen in a recent non randomized study by Bdeir et al. 25 Although the included trials did not report the outcomes stratified by age and gender, it is possible that the benefit of these clinics is more notable in this age group. Further studies are needed to assess the potential benefit of NLCs in an older population.
The studies included in this review seemed to have fair quality and moderate risk of bias. As blinding participants and researchers is challenging in this context, blinding data analysts and outcome assessors is possible but was not explicitly performed in these trials. Many of the studies followed up patients for a relatively short period; 3 studies were for 1 year, 12, 13, 23 1 study was for 18 months, 21 1 study was for 2 years, 14 2 studies were for 4 years, 18, 22 and 1 study was for 10 years. 16 Hence, although our intention was to evaluate long-term outcomes, the available evidence is of relatively short-term. Lastly, applying this evidence to different settings (managed care, private payers, United States, Europe, developing countries, etc) will be challenging and should be considered a limitation of this evidence. The infrastructure, legislation, insurance coverage, and range of services delegated to nurses vary widely across these settings.
Many of the included outcomes had significant heterogeneity. An obvious potential explanation for heterogeneity is the variation in the intensity of the intervention and the nature of nurses’ expertise, background, and involvement in the care of the patients, as well as differences in the conditions and complexity of the patients. One other possible cause of heterogeneity, however, is the variation in the care provided to the control group. Previous studies of case management in patients with CVD suggested that when the “usual care” arm of studies receives minimal management, the benefits seen in these studies may be larger. 15, 20 Such benefit may not be observed if the control arm received better secondary prevention measures. 23 Considering the observed unexplained heterogeneity, the pooled estimates we provide should be considered an average estimate of NLC effect that is expected when these clinics are
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implemented across various settings. Variations in these settings will affect the expected benefit. This average effect is helpful, nevertheless, from a public health or policy level perspective.
Limitations Our study has several limitations. We included only studies that reported hard endpoints. The mechanism for the decrease in these hard endpoints could be due to better adherence to guidelines recommended medical therapies (as seen in the use of the lipid- lowering and antiplatelet medications). However, there were no data reported on the control of hypertension, diabetes, smoking cessation, and other risk factors. These factors may have contributed to the lower mortality and better outcomes. In addition, the interventions used in each NLC may be different in each clinic. Being nurse led is the main common characteristic of this intervention. Further data may be needed to determine the impact of other interventions in each clinic on outcomes.
Implications for clinical practice and research Our findings suggest that NLCs can have an important role and should be considered when delivering care to patients with CVD. Translating this evidence into effective models of care may be challenging, but the reduction in mortality is compelling. Structured models of care should be developed and tested locally. Patient and community engagement is paramount to develop such programs. Partnership with patients and communities is essential not only for the NLC program development but also for conducting research in these programs, particularly when testing the cultural and ethnic appropriateness of these interventions. Future research is also needed on the cost-effectiveness of NLCs and perhaps on better stratification to determine which patients are most appropriate to receive this care. For example, which stages of CVD are the most amenable or most responsive to NLCs? What type or level of training should be required of a nurse undertaking extended roles in NLCs? A systematic review of worldwide conducted research demonstrates wide variation in nurses’ job titles, duties, and qualifications. 26What’s New and Important
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• A meta-analysis of 12 randomized trials and more than 9000 patients evaluating the role of NLC in management of cardiac patients was conducted.
• Nurse-led clinic is associated with better adherence to medical therapy and better survival compared with usual care.
• This model would be ideal to reduce cost and improves outcomes in the current era.
Conclusion The available evidence suggests a favorable effect of NLCs on all- cause mortality, rate of major adverse cardiac events, and adherence to medications in patients with CVD.
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nurses in primary care. Cochrane Database Syst Rev ;2005; (5):CD001271.
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Glossary A A Priori From Latin: the former; before the study or analysis. Absolute Risk Reduction (ARR) A value that gives reduction of
risk in absolute terms. The ARR is considered the “real” reduction because it is the difference between the risk observed in those who did and did not experience the event.
Abstract A short, comprehensive synopsis or summary of a study at the beginning of an article.
Accessible Population A population that meets the population criteria and is available.
Accreditation A process in which an organization demonstrates attainment of predetermined standards set by an external nongovernmental organization responsible for setting and monitoring compliance in a particular industry sector.
After-Only Design An experimental design with two randomly assigned groups—a treatment group and a control group. This design differs from the true experiment in that both groups are measured only after the experimental treatment.
After-Only Nonequivalent Control Group Design A quasi- experimental design similar to the after-only experimental design, but subjects are not randomly assigned to the treatment or control groups.
AGREE II Guideline A widely used instrument to evaluate the applicability of a guideline to practice. The AGREE II was
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developed to assist in evaluating guideline quality, provide a methodological strategy for guideline development, and inform practitioners about what information should be reported in guidelines and how it should be reported.
Analysis of Covariance (ANCOVA) A statistic that measures differences among group means and uses a statistical technique to equate the groups under study in relation to an important variable.
Analysis of Variance (ANOVA) A statistic that tests whether group means differ from each other, rather than testing each pair of means separately. ANOVA considers the variation among all groups.
Anecdotes Summaries of an observation that records a behavior of interest.
Anonymity A research participant’s protection of identity in a study so that no one, not even the researcher, can link the subject with the information given.
Antecedent Variable A variable that affects the dependent variable but occurs before the introduction of the independent variable.
Assent An aspect of informed consent that pertains to protecting the rights of children as research subjects.
Attention Control Operationalized as the control group receiving the same amount of “attention” as the experimental group.
Auditability The researcher’s development of the research process in a qualitative study that allows a researcher or reader to follow the thinking or conclusions of the researcher.
B Benchmarking A systematic approach for gathering information
about process or product performance and then analyzing why and how performance differs between business units.
Beneficence An obligation to act to benefit others and to maximize possible benefits.
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Bias A distortion in the data-analysis results. Boolean Operator Words used to define the relationships between
words or groups of words in literature searches. Examples of Boolean operators are words such as “AND, ” “OR, ” “NOT, ” and “NEAR.”
Bracketing A process during which the researcher identifies personal biases about the phenomenon of interest to clarify how personal experience and beliefs may color what is heard and reported.
C Case Control Study See ex post facto study. Case Study Method The study of a selected contemporary
phenomenon over time to provide an in-depth description of essential dimensions and processes of the phenomenon.
CASP Tools Checklists that provide an evidence-based approach for assessing the quality, quantity, and consistency of specific study designs.
Categorical Variable A variable that has mutually exclusive categories but has more than two values.
Chance Error Attributable to fluctuations in subject characteristics that occur at a specific point in time and are often beyond the awareness and control of the examiner. Also called random error.
Chi-Square (χ2) A nonparametric statistic that is used to determine whether the frequency found in each category is different from the frequency that would be expected by chance.
Citation Management Software Software that formats citations. Clinical Guidelines Systematically developed practice statements
designed to assist clinicians about health care decisions for specific conditions or situations.
Clinical Microsystems A QI model developed specifically for health care. It is considered the building block of any health care
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system and is the smallest replicable unit in an organization. Members of a clinical microsystem are interdependent and work together toward a common aim.
Clinical Question The first step in development of an evidence- based practice project.
Closed-Ended Question Question that the respondent may answer with only one of a fixed number of choices.
Cluster Sampling A probability sampling strategy that involves a successive random sampling of units. The units sampled progress from large to small. Also known as multistage sampling.
Cohort The subjects of a specific group that are being studied. Cohort Study See longitudinal/prospective studies. Common Cause Variation Variation that occurs at random and is
considered a characteristic of the system.
Community-Based Participatory Research Qualitative method that systematically accesses the voice of a community to plan context-appropriate action.
Concealment Refers to whether the subjects know that they are being observed.
Concept An image or symbolic representation of an abstract idea. Conceptual Definition General meaning of a concept. Conceptual Framework A structure of concepts and/or theories
pulled together as a map for the study. This set of interrelated concepts symbolically represents how a group of variables relates to each other.
Conceptual Literature Published and unpublished non–data-based material, such as reports of theories, concepts, synthesis of research on concepts, or professional issues, some of which underlie reported research, as well as other nonresearch material.
Concurrent Validity The degree of correlation of two measures of the same concept that are administered at the same time.
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Conduct of Research The analysis of data collected from a homogeneous group of subjects who meet study inclusion and exclusion criteria for the purpose of answering specific research questions or testing specified hypotheses.
Confidence Interval Quantifies the uncertainty of a statistic or the probable value range within which a population parameter is expected to lie.
Confidentiality Assurance that a research participant’s identity cannot be linked to the information that was provided to the researcher.
Consent See informed consent. Consistency Data are collected from each subject in the study in
exactly the same way or as close to the same way as possible.
Constancy Methods and procedures of data collection are the same for all subjects.
Constant Comparative Method A process of continuously comparing data as they are acquired during research with the grounded theory method.
Construct An abstraction that is adapted for scientific purpose. Construct Validity The extent to which an instrument is said to
measure a theoretical construct or trait.
Consumer One who actively uses and applies research findings in nursing practice.
Content Analysis A technique for the objective, systematic, and quantitative description of communications and documentary evidence.
Content Validity The degree to which the content of the measure represents the universe of content or the domain of a given behavior.
Content Validity Index A calculation that gives a researcher more confidence or evidence that the instrument truly reflects the concept or construct.
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Context Environment where event(s) occur(s). Context Dependent An observation as defined by its circumstance
or context.
Continuous Variable (Data) A variable that can take on any value between two specified points (e.g., weight).
Contrasted-Group Approach A method used to assess construct validity. A researcher identifies two groups of individuals who are suspected to have an extremely high or low score on a characteristic. Scores from the groups are obtained and examined for sensitivity to the differences. Also called known- group approach.
Control Measures used to hold uniform or constant the conditions under which an investigation occurs.
Control Chart Used to track system performance over time. It includes information on the average performance level for the system depicted by a center line displaying the system’s average performance (the mean value) and the upper and lower limits depicting one to three standard deviations from average performance level.
Control Event Rate (CER) Proportion of patients in a control group in which an event is observed.
Control Group The group in an experimental investigation that does not receive an intervention or treatment; the comparison group.
Controlled Vocabulary The terms that indexers have assigned to the articles in a database. When possible, it is helpful to match the words that you use in your search to those specifically used in the database.
Convenience Sampling A nonprobability sampling strategy that uses the most readily accessible persons or objects as subjects in a study.
Convergent Validity A strategy for assessing construct validity in which two or more tools that theoretically measure the same
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construct are administered to subjects. If the measures are positively correlated, convergent validity is said to be supported.
Correlation The degree of association between two variables. Correlational Study A type of nonexperimental research design
that examines the relationship between two or more variables.
Credibility Steps in qualitative research to ensure accuracy, validity, or soundness of data.
Criterion-Related Validity Indicates the degree of relationship between performance on the measure and actual behavior either in the present (concurrent) or in the future (predictive).
Critical Appraisal Appraisal by a nurse who is a knowledgeable consumer of research and who can appraise research evidence and use existing standards to determine the merit and readiness of research for use in clinical practice.
Critical Reading An active interpretation and objective assessment of an article during which the reader is looking for key concepts, ideas, and justifications.
Critique The process of critical appraisal that objectively and critically evaluates a research report’s content for scientific merit and application to practice.
Cronbach’s Alpha Test of internal consistency that simultaneously compares each item in a scale to all others.
Cross-Sectional Study A nonexperimental research design that looks at data at one point in time—that is, in the immediate present.
Culture The system of knowledge and linguistic expressions used by social groups that allows the researcher to interpret or make sense of the world.
Cumulative Index to Nursing and Allied Health Literature (CINAHL) A print or computerized database; computerized CINAHL is available on CD-ROM and online.
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D Data Information systematically collected in the course of a study;
the plural of datum.
Data-Based Literature Reports of completed research. Data Saturation A point when data collection can cease. It occurs
when the information being shared with the researcher becomes repetitive. Ideas conveyed by the participant have been shared before by other participants; inclusion of additional participants does not result in new ideas.
Database A compilation of information about a topic organized in a systematic way.
Debriefing The opportunity for researchers to discuss the study with the participants; participants may refuse to have their data included in the study at this time.
Deductive A logical thought process in which hypotheses are derived from theory; reasoning moves from the general to the particular.
Degrees of Freedom The number of quantities that are unknown minus the number of independent equations linking these unknowns; a function of the number in the sample.
Delimitations Those characteristics that restrict the population to a homogeneous group of subjects.
Delphi Technique The technique of gaining expert opinion on a subject. It uses rounds or multiple stages of data collection, with each round using data from the previous round.
Demographic Data Data that includes information that describes important characteristics about the subjects in a study (e.g., age, gender, race, ethnicity, education, marital status).
Dependent Variable In experimental studies, the presumed effect of the independent or experimental variable on the outcome.
Descriptive Statistics Statistical methods used to describe and summarize sample data.
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Design The plan or blueprint for conduct of a study. Developmental Study A type of nonexperimental research design
that is concerned not only with the existing status and interrelationship of phenomena, but also with changes that take place as a function of time.
Dichotomous Variable A nominal variable that has two categories (e.g., male/female).
Directional Hypothesis A hypothesis that specifies the expected direction of the relationship between the independent and dependent variables.
Dissemination The communication of research findings. Divergent Validity/Discriminant Validity A strategy for assessing
construct validity in which two or more tools that theoretically measure the opposite of the construct are administered to subjects. If the measures are negatively correlated, divergent validity is said to be supported.
Domains Symbolic categories that include the smaller categories of an ethnographic study.
E Effect Size An estimate of how large of a difference there is
between intervention and control groups in summarized studies.
Electronic Database A database that can be accessed by computers or electronic information services.
Electronic Index The electronic means by which journal sources (periodicals) of data-based and conceptual articles on a variety of topics (e.g., doctoral dissertations) are found, as well as the publications of professional organizations and various governmental agencies.
Element The most basic unit about which information is collected. Eligibility Criteria The characteristics that restrict the population
to a homogeneous group of subjects.
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Emic View A native’s or insider’s view of the world. Empirical The obtaining of evidence or objective data. Empirical Literature A synonym for data-based literature; see data-
based literature.
Equivalence Consistency or agreement among observers using the same measurement tool or agreement among alternate forms of a tool.
Error Variance The extent to which the variance in test scores is attributable to error rather than a true measure of the behaviors.
Ethics The theory or discipline dealing with principles of moral values and moral conduct.
Ethnographic Method A method that scientifically describes cultural groups. The goal of the ethnographer is to understand the native’s view of their world.
Ethnography/Ethnographic Method A qualitative research approach designed to produce cultural theory.
Etic View An outsider’s view of another’s world. Evaluation Research The use of scientific research methods and
procedures to evaluate a program, treatment, practice, or policy outcomes; analytical means are used to document the worth of an activity.
Evidence-Based Clinical Guidelines A set of guidelines that allows the researcher to better understand the evidence base of certain practices.
Evidence-Based Practice The conscious and judicious use of the current “best” evidence in the care of patients and delivery of health care services.
Evidence-Based Practice Guidelines Practice guidelines developed based on research findings.
Ex Post Facto Study A type of nonexperimental research design that examines the relationships among the variables after the
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variations have occurred.
Exclusion Criteria Those characteristics that restrict the population to a homogeneous group of subjects.
Existing Data Data gathered from records (e.g., medical records, care plans, hospital records, death certificates) and databases (e.g., US Census, National Cancer Database, Minimum Data Set for Nursing Home Resident Assessment and Care Screening).
Experiment A scientific investigation in which observations are made and data are collected by means of the characteristics of control, randomization, and manipulation.
Experimental Design A research design that has the following properties: randomization, control, and manipulation.
Experimental Event Rate (EER) The proportion of patients in experimental treatment groups in which an event is observed.
Experimental Group The group in an experimental investigation that receives an intervention or treatment.
Expert-Based Clinical Guidelines Guidelines developed from the combination of opinions from known experts in the field, along with current research evidence.
Exploratory Survey A type of nonexperimental research design that collects descriptions of existing phenomena for the purpose of using the data to justify or assess current conditions or to make plans for improvement of conditions.
External Validity The degree to which findings of a study can be generalized to other populations or environments.
Extraneous Variable Variable that interferes with the operations of the phenomena being studied. Also called mediating variable.
F Face Validity A type of content validity that uses an expert’s
opinion to judge the accuracy of an instrument. (Some would say that face validity verifies that the instrument gives the subject or
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expert the appearance of measuring the concept.)
Factor Analysis A type of validity that uses a statistical procedure for determining the underlying dimensions or components of a variable.
Field Notes Descriptions kept by a researcher that detail the environment and nonverbal communications observed by a researcher that enrich data collected.
Findings Statistical results of a study. Fisher Exact Probability Test A test used to compare frequencies
when samples are small and expected frequencies are less than six in each cell.
Fittingness Answers the following questions: Are the findings applicable outside the study situation? Are the results meaningful to the individuals not involved in the research?
Flowchart Depicts how a process works, detailing the sequence of steps from the beginning to the end of a process.
Forest Plot Also known as a blobbogram, a forest plot graphically depicts the results of analyzing a number of studies.
Frequency Distribution Descriptive statistical method for summarizing the occurrences of events under study.
G Generalizability (Generalize) The inferences that the data are
representative of similar phenomena in a population beyond the studied sample.
Grand Nursing Theories Sometimes referred to as nursing conceptual models, these include the theories/models that were developed to describe the discipline of nursing as a whole.
Grand Theory All-inclusive conceptual structures that tend to include views on people, health, and the environment to create a perspective of nursing.
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Grand Tour Question A broad overview question. Grounded Theory Theory that is constructed inductively from a
base of observations of the world as it is lived by a selected group of people.
Grounded Theory Method An inductive approach that uses a systematic set of procedures to arrive at a theory about basic social processes.
H Hazard Ratio A weighted relative risk based on the analysis of
survival curves over the whole course of the study period.
History The internal validity threat that refers to events outside of the experimental setting that may affect the dependent variable.
Homogeneity Similarity of conditions. Also called internal consistency.
Hypothesis A prediction about the relationship between two or more variables.
Hypothesis-Testing Approach The method used when an investigator uses the theory or concept underlying the measurement instruments to validate the instrument.
Hypothesis-Testing Validity A strategy for assessing construct validity, in which the theory or concept underlying a measurement instrument’s design is used to develop hypotheses that are tested. Inferences are made based on the findings about whether the rationale underlying the instrument’s construction is adequate to explain the findings.
I Inclusion Criteria See eligibility criteria. Independent Variable The antecedent or the variable that has the
presumed effect on the dependent variable.
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Inductive Reasoning A logical thought process in which generalizations are developed from specific observations; reasoning moves from the particular to the general.
Inferential Statistics Procedures that combine mathematical processes and logic to test hypotheses about a population with the help of sample data.
Information Literacy The skills needed to consult the literature and answer a clinical question.
Informed Consent An ethical principle that requires a researcher to obtain the voluntary participation of subjects after informing them of potential benefits and risks.
Institutional Review Boards (IRBs) Boards established in agencies to review biomedical and behavioral research involving human subjects within the agency or in programs sponsored by the agency.
Instrumental Case Study Research that is done when the researcher pursues insight into an issue or wants to challenge a generalization.
Instrumentation Changes in the measurement of the variables that may account for changes in the obtained measurement.
Integrative Review Synthesis review of the literature on a specific concept or topic.
Internal Consistency The extent to which items within a scale reflect or measure the same concept.
Internal Validity The degree to which it can be inferred that the experimental treatment, rather than an uncontrolled condition, resulted in the observed effects.
Interpretive Phenomenology An approach to research that “seeks to reveal and convey deep insight and understanding of the concealed meanings of everyday life experiences” (deWitt & Ploeg, 2006, pp. 216–217).
Interrater Reliability The consistency of observations between two
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or more observers, often expressed as a percentage of agreement between raters or observers or a coefficient of agreement that takes into account the element of chance. This usually is used with the direct observation method.
Interval Measurement Level used to show rankings of events or objects on a scale with equal intervals between numbers but with an arbitrary zero (e.g., centigrade temperature).
Intervening Variable A variable that occurs during an experimental or quasi-experimental study that affects the dependent variable.
Intervention Deals with whether or not the observer provokes actions from those who are being observed.
Intervention Fidelity The process of enhancing the study’s internal validity by ensuring that the intervention is delivered systematically to all subjects.
Interview Guide A list of questions and probes used by interviews that use open-ended questions.
Interviews A method of data collection in which a data collector questions a subject verbally. Interviews may be in person or performed over the telephone, and they may consist of open- ended or close-ended questions.
Intrinsic Case Study Research that is undertaken to gain a better understanding of the essential nature of the case.
Item to Total Correlation The relationship between each of the items on a scale and the total scale.
J Justice The principle that human subjects should be treated fairly.
K Kappa Expresses the level of agreement observed beyond the level
that would be expected by chance alone. Kappa (K) ranges from
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+1 (total agreement) to 0 (no agreement). K greater than 0.80 generally indicates good reliability. K between 0.68 and 0.80 is considered acceptable/substantial agreement. Levels lower than 0.68 may allow tentative conclusions to be drawn when lower levels are accepted.
Key Informants Individuals who have special knowledge, status, or communication skills, and who are willing to teach the ethnographer about the phenomenon.
Knowledge-Focused Triggers Ideas that are generated when staff read research, listen to scientific papers at research conferences, or encounter evidence-based practice guidelines published by government agencies or specialty organizations.
Kuder-Richardson (KR-20) Coefficient The estimate of homogeneity used for instruments that use a dichotomous response pattern.
L Lean A QI model that focuses on eliminating waste from the
production system by designing the most efficient and effective system. It is sometimes referred to as the Toyota Quality Model.
Level of Significance (Alpha Level) The risk of making a type I error, set by the researcher before the study begins.
Levels of Evidence A rating system for judging the strength of a study’s design.
Levels of Measurement Categorization of the precision with which an event can be measured (nominal, ordinal, interval, and ratio).
Likelihood Ratios Provide the nurse with information about the accuracy of a diagnostic test and can also help the nurse to be a more efficient decision maker by allowing the clinician to quantify the probability of disease for any individual patient.
Likert-Type Scales Lists of statements for which respondents indicate whether they “strongly agree, ” “agree, ” “disagree, ” or “strongly disagree.”
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Limitation Weakness of a study. Literature Review A systematic and critical appraisal of the most
important literature on a topic.
Lived Experience In phenomenological research, a term used to refer to the focus on living through events and circumstances (prelingual), rather than thinking about these events and circumstances (conceptualized experience).
Longitudinal Study A nonexperimental research design in which a researcher collects data from the same group at different points in time.
M Manipulation The provision of some experimental treatment, in
one or varying degrees, to some of the subjects in the study.
Matching A special sampling strategy used to construct an equivalent comparison sample group by filling it with subjects who are similar to each subject in another sample group in terms of preestablished variables, such as age and gender.
Maturation Developmental, biological, or psychological processes that operate within an individual as a function of time and are external to the events of the investigation.
Mean A measure of central tendency; the arithmetic average of all scores.
Measurement The standardized method of collecting data. Measurement Effects Administration of a pretest in a study that
affects the generalizability of the findings to other populations.
Measurement Error The difference between what really exists and what is measured in a given study.
Measures of Central Tendency A descriptive statistical procedure that describes the average member of a sample (mean, median, and mode).
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Measures of Variability Descriptive statistical procedure that describes how much dispersion there is in sample data.
Median A measure of central tendency; the middle score. Mediating Variable A variable that intervenes between the
independent and dependent variable.
Meta-Analysis A research method that takes the results of multiple studies in a specific area and synthesizes the findings to make conclusions regarding the area of focus.
Meta-Summary Integrations that are approximately equal to the sum of parts, or the sum of findings across reports in a target domain of research.
Meta-Synthesis Integrates qualitative research findings on a topic and is based on comparative analysis and interpretative synthesis.
Methodological Research The controlled investigation and measurement of the means of gathering and analyzing data.
Microrange Theory The linking of concrete concepts into a statement that can be examined in practice and research.
Middle Range Nursing Theories Theories that contain a limited number of concepts and are focused on a limited aspect of reality.
Modality The number of peaks in a frequency distribution. Mode A measure of central tendency; the most frequent score or
result.
Model A symbolic representation of a set of concepts that is created to depict relationships.
Mortality The loss of subjects from time 1 data collection to time 2 data collection.
Multiple Analysis of Variance (MANOVA) A test used to determine differences in group means; used when there is more than one dependent variable.
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Multiple Regression A measure of the relationship between one interval level dependent variable and several independent variables. Canonical correlation is used when there is more than one dependent variable.
Multistage Sampling (Cluster Sampling) Involves a successive random sampling of units (clusters) that programs from large to small and meets sample eligibility criteria.
Multitrait–Multimethod Approach A type of validity that uses more than one method to assess the accuracy of an instrument (e.g., observation and interview of anxiety).
Multivariate Statistics A statistical procedure that involves two or more variables.
N Naturalistic Setting An environment of familiar “day-to-day”
surroundings.
Negative Likelihood Ratio (LR) The LR of a negative test indicates the accuracy of a negative test result by comparing its performance when the disease is absent to that when the disease is present. The better test to use to rule out disease is the one with the smaller likelihood ratio of a negative test.
Negative Predictive Value Expresses the proportion of those with negative test results who truly do not have the disease.
Network Sampling (Snowball Effect Sample) A strategy used for locating samples that are difficult to locate. It uses social networks and the fact that friends tend to have characteristics in common; subjects who meet the eligibility criteria are asked for assistance in getting in touch with others who meet the same criteria.
Nominal The level of measurement that simply assigns data into categories that are mutually exclusive.
Nominal Measurement Level used to classify objects or events into categories without any relative ranking (e.g., gender, hair
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color).
Nondirectional Hypothesis Indicates the existence of a relationship between the variables but does not specify the anticipated direction of the relationship.
Nonequivalent Control Group Design A quasi-experimental design that is similar to the true experiment, but subjects are not randomly assigned to the treatment or control groups.
Nonexperimental Research Design Research design in which an investigator observes a phenomenon without manipulating the independent variable(s).
Nonparametric Statistics Statistics that are usually used when variables are measured at the nominal or ordinal level because they do not estimate population parameters and involve less restrictive assumptions about the underlying distribution.
Nonprobability Sampling A procedure in which elements are chosen by nonrandom methods.
Normal Curve A curve that is symmetrical about the mean and is unimodal.
Null Hypothesis A statement that there is no relationship between the variables and that any relationship observed is a function of chance or fluctuations in sampling.
Null Value In an experiment, when a value is obtained that indicates that there is no difference between the treatment and control groups.
Number Needed to Treat The number of people who need to receive a treatment (or intervention) in order for one patient to receive any benefit.
O Objective Data that are not influenced by anyone who collects the
information.
Objectivity The use of facts without distortion by personal feelings
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or bias.
Observation A method for measuring psychological and physiological behaviors for the purpose of evaluating change and facilitating recovery.
Observed Score The actual score obtained in a measurement. Observed Test Score Derived from a set of items; actually consists
of the true score plus error.
Odds Ratio (OR) An estimate of relative risk used in logistic regression as a measure of association; describes the probability of an event.
One-Group (Pretest–Posttest) Design Design used by researchers when only one group is available for study. Data are collected before and after an experimental treatment on one group of subjects. In this type of design, there is no control group and no randomization.
Open-Ended Question Question that the respondent may answer in his or her own words.
Operational Definition The measurements used to observe or measure a variable; delineates the procedures or operations required to measure a concept.
Opinion Leaders From the local peer group, viewed as a respected source of influence, considered by associates as technically competent, and trusted to judge the fit between the innovation and the local situation.
Ordinal The level of measurement that systematically categorizes data in an ordered or ranked manner. Ordinal measures do not permit a high level of differentiation among subjects.
Ordinal Measurement Level used to show rankings of events or objects; numbers are not equidistant, and zero is arbitrary (e.g., class ranking).
P
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Paradigm From Greek: pattern; it has been applied to science to describe the way people in society think about the world.
Parallel Form Reliability See alternate form reliability. Parameter A characteristic of a population. Parametric Statistics Inferential statistics that involve the
estimation of at least one parameter, require measurement at the interval level or above, and involve assumptions about the variables being studied. These assumptions usually include the fact that the variable is normally distributed.
Participant Observation When the observer keeps field notes (a short summary of observations) to record the activities, as well as the observer’s interpretations of these activities.
Pearson Correlation Coefficient (Pearson r) A statistic that is calculated to reflect the degree of relationship between two interval level variables. Also called the Pearson Product Moment Correlation Coefficient.
Percentile Represents the percentage of cases a given score exceeds.
Performance Measurement A tool that tracks an organization’s performance using standardized measures to document and manage quality.
Phenomena Those things that are perceived by our senses (e.g., pain, losing a loved one).
Phenomenological Method A process of learning and constructing the meaning of human experience through intensive dialogue with persons who are living the experience.
Phenomenological Research Phenomenological research is based on phenomenological philosophy and is research aimed at obtaining a description of an experience as it is lived in order to understand the meaning of that experience for those who have it.
Phenomenology A qualitative research approach that aims to describe experience as it is lived through, before it is
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conceptualized.
Philosophical Beliefs The system of motivating values; concepts; principles; and the nature of human knowledge of an individual, group, or culture.
Philosophical Research Based on the investigation of the truths and principles of existence, knowledge, and conduct.
Pilot Study A small, simple study conducted as a prelude to a larger-scale study that is often called the “parent study.”
Plan-Do-Study-Act (PDSA) Improvement Cycle The last step of the Improvement Model.
Population A well-defined set that has certain specified properties. Positive Likelihood Ratio (LR) The LR of a positive test indicates
the accuracy of a positive test result by comparing its performance when the disease is present to that when the disease is absent. The best test to use for ruling in a disease is the one with the largest likelihood ratio of a positive test.
Positive Predictive Value Expresses the proportion of those with positive test results who truly have disease.
Power Analysis The mathematical procedure to determine the number for each arm (group) of a study.
Predictive Validity The degree of correlation between the measure of the concept and some future measure of the same concept.
Prefiltered Evidence Evidence for which an editorial team has already read and summarized articles on a topic and appraised its relevance to clinical care.
Primary Source Scholarly literature that is written by the person(s) who developed the theory or conducted the research. Primary sources include eyewitness accounts of historic events, provided by original documents, films, letters, diaries, records, artifacts, periodicals, or audio/video recordings.
Probability The probability of an event is the event’s long-run relative frequency in repeated trials under similar conditions.
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Probability Sampling A procedure that uses some form of random selection when the sample units are chosen.
Problem-Focused Triggers Those that are identified by staff through quality improvement, risk surveillance, benchmarking data, financial data, or recurrent clinical problems.
Program A list of instructions in a machine-readable language written so that a computer’s hardware can carry out an operation; software.
Prospective Study A nonexperimental study that begins with an exploration of assumed causes and then moves forward in time to the presumed effect.
Psychometrics The theory and development of measurement instruments.
Public Reporting Provides objective information to promote consumer choice, guide QI efforts, and promote accountability for performance among providers and delivery organizations. It also allows organizations to compare their performance across standard measures against their peer organizations locally and nationally.
Purpose That which encompasses the aims or objectives the investigator hopes to achieve with the research, not the question to be answered.
Purposive Sampling A nonprobability sampling strategy in which the researcher selects subjects who are considered to be representative of the population.
Q Qualitative Measurement The items or observed behaviors are
assigned to mutually exclusive categories that are representative of the kinds of behavior exhibited by the subjects.
Qualitative Research The study of research questions about human experiences. It is often conducted in natural settings and uses data that are words or text, rather than numerical, in order
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to describe the experiences that are being studied.
Quality Health Care Care that is safe, effective, patient-centered, timely, efficient, and equitable.
Quality Improvement (QI) The systematic use of data to monitor the outcomes of care processes, as well as the use of improvement methods to design and test changes in practice for the purpose of continuously improving the quality and safety of health care systems.
Quantitative Measurement The assignment of items or behaviors to categories that represent the amount of a possessed characteristic.
Quantitative Research The process of testing relationships, differences, and cause and effect interactions among and between variables. These processes are tested with either hypotheses and/or research questions.
Quasi-Experiment Research designs in which the researcher initiates an experimental treatment, but some characteristic of a true experiment is lacking.
Quasi-Experimental Design A study design in which random assignment is not used, but the independent variable is manipulated and certain mechanisms of control are used.
Questionnaires Paper-and-pencil instruments designed to gather data from individuals about knowledge, attitudes, beliefs, and feelings.
Quota Sampling A nonprobability sampling strategy that identifies the strata of the population and proportionately represents the strata in the sample.
R Random Error An error that occurs when scores vary in a random
way. Random error occurs when data collectors do not use standard procedures to collect data consistently among all subjects in a study.
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Random Selection A selection process in which each element of the population has an equal and independent chance of being included in the sample.
Randomization A sampling selection procedure in which each person or element in a population has an equal chance of being selected to either the experimental group or the control group.
Randomized Controlled Trial (RCT) A research study using a true experimental design.
Range A measure of variability; difference between the highest and lowest scores in a set of sample data.
Ratio The highest level of measurement that possesses the characteristics of categorizing, ordering, and ranking, and also has an absolute or natural zero that has empirical meaning.
Ratio Measurement Level that ranks the order of events or objects, and that has equal intervals and an absolute zero (e.g., height, weight).
Reactivity The distortion created when those who are being observed change their behavior because they know that they are being observed.
Recommendation Application of a study to practice, theory, and future research.
Refereed Journal or Peer-Reviewed Journal A scholarly journal that has a panel of external and internal reviewers or editors; the panel reviews submitted manuscripts for possible publication. The review panels use the same set of scholarly criteria to judge if the manuscripts are worthy of publication.
Relationship/Difference Studies Studies that trace the relationships or differences between variables that can provide a deeper insight into a phenomenon.
Relative Risk (RR) Risk of event after experimental treatment as a percentage of original risk.
Relative Risk Reduction (RRR) A helpful tool to indicate how
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much of the baseline risk (the control group event rate) is removed as a result of having the intervention.
Reliability The consistency or constancy of a measuring instrument.
Reliability Coefficient A number between 0 and 1 that expresses the relationship between the error variance, the true variance, and the observed score. A zero correlation indicates no relationship. The closer to 1 the coefficient is, the more reliable the tool.
Repeated Measures Studies See longitudinal study. Representative Sample A sample whose key characteristics closely
approximate those of the population.
Research The systematic, logical, and empirical inquiry into the possible relationships among particular phenomena to produce verifiable knowledge.
Research Hypothesis A statement about the expected relationship between the variables; also known as a scientific hypothesis.
Research Literature A synonym for data-based literature. Research Problem Presents the question that is to be asked in a
research study.
Research Question A key preliminary step wherein the foundation for a study is developed from the research problem and results in the research hypothesis.
Research Utilization A systematic method of implementing sound research-based innovations in clinical practice, evaluating the outcome, and sharing the knowledge through the process of research dissemination.
Research-Based Protocols Practice standards that are formulated from findings of several studies.
Respect for Persons The principle that people have the right to self-determination and to treatment as autonomous agents; that is, they have the freedom to participate or not participate in
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research.
Respondent Burden Occurs when the length of the questionnaire or interview is too long or the questions are too difficult for respondents to answer in a reasonable amount of time considering their age, health condition, or mental status.
Retrospective Data Data that have been manifested, such as scores on a standard examination.
Retrospective Study A nonexperimental research design that begins with the phenomenon of interest (dependent variable) in the present and examines its relationship to another variable (independent variable) in the past.
Review of the Literature An extensive, systematic, and critical review of the most important published scholarly literature on a particular topic. In most cases it is not considered exhaustive.
Risk Potential negative outcome(s) of participation in a research study.
Risk/Benefit Ratio The extent to which the benefits of the study are maximized and the risks are minimized such that the subjects are protected from harm during the study.
Root Cause Analysis (RCA) A structured method used to understand sources of system variation that lead to errors or mistakes, including sentinel events, with the goal of learning from mistakes and mitigating hazards that arise as a characteristic of the system design.
Run Chart A graphical data display that shows trends in a measure of interest; trends reveal what is occurring over time.
S Sample A subset of sampling units from a population. Sampling A process in which representative units of a population
are selected for study in a research investigation.
Sampling Error The tendency for statistics to fluctuate from one
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sample to another.
Sampling Frame A list of all units of the population. Sampling Interval The standard distance between the elements
chosen for the sample.
Sampling Unit The element or set of elements used for selecting the sample.
Saturation See data saturation. Scale A self-report inventory that provides a set of response
symbols for each item. A rating or score is assigned to each response.
Scientific Approach A logical, orderly, and objective means of generating and testing ideas.
Scientific Hypothesis The researcher’s expectation about the outcome of a study; also known as the research hypothesis.
Scientific Literature A synonym for data-based literature; see data- based literature.
Scientific Observation Collecting data about the environment and subjects. Data collection has specific objectives to guide it, is systematically planned and recorded, is checked and controlled, and is related to scientific concepts and theories.
Secondary Analysis A form of research in which the researcher takes previously collected and analyzed data from one study and reanalyzes the data for a secondary purpose.
Secondary Source Scholarly material written by a person(s) other than the individual who developed the theory or conducted the research. Most are usually published. Often a secondary source represents a response to or a summary and critique of a theorist’s or researcher’s work. Examples are documents, films, letters, diaries, records, artifacts, periodicals, or tapes that provide a view of the phenomenon from another’s perspective.
Selection The generalizability of the results to other populations. Selection Bias The internal validity threat that arises when
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pretreatment differences between the experimental group and the control group are present.
Self-Report Data collection methods that require subjects to respond directly to either interviews or structured questionnaires about their experiences, behaviors, feelings, or attitudes. These are commonly used in nursing research and are most useful for collecting data on variables that cannot be directly observed or measured by physiological instruments.
Semiquartile Range A measure of variability; range of the middle 50% of the scores. Also known as semi-interquartile range.
Sensitivity The proportion of those with disease who test positive. Simple Random Sampling A probability sampling strategy in
which the population is defined, a sampling frame is listed, and a subset from which the sample will be chosen; members are randomly selected.
Situation-Specific Theories More specific theories than middle range theories, they are composed of a limited number of concepts. They are narrow in scope, explain a small aspect of phenomena and processes of interest to nurses, and are usually limited to specific populations or field of practice.
Snowball Effect Sampling (Network Sampling) A strategy used for locating samples difficult to locate. It uses the social network and the fact that friends tend to have characteristics in common; subjects who meet the eligibility criteria are asked for assistance in getting in touch with others who meet the same criteria.
Solomon Four-Group Design An experimental design with four randomly assigned groups: the pretest–posttest intervention group, the pretest–posttest control group, a treatment or intervention group with only posttest measurement, and a control group with only posttest measurement.
Specificity The proportion of those without disease who test negative. It measures how well the test rules out disease when it is really absent; a specific test has few false positive results.
Split-Half Reliability An index of the comparison between the
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scores on one half of a test with those on the other half to determine the consistency in response to items that reflect specific content.
Stability An instrument’s ability to produce the same results with repeated testing.
Standard Deviation (SD) A measure of variability; measure of average deviation of scores from the mean.
Statistic A descriptive index for a sample such as a sample mean or a standard deviation.
Statistical Hypothesis States that there is no relationship between the independent and dependent variables. The statistical hypothesis is also known as the null hypothesis.
Stratified Random Sampling A probability sampling strategy in which the population is divided into strata or subgroups. An appropriate number of elements from each subgroup are randomly selected based on their proportion in the population.
Survey Studies Descriptive, exploratory, or comparative studies that collect detailed descriptions of existing variables and use the data to justify and assess current conditions and practices, or to make more plans for improving health care practices.
Survival Curve A graph that shows the probability that a patient “survives” in a given state for at least a specified time (or longer).
Systematic Data collection carried out in the same manner with all subjects.
Systematic Error Attributable to lasting characteristics of the subject that do not tend to fluctuate from one time to another. Also called constant error.
Systematic Review The process whereby investigators find all relevant studies, published and unpublished, on the topic or question; at least two members of the review team independently assess the quality of each study, include or exclude studies based on preestablished criteria, statistically
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combine the results of individual studies, and present a balanced and impartial evidence summary of the findings that represents a “state of the science” conclusion about the evidence, supporting benefits and risks of a given health care practice.
Systematic Sampling A probability sampling strategy that involves the selection of subjects randomly drawn from a population list at fixed intervals.
T t Statistic Commonly used in research; it tests whether two group
means are more different than would be expected by chance. Groups may be related or independent.
Target Population A population or group of individuals that meet the sampling criteria.
Test A self-report inventory that provides for one response to each item that the examiner assigns a rating or score. Inferences are made from the total score about the degree to which a subject possesses whatever trait, emotion, attitude, or behavior the test is supposed to measure.
Test–Retest Reliability Administration of the same instrument twice to the same subjects under the same conditions within a prescribed time interval, with a comparison of the paired scores to determine the stability of the measure.
Testability Variables of proposed study that lend themselves to observation, measurement, and analysis.
Testing The effects of taking a pretest on the scores of a posttest. Text Data in a contextual form; that is, narrative or words that are
written and transcribed.
Theme A label that represents a way of describing large quantities of data in a condensed format.
Theoretical Framework Theoretical rationale for the development of hypotheses.
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Theoretical Literature A synonym for conceptual literature; see conceptual literature.
Theory Set of interrelated concepts, definitions, and propositions that present a systematic view of phenomena for the purpose of explaining and making predictions about those phenomena.
Time Series Design A quasi-experimental design used to determine trends before and after an experimental treatment. Measurements are taken several times before the introduction of the experimental treatment; the treatment is introduced, and measurements are taken again at specified times afterward.
Transferability See fittingness. Treatment Effect The impact of the independent
variable/intervention on the dependent variable.
Triangulation The expansion of research methods in a single study or multiple studies to enhance diversity, enrich understanding, and accomplish specific goals.
True (Classic) Experiment Also known as the pretest–posttest control group design. In this design, subjects are randomly assigned to an experimental or control group, pretest measurements are performed, an intervention or treatment occurs in the experimental group, and posttest measurements are performed.
Trustworthiness The rigor of the research in a qualitative research study.
Type I Error The rejection of a null hypothesis that is actually true. Type II Error The acceptance of a null hypothesis that is actually
false.
V Validity The determination of whether a measurement instrument
actually measures what it is purported to measure.
Variable A defined concept.
901
W Web Browser Software program used to connect to or “read” the
World Wide Web.
902
Index
A
A priori frameworks, 97–98
Absolute risk reduction, 498–499
Abstract, 15–16, 16b
Abstract databases, 52t, 55, 56t
Accessible population, 213
Accountable Care Organization (ACO), 412b
Accreditation, quality strategy levers and, 410, 411b
Active coping,
of cancer survivors, 492
for parents of cancer survivors, 488–489, 489t
for siblings of cancer survivors, 489, 489t, 490–491 After-only design,
experimental design, 171f, 172, 172b
nonequivalent control group design, 174f, 175 Agency for Healthcare Research and Quality (AHRQ), 207
Quality Indicators, 410b
website of, 56t
903
Aims, of research, 32, 32b
Alpha level, 293
Alternate form reliability, 272
Ambivalence, analgesic administration, 476–477
American Medical Association, Code of Ethics, 232–233
American Nurses Association (ANA),
Code of Ethics, 7
human rights protection, 235 American Nurses’ Credentialing Center Magnet Recognition
Program, 411b
Amity, 439–440
Analgesic administration,
NRS scores and, 472t, 476–478, 479
side effects of, 477 Analysis of covariance (ANCOVA), 297
structures, 189–190 Analysis of variance (ANOVA), 296–297, 297b, 298b
reported statistical results of, 307t Anecdotes, 250
Anonymity, 236–237t, 239
Antecedent variables, 175
Anticipatory guidance, 98–99
Antiplatelet therapy, in NLC group, 501, 502f
Applicability to nursing practice, critiquing of, 328t, 357
Appraisal of Guidelines Research and Evaluation II (AGREE II), 208, 208b
904
Article’s findings, appraisal for, in evidence-based practice, 368–379
diagnosis articles in, 371–376, 374t, 375t, 376t
harm articles in, 377, 378t
meta-analysis in, 377–379, 379b
prognosis articles in, 376–377, 377b, 377t
therapy category in, 368–371, 368t, 369t, 371–373f Article’s text, tables and figures in, 309, 309t, 310t
Asian American/Pacific Islander (AA/PI) ethnicity, vaccine noncompletion and, 449
Assent, of child, 242
Associated causal analysis techniques, 189
Attention-control, 168b
Attrition, internal validity and, 227
Audit, and feedback, 398
Auditability, in qualitative research, 119–120, 119t, 141
Avoidant coping,
for parents, 488, 489t, 490
for siblings of cancer survivors, 489, 489t, 491
B
Background and significance, critiquing of, 328t
Bar charts, 423, 424f
“Bearable” pain, 479
“unbearable” vs., 473 Beck Depression Inventory (BDI-II), 458
Bell curve, 423
905
Belmont Report, 234–235
Benchmarking, 414–415
Beneficence, 234–235, 235b, 236–237t
Benefit increase, 369t
Benefits designs, quality strategy levers and, 410
Bias, 150
bracketing of, 106, 111b
credibility and, 155–156
dependability and, 155–156
external validity and, 159
internal validity and, 156
interviewer, 255–256
in nonexperimental designs, 181
in sampling, 217t
selection, 158
systematic error and, 264
in systematic reviews, 201 Bibliographic databases, 52t, 55, 56t
Biological measurement, 248, 256–257
Blobbogram, 203, 378–379
Books, print and electronic, literature search and, 55
Boolean operator, 59, 59b
Bracketing, 137–138
researcher’s perspective, 106
906
Brief Symptom Inventory (BSI), 443–444, 487
Browser, 56
Bundled payments initiative, 412b
C
California Nursing Outcomes Coalition (CalNOC), 414
Capitation, 412b
Cardiovascular diseases, nurse-led clinic impact on mortality and morbidity in, 496–507
implications for clinical practice and research, 505, 505b
limitations, 505
method of, 497–499
data abstraction, 498
eligibility criteria, 497
quality of included studies, 498
search strategy, 498
statistical analysis, 498–499
study identification, 498
results in, 499–501
meta-analysis, 501, 502f, 503f, 505b
methodological quality, 501, 503f, 504t
search results and study description, 499–501, 499f, 500t
907
Caregiver Reaction Assessment (CRA) scale, 345
Case control study, 187–189
Case study method, 113–115, 115b
data analysis in, 115
data gathering in, 114
describing findings in, 115
identifying the phenomenon in, 113
research question in, 113–114
researcher’s perspective in, 114
sample selection in, 114
structuring the study in, 113–114 Categorical variable, 284
Causal modeling, 189
Causal relationship, 33–34
Causal-comparative studies, 187
Causality, in nonexperimental designs, 189–190
Cause and effect diagrams, 424–425
Center for Epidemiologic Studies Depression Scale (CES-D), 345, 443–444
Center for Evidence Based Medicine (CEBM), 206
Certification, quality strategy levers and, 410, 411b
Chance (random) errors, 263–264
Change champions, 397
Change ideas, 426–427
Change topics, 426–427
908
Charts, 423, 423f
Check sheets, 419, 421
Children, as subjects, in research, 242–243
Chi-square (x2), 297
reported statistical results of, 307t CI., See Confidence interval
CINAHL (Cumulative Index to Nursing and Allied Health Literature), 50, 52t, 55, 57b, 58–59
Citation management software, 58
Classic test theory, vs. item response theory, 275
Clinical categories, 365–366, 368
Clinical experience, research question and, 25t
Clinical guidelines, 19–20
consensus, 19–20
evidence-based, 19–20 Clinical Microsystems model, 417t
Clinical practice guidelines, 206–207
definition of, 206–207
evaluation of, 207–209, 207b, 208b
evidence-based, 207
expert-based, 207
systematic reviews and, 199–211 Clinical questions, 23–44, 40b
comparison intervention and, 39b
components of, 39, 39b
909
developing and refining, 38–40, 40b
diagnosis category in, 366
elements of, 37t
focused, in evidence-based practice, 365–366
harm category in, 366
intervention and, 39b
in literature review, 49
outcome and, 39b
PICO format for, 49, 365, 365t
prognosis category in, 366
significance of, 39–40
therapy category in, 365 Clinical significance, 294, 295t
in research findings, 311 Clinical trial, 167
Closed-ended questions, 253, 253b, 255b
Cluster sampling, 217t, 223–224
Cochrane Collaboration, 204–205, 204b
website of, 56t Cochrane Library, 50, 204–205, 205b
Cochrane Report, 204–205
Cochrane Review, 204–205, 204b
Cochrane risk of bias tool, 498
Coercion, 236–237t
910
Cohort studies, 186–187
Collection methods, in research articles, 18
Common cause variation, 421
Community-based participatory research (CBPR), 102, 115–116, 117b
Comparative research question, 30t
Comparative studies, 187
Comparison intervention, clinical questions and, 39b
Competency, informed consent and, 242–243
Complex hypothesis, 34b
Comprehensive health seeking and coping paradigm, 438, 438f
Computer networks, recruitment from, 220
Computer software, citation management, 58
Concealment, in observation, 250, 251b, 251f
Concept, 69, 69b
Conceptual definition, 69b, 70t
Conceptual framework, 69b. See also Theoretical frameworks
Conclusions,
critiquing of, 328t, 340, 356–357
in qualitative research, 125–126t, 141–144 Concurrent validity, 266, 267b
Confidence interval (CI), 311, 369, 370, 371–373f, 378–379
Confidentiality, 236–237t, 239
Confirmation, from professionals, NRS score assigning and, 475
Consensus guidelines, 19. See also Clinical practice guidelines
Consent, 239. See also Informed consent
Consistency, in data collection, 248
911
Constancy, in data collection, 154
Constant comparative method, 109–110
Constant error, 264
Construct validity, 266–269, 267b, 277
Constructs, 69, 69b, 263
Consumer incentives, quality strategy levers and, 410
Content analysis, 253
Content validity, 265–266, 266b
Content validity index, 265b, 266
Context dependent experience, 89
Continuous variables, 284b, 368, 368t
Contrasted-groups approach, for assessing validity, 268, 268b
Control,
constancy and, 154
in experimental designs, 167, 168b
flexibility and, 155
manipulation of independent variable and, 154
in nonexperimental designs, 181
in quantitative research, 152–155
randomization and, 155
in research design, 150 Control chart, 423, 423f
Control group, 154
Controlled vocabulary, 58
Convenience sampling, 217–218, 217t, 221b. See also Nonprobability
912
sampling
Convergent validity, 267b, 268, 268b
COPE, for cancer survivors, 487–488
Coping, in parents and siblings of adolescent cancer survivors, 483– 495, 491b
implications for nursing, 492
methods in, 485–488, 486t
data analysis, 488
measures, 487–488
procedure, 486–487
sample, 485–486
results in, 488–490, 489t, 490t Coping strategy, after infant’s/child’s death,
gender differences and, 463
spirituality/religion as, 456–457 Correlation,
definition of, 297–298
perfect negative, 298
perfect positive, 298 Correlation coefficients, 298
Correlational research question, 30t
Correlational studies, 184–185, 185b
Covert data collection, 236–237t
Credibility,
913
bias and, 155–156
in qualitative research, 119–120, 119t, 140 Criteria, for research findings, 314b
Criterion-related validity, 266, 267b, 277
Critical appraisal, 7. See also Critiquing
definition of, 317, 321
guidelines for, 328t
of qualitative research, 124–125, 125–126t, 127b
abstract in, 136–137
authenticity in, 141
conclusions in, 141–144
data analysis in, 140–141
data generation in, 140
discussion in, 133–134
ethical consideration in, 139
findings in, 141–144
implications in, 141–144
introduction in, 137–138
method in, 128–130
purpose in, 139
recommendations, 141–144
results in, 130–133, 131t
914
sample in, 139–140
trustworthiness in, 141
of scientific literature, 25t
stylistic considerations in, 320–321
in systematic review, 206 Critical decision tree, 427, 428f
Critical reading skills, 10, 10b, 11b. See also Critiquing
Critical Thinking Decision Path,
for assessing study results, 307b, 307f
for consumer of research literature review, 249b, 249f
for descriptive statistics, 282, 283b, 283f
for electronic database, 54b, 54f
for experimental and quasi-experimental designs, 166b, 166f
for inferential statistics, 290b, 291b, 291f
for levels of measurement, 282, 283b, 283f
for literature search, 54b
for nonexperimental designs, 182b, 182f
for qualitative research, 91b, 91f, 105b, 105f
for quantitative research, 91b, 91f
for risk-benefit ratio, 242b, 242f
for sampling, 224b, 224f
for systematic reviews, 201b, 201f
915
for threats to validity, 159b, 159f
for validity and reliability, 269b Critique, 10–12
Critiquing,
of applicability to nursing practice, 328t, 357
of background and significance, 328t
of conclusions, 328t, 340, 356–357
criteria for, 12
of data analysis, 328t, 339, 356
of data collection, 259, 259–260b, 328t
of descriptive and inferential statistics, 300b
of external validity, 328t
guidelines for, 328t
of hypothesis, 40–42, 41–42b, 328t
of implications, 328t, 340, 356–357
of instruments, 339, 356
of internal validity, 328t
of legal-ethical issues, 244, 244b, 328t, 339, 356
of literature review, 61, 62, 63b, 328t, 338, 354–355
of methods, 328t, 356
of nonexperimental designs, 194, 195b
of qualitative research, 120, 120–121b, 136–144
916
of quantitative research, 161, 162b, 321–357, 326f, 329t, 330t, 333f, 348t, 349t, 350t
of recommendations, 328t, 340, 356–357
of reliability, 276b, 328t, 356
of research design, 328t, 338, 355
of research questions, 40–42, 41–42b, 328t, 338, 355
of research studies, 10–12
of sampling, 227, 228b, 328t, 338, 355
strategies for, 12
stylistic considerations in, 320–321
of systematic review, 206
of theoretical frameworks, 78–79, 78b
of validity, 276b, 328t, 356 Cronbach’s alpha, 273, 273t
Cross-sectional studies, 185–186
Culture,
in ethnographic research, 111
pain and, 479 Cumulative Index to Nursing and Allied Health Literature
(CINAHL), 52t, 55, 57b, 58–59
Custody, level of, vaccination completion affected by, 437
D
Data,
917
demographic, 254
physiological, 248, 256–257 Data analysis, 281–304
in case study method, 115
critiquing of, 328t, 339, 356
in ethnographic method, 112
in grounded theory method, 109–110
in phenomenological method, 107
in qualitative research, 95–96, 125–126t, 140–141
in research articles, 18 Data collection,
anecdotes in, 250
bias in, 255–256
consistency in, 248
constancy in, 154
covert, 236–237t
Critical Thinking Decision Path, 249f
critiquing of, 259, 259–260b, 328t
data saturation in, 94
demographic data in, 254
ethical issues in, 236–237t
existing data in, 248, 257, 257b
918
fidelity in, 247, 248
field notes in, 250
instrument development for, 190, 258
Internet-based, 256
interviews for, 94–95, 253–256, 255b
measurement error in, 249
methods of, 247–257, 249b
in mixed methods, 193
observation in, 248, 250–252, 252b
physiological data in, 248, 256–257
pilot testing in, 258
in qualitative research, 93–94, 95b, 125–126t
questionnaires in, 253–256, 255b
random error in, 249
scale in, 254
secondary analysis and, 257
self-report in, 248, 252–253
steps in, 248
systematic, 247
systematic error in, 249 Data gathering,
in case study method, 114
919
in ethnographic method, 112
in grounded theory method, 109
in phenomenological method, 107 Data saturation, 94, 107, 139, 225
Databases., See Electronic databases
Debriefing, 250–251
Deception, 236–237t
Decision-making process, 479
Deductive research, 75
Definitions,
conceptual, 69b, 70t
operational, 69b, 70t, 248 Degrees of freedom, 296
Delimitations, 214
Demographic data, 254
Demographic variables, 27
Dependability, bias and, 155–156
Dependent variables, 29
control and, 150
in experimental and/or quasi-experimental designs, 166. See also Variables
Depression, measurement of, 458
Descriptive statistics, 281–289, 283b, 283f, 285b, 288b, 289b, 300–302
critical appraisal criteria of, 300b, 301
frequency distribution of, 285, 286f, 286t
920
measures of central tendency, 285–287, 287b
measures of variability, interpreting, 288–289, 289b
normal distribution of, 287–288, 288f
tests of relationships, 297–299 Design., See Research designs
Developmental studies, 185–189, 185b
Diagnosis articles, 371–376, 374t, 375t, 376t
Diagnosis category, in clinical question, 366
Diagnostic tests., See Test(s)
Dichotomous variable, 284
Diffusion, quality strategy levers and, 412
Dignity, 236–237t
Directional hypothesis, 36–37
Discomfort, protection from, 236–237t
Discrete variables, 368, 368t
Discriminant validity, 267b, 268
Discussion,
in research articles, 18
of research findings, 310–313, 313b
clinical significance in, 311
confidence interval in, 311
generalizability in, 312
limitations in, 310–311, 312
purpose of, 312
921
recommendations in, 310–311, 313, 313b
statistical significance in, 311 Dissemination, 383–384
Distribution,
frequency, 285, 286f, 286t
normal, 287–288, 288f Divergent validity, 267b, 268, 268b
Domains, 112
in ethnographic research, 112 Dyad characteristics, 347t
E
EBSCO, 52t
Education Source with ERIC (EBSCO), 52t
Effect size, 169, 203
80-20 Rule, 423
Elderly, as subjects, in research, 243
Electronic databases, 53–54, 366
abstract, 52t, 55, 56t
bibliographic, 52t, 55, 56t
Critical Thinking Decision Path for, 54b
for evidence-based practice, 56t
for nursing, 52t
search engines for, 56–60, 56b, 57b, 58b, 60b
922
search strategy for, 498. See also Literature search
secondary or summary, 56 Electronic indexes, 55, 366
Electronic search, 53–54
Elements, of sample, 215–216
Eligibility criteria, 214
Emic view, 110
Emotion-focused coping, for parents of cancer survivors, 488, 489t, 490–491
Equivalence, reliability and, 274–275
Error,
measurement., See Measurement error
sampling, 292
type I and type II, 292–294, 293f Error variance, 263
Ethical issues, 232–246
anonymity, 236–237t, 239
assent, of child, 242
beneficence, 234–235, 235b, 236–237t
confidentiality, 236–237t, 239
covert data collection, 236–237t
critiquing of, 244, 244b, 328t, 339, 356
dignity, 236–237t
HIPAA Privacy Rule, 239, 240, 240b
923
historical perspective on, 232–243, 233–234t
informed consent, 233–234t, 235–240, 236. See also Informed consent
institutional review boards and, 240–241, 241b
justice, 234–235, 235b, 236–237t
in observation, 252
privacy, 236–237t, 239
protection of human rights, 235, 236–237t
protection of vulnerable groups, 241–243, 243b
in qualitative research, 118, 118t, 125–126t, 139
respect for persons, 234–235, 235b, 236–237t
self-determination, 236–237t
in unethical research studies, 233–234t, 233–234
US Department of Health and Human Services (USDHHS) and, 235
Ethical research standards, institutional review boards and, 228–229
Ethics, code of, 232–233
American Medical Association, 232–233 Ethnographic method, 110–113, 113b
data analysis in, 112
data gathering in, 112
describing the findings in, 112–113
emic view in, 110
924
etic view in, 110
identifying the phenomenon in, 111
research question in, 111
researcher’s perspective in, 111
sample selection in, 111
structuring the study in, 111 Ethnography, 110
Etic view, 110
Evaluation, in evidence-based practice, 400–402, 400b, 401t, 402b
Evaluation research, 194b
Evidence hierarchy model, 13–14
Evidence-based guidelines, 19–20
Evidence-based practice, 5–8, 13–15, 383–405
appraisal for, 40–42
clinical guidelines in, 19–20
conduct of research in, 384
critique and synthesis of research, 392–394, 392b, 393t, 394b
decision to change practice, 394
development of, 394–395, 395b
evaluation, 400–402, 400b, 401t, 402b
outcome data in, 400–401, 401t
process data in, 400, 401t
925
evidence retrieval, 388–389
experimental and/or quasi-experimental designs in, 176–177, 177b
forming a team, 388
future directions, 402
grading evidence in, 389–392, 390–391t, 391t
implementing the practice change, 395–399
innovation,
nature of, 395–396, 396f
users of, 398
level of evidence of, 13–14, 13f
literature, qualitative research on, 125–127
methods of communication, 396–398, 397b
models of, 385–387
Iowa model, 385–387, 386f
overview of, 384–387, 384f
process steps, 14, 14f
quality improvement in, 20
question, 389t
selection of a topic, 387, 387b
setting forth, recommendations, 394, 394b
social system, 398–399
926
steps of, 387–402
strategies and tools for development of, 364–382
applying the findings in, 380
article’s findings in, appraisal for, 368–379
clinical question in, 365–366, 365t
diagnosis articles in, 371–376, 374t, 375t, 376t, 377b, 377t
findings in, screening, 367, 367b
harm articles in, 377, 378t
literature, searching, 366–367, 367b
meta-analysis in, 377–379, 379b. See also Meta-analysis
therapy category in, 368–371, 368t, 369t, 371–373f Evidence-based practice guidelines, 385
clinical practice guidelines in, 207 Evidenced-Based Practice Centers, 388–389
Ex post facto study, 187–189, 187t
Exclusion criteria, 92–93, 214–215, 215f
Existing data, 248, 257, 257b
Experimental designs, 167–173, 167b
Critical Thinking Decision Path for, 166b, 166f
in evidence-based practice, 176–177
appraisal for, 177–178, 177b
strengths and weaknesses of, 172–173
927
types of, 170–172, 171f
after-only design, 172
Solomon four-group design in, 170–172 Experimental group, 154
Experimental research question, 30t
Expert-based guidelines, 207
clinical guidelines in, 209–210, 209b
systematic reviews in, 209–210, 209b Expert-developed guidelines, 19–20
External validity, 159–160
critiquing of, 328t
threats to, 156b, 339, 356
Critical Thinking Decision Path for, 159b, 159f
measurement effects, 160–161
reactive effects, 160
in sampling, 227
selection effects, 160 Extraneous variable, 153
F
Face validity, 266
Factor analysis, 267b, 268–269, 299
Fasting plasma glucose (FPG) test, 422
Fathers, bereaved,
928
spiritual activities and, 461, 462t, 463
personal growth in, 461–462, 463 Feedback, quality strategy levers and, 410, 410b
Fetuses, as subjects, in research, 243
Fidelity,
in data collection, 247, 248
intervention, 150–151, 152–155, 169
elements of, 154 Field notes, 250
Figures, in results, of research findings, 309
Findings., See Research findings
Fishbone diagram, 424, 425f
Fisher exact probability test, 297
Fittingness, in qualitative research, 119–120, 119t
Five Whys method, 424–425
Flowchart, 425–426, 426f
Flowcharting, 425–426
Focus group, 94
Forest plot, 203, 203f
Frequency distribution, 285, 286f, 286t
Frequency polygon, 285, 286f
G
Gelsinger, Jesse, 238–239
Generalizability, 312
external validity and, 159, 160b
929
in sampling, 153, 227
selection and, 160 Google, 56
Google Scholar, 53, 56
Grand nursing theories, 71–72, 72b, 74t
Grand tour question, 94–95
Graphs, 423
bar charts, 423, 424f
of frequency distributions, 285, 286f
frequency polygons, 286f
histograms, 286f
pie charts, 423, 424f
tree diagram, 424–425 Grey literature, 55
Grief,
coping with, gender differences and, 463
defined, 457–458
measurement of, 458
and mental health, 461, 461t
of parent, after infant’s/child’s death, 455–466 Grounded theory method, 108–110, 110b, 469
data analysis in, 109–110
data gathering in, 109
930
describing the findings in, 110
identifying the phenomenon in, 108
open coding in, 109–110
research question in, 109
researcher’s perspective in, 109
sample selection in, 109
structuring the study in, 109
theoretical sampling in, 109
H
Harm, protection from, 236–237t
Harm articles, 377, 378t
Harm category, in clinical question, 366
Hawthorne effect, 160, 251, 252
Health information technology, quality strategy levers and, 410
Health seeking and coping paradigm, 438
Healthcare Effectiveness Data and Information Set (HEDIS), 411b
Healthcare professionals,
in analgesic administration, 479
confirmation from, NRS score assigning and, 475
expectations of, pain score and, 476
judgements by, in NRS scores, 472t, 475–476, 479, 480– 481
pain assessment and, 478, 479
931
in postoperative pain management, 480 Healthcare providers, in young cancer survivors, 491b, 492
Hepatitis A vaccine, in homeless men released on parole,
administration of, 442
completion of, 443
factors in, 438–439
rates for, by intervention condition, 446
eligibility for, 440, 441f
measures in, 443–444
noncompletion of, 444–445, 446–448, 447t, 448t
peer coaching-nurse case management and, 440–442
randomized clinical trial for, 435–454
data analysis for, 444–445
design of, 439
discussion for, 448–451
interventions in, 440–442
limitations of, 450
methods for, 439–445
procedures for, 442–443
purpose of, 439
results in, 445–446t, 445–448
sample and site for, 439–440
932
theoretical framework for, 438–439, 438f
tracking of, 443
usual care in, 442 Hepatitis A virus, 436
Hepatitis B vaccine, in homeless men released on parole,
administration of, 442
completion of, 443
factors in, 438–439
rates for, by intervention condition, 446
eligibility for, 440, 441f
measures in, 443–444
noncompletion of, 444–445, 446–448, 447t, 448t
peer coaching-nurse case management and, 440–442
randomized clinical trial for, 435–454
data analysis for, 444–445
design of, 439
discussion for, 448–451
interventions in, 440–442
limitations of, 450
methods for, 439–445
procedures for, 442–443
purpose of, 439
933
results in, 445–446t, 445–448
sample and site for, 439–440
theoretical framework for, 438–439, 438f
tracking of, 443
usual care in, 442 Hepatitis B virus, 436
Heterogeneity, of treatment, in NLC, 498–499, 501, 503–505
Hierarchical linear modeling (HLM), 189–190
HIPAA Privacy Rule, 239, 240, 240b
Histograms, 285, 286f, 423, 424f
History, internal validity and, 156
Hogan Grief Reaction Checklist, 458
Home Health Compare, 411b
Homelessness, incarcerated populations and, 436–439
Homogeneity, 153
reliability and, 270, 272–274, 272b Homogeneous sampling, 153–154, 153b
Hospital Compare, 411b
Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS), 411b
Hostility,
measurement of, 443–444
vaccine noncompletion and, 449 Human rights, protection of, 235, 236t. See also Ethical issues
Human subjects’ committee, 240
934
Hyman vs. Jewish Chronic Disease Hospital case, 233–234t, 236– 237t
Hypothesis, 23–44, 38b
complex, 34b
critiquing of, 40–42, 41–42b, 328t
developing, 32–37, 33b, 33f
directional, 36–37
discussion and, 310–311
literature review and, 48
nondirectional, 36–37
null, 291–292, 298
relationship statement in, 33–34
research, 36, 291–292
research design and, 37–38, 37b
research question and, 16. See also Research questions
results and, 306
statistical, 36, 36t
testability of, 34
theory base of, 34
wording of, 35, 35t Hypothesis testing,
inferential statistics in, 291–292, 291b, 292b
validity and, 267b, 268
935
I
Impact of Events Scale-Revised, 458–459
Inclusion criteria, 92–93, 214–215, 215f
Independent variables, 29. See also Variables
in experimental design, 167–168
manipulation of, 154–155, 155b
in nonexperimental designs, 181 Indexes,
electronic, 55, 366. See also Electronic indexes
print, 55 Individually identifiable health information (IIHI), 239, 240b
Inductive research, 74
Inferential statistics, 281–299, 290f, 291f, 300–302
clinical significance and, 294
commonly used, 295, 296b, 297b
Critical Thinking Decision Paths for, 290b, 291b
critiquing of, 300b, 301
in hypothesis testing, 291–292, 291b, 292b
level of significance and, 293–294, 294b
nonparametric, 294–297
parametric, 294–297
probability and, 292
probability sampling and, 290
936
sampling error and, 292
statistical significance and, 294
type I and type II errors and, 292–294 Information literacy, 366
Informed consent, 235–240, 239b
assent and, 242
for children, 242
competency and, 242–243
definition of, 238
for elderly, 243
elements of, 238b
for fetuses, 243
for individually identifiable health information, use and disclose of, 239
for neonates, 243
not obtained, 233–234t
for pregnant women, 243
for prisoners, 243
in qualitative research, 118 Innovation, quality strategy levers and, 412
Institutional review boards (IRBs), 240–241, 241b
Instrument(s)., See also Data collection
construction of new, 258
937
critiquing of, 339, 356
development of, 190
constructs in, 263
reliability, 263, 270. See also Reliability
validity of, 264. See also Validity Instrumental case study, 113
Instrumentation, internal validity and, 157–158
Integrative reviews, 19, 200–201, 205, 205b
Internal consistency reliability, 271b, 275
Internal validity, 156
critiquing of, 328t
threats to, 156b, 157t, 158b, 339, 355
Critical Thinking Decision Path for, 159b, 159f
history, 156
instrumentation, 157–158
maturation, 157
mortality, 158
in sampling, 227
selection bias, 158
testing, 157 Internet search engines, 56–60, 56b, 57b, 58b, 60b
Internet-based self-report data collection, 256
Interrater reliability, 270–271, 271b, 274–275, 275b
938
Interval measurement, 283b, 284
Intervening variables, 153, 176
Intervention,
clinical questions and, 39b
in observation, 250, 251b, 251f Intervention articles, 166
Intervention fidelity, 150–151, 152–155, 153b, 169
elements of, 154 Intervention group, 154
Interview(s), 253–256
advantages of, 255
bias, 255–256
online, 256
open-ended or closed-ended questions in, 253, 253b, 255b
respondent burden and, 253, 254
topic guide for, 470t Interview guide, 253b
Interview questions, 94–95
Interviewer bias, 255–256
Intrapersonal patient factors, rating pain, 472f, 472t, 474–475
Intrinsic case study, 113
Introduction, in research articles, 16
Iowa model of Evidence-Based Practice, 385–387, 386f
Item response theory, vs. classic test theory, 275
939
Item to total correlations, reliability, 271b, 273, 273t
J
Jewish Chronic Disease Hospital case, 233–234t, 236–237t
Joanna Briggs Institute (JBI), website of, 56t
Joint Commission, 411b
Journal,
electronic, 55
in literature review., See Literature review
print, 55
refereed, 55
searching., See Literature search Judgements, by healthcare professionals, NRS score and, 472t, 475–
476, 479
Justice, 234–235, 235b, 236–237t
K
Kappa, 271b
Kendall’s tau, 298–299
Key informants, 111
Knowledge of improvement, 430
Knowledge-focused triggers, 387
Known-groups approach, for assessing validity, 268
Kolmogorov-Smirnov test, 297
Kuder-Richardson (KR-20) coefficient, 268–269, 270–271, 271b, 274, 274b
940
L
Law of the Few, 423
Leadership support, 399
Lean, 417t
Leapfrog Group, 411b
Learning, quality strategy levers and, 410
Legal issues, 232–246. See also Ethical issues
critiquing of, 244, 244b
HIPAA Privacy Rule, 239, 240, 240b
historical perspective on, 232–243, 233–234t
protection of human rights, 235, 236–237t
protection of vulnerable groups, 241–243 Legal-ethical issues, critiquing of, 328t, 339, 356
Level of evidence, 13–14, 13f
Level of significance, 293–294, 294b
Levels of measurement, 282–285, 283t
Life satisfaction,
measurement of, 487
for parents of cancer survivors, 488, 489t, 490
for siblings of cancer survivors, 489, 489t, 491 Likelihood ratio (LR), 375, 376t
Likert scale, 273, 273f, 284–285
Likert-type scales, 254, 284–285
Limitations, of research findings, 308
discussion in, 310–311
941
Linear structural relations analysis (LISREL), 299
Lipid-lowering medication, in NLC group, 501, 502f
Literature,
gaps in, 25t
gathering and appraising, 45–65
review of, in qualitative research, 90–92, 137–138
searching, in evidence-based practice, 366–367, 367b Literature review, 46. See also Research articles
characteristics of well-written, 61b
for clinical questions, 49
consumer of, Critical Thinking Decision Path for, 249b, 249f
critiquing of, 61, 62, 63b, 328t, 338, 354–355
EBP perspective of, 49–50, 50b
format for, 60–61, 61b
hypothesis and, 48
in methodological research, 191
primary and secondary sources in, 47, 48t
purposes of, 46b
in qualitative research, 48–49
in quantitative research, 47–48, 47f, 50b
in research articles, 16, 16b
research design and, 48
942
research questions in, 27, 27b, 48
researcher’s perspective of, 46–49
searching for evidence in, 50. See also Literature search
theoretical or conceptual framework and, 47 Literature search, 50–54
Boolean operator in, 59, 59b
citation management software for, 58
controlled vocabulary search in, 58
Critical Thinking Decision Path for, 54b
electronic database in, 53. See also Electronic databases
keyword search in, 59
PICO format and, 49
preappraised literature for, 52, 52b
primary sources in, 52–53, 53b
search history in, 58, 58b
strategies for, 51t Lived experience, in phenomenological method, 105
Longitudinal studies, 186–187
LR., See Likelihood ratio
M
Manipulation, in experimental designs, 167–169, 168b
943
Mann-Whitney U test, for independent groups, 297
MANOVA (multiple analysis of variance), 297
Maturation, internal validity and, 157
Mean, 287
reported statistical results of, 307t Measurement, 248. See also Data collection
definition of, 282
interval, 283b, 284
levels of, 282–285, 283t
nominal, 284
ordinal, 283b, 284
quality strategy levers and, 410, 410b
ratio, 285 Measurement effects, external validity and, 160–161
Measurement error, 249
chance (random), 263–264
systematic (constant), 264 Measurement instruments, development of, 190–191, 192t, 263
Measures of central tendency, 285–287, 287b
Measures of variability, interpreting, 288–289, 289b
Median, 286t, 287
Median test, 297
Mediating variable, 153
MEDLINE, 52t
Mental health,
944
grief and, 461, 461t
of parent, after infant’s/child’s death, 457 Mental pain, basic mistrust as, 476
Meta-analysis, 19, 200, 200b, 203b, 202–204. See also Systematic reviews
in Cochrane Collaboration, 204–205, 204b
in Cochrane Library, 204–205, 205b
definition of, 202
effect size in, 203
in evidence-based practice, 377–379, 379b
forest plot in, 203, 203f
phases of, 202
reporting guidelines of, 205–206 Meta-summary, 19
qualitative, 117 Meta-synthesis, 19
qualitative, 116–117 Methodological research, 190–191, 192t
Methods,
critiquing of, 328t, 356
in qualitative research, 125–126t, 128–130 Microrange nursing theories, 72–73
Middle range nursing theories, 72, 73b, 74t
Mistrust,
945
basic, on NRS scores, 476, 479
as mental pain, 476 Mixed methods research, 116, 120b, 193–194
Modality, 287
Mode, 286t, 287
Model, 69b
testing of, 189 Mortality,
in experimental designs, 170
internal validity and, 158 Mothers, bereaved, spiritual activities and, 461, 462t, 463
personal growth in, 461–462, 463 Movement, pain level at, 474
Multiple analysis of variance (MANOVA), 297
Multiple regression, 299
Multistage (cluster) sampling, 217t, 223–224
Multivariate statistics, 299
Myocardial infarction, in NLC group, 501, 502f
N
Narrative format, for qualitative study, 124–125
Narrative reviews, 19
National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 234–235
National Committee for Quality Assurance Accreditation for Health Plans (NCQA), 411b
946
National Database of Nursing Quality Indicators, 414
National Guideline Clearinghouse, 207, 388–389
website of, 56t National Quality Aims, 408b
National Quality Forum (NQF), 410b
National Research Act, 240
Naturalistic setting, for qualitative research, 93–94, 118, 118t
Necrotizing enterocolitis (NEC), 388
Needs assessments, 194b
Negative likelihood ratio, 374t, 376, 376t
Negative predictive value (NPV), 373, 374, 374t
Neonates, as subjects, in research, 243
Network sampling, 220–221
NNT., See Number needed to treat
Nominal measurement, 284
Nondirectional hypothesis, 36–37
Nonequivalent control group design, 174f, 175
after-only, 175 Nonexperimental designs, 180–198, 181b, 181t, 182b, 189b, 190b,
194b
causality in, 189–190
continuum of, 181f
Critical Thinking Decision Path for, 182b, 182f
evidence-based practice, appraisal for, 194–195, 195b
key points in, 195–196
947
prediction in, 189–190
relationship and difference studies in, 184–189, 188b, 189b
case control/retrospective/ex post facto studies, 187– 189
cohort/prospective/longitudinal/repeated measures studies, 186–187
correlational studies, 184–185
cross-sectional studies, 185–186
developmental studies, 185–189
survey studies in, 182–183, 183b Nonparametric statistics, 295b, 297
Nonprobability sampling, 216, 217–221
convenience, 217–218, 217t, 221b
purposive, 217t, 219–220, 220b, 221b
quota, 217t, 218–219, 219t
sample size in, 225b
strategies for, 217t Nonviolent communication, 440–441
Normal curve, 287–288
Normal distribution, 287–288, 288f
NPV., See Negative predictive value
Null (statistical) hypothesis, 291–292, 298. See also Hypothesis
Null value, 370
948
Number needed to treat (NNT), 369
Numeric Rating Scale (NRS) score, 479
analgesic administration and, 477
assigning, consequences of, 472f, 472t, 475–478
avoiding high extreme rating of pain, 473
cut-off points, 479, 480
pain, underlying process of rating, 472, 472f
patients’ standards about pain scale, 475, 479
stages of, 478 Nuremberg Code, 233–234
Nurse Response Time to Patient Call Light Requests, 416, 419–420b
Nurse-led clinics (NLCs), impact on mortality and morbidity of patients with cardiovascular diseases, 496–507
implications for clinical practice and research, 505, 505b
limitations, 505
method of, 497–499
data abstraction, 498
eligibility criteria, 497
quality of included studies, 498
search strategy, 498
statistical analysis, 498–499
study identification, 498
949
results in, 499–501
meta-analysis, 501, 502f, 503f, 505b
methodological quality, 501, 503f, 504t
search results and study description, 499–501, 499f, 500t
Nurses, point of view of, in pain, 477
Nursing, databases for, 52t
Nursing care quality, measurement of, 412–414
Nursing case management, in homeless men released on parole, 435–454
Nursing Home Compare, 411b
Nursing practice,
applicability to, critiquing of, 328t, 357
implications for, 313, 313b
links with theory and research, 68, 68f Nursing research., See Research
Nursing science, qualitative research and, 103–104, 104f
Nursing theories, 70. See also Theory(ies)
grand, 71–72, 72b, 74t
middle range, 72, 73b, 74t
in practice and research, 71, 71b
from related disciplines, 70, 71t
situation-specific, 72–73, 74t Nursing-centered intervention measures, 413t
Nursing-sensitive quality indicators, 412–414
950
O
Objective, of research, 32, 32b
Observation, 248, 250–252
advantage, and disadvantages of, 252
anecdotes in, 250
concealment in, 250, 251b, 251f
debriefing in, 250–251
ethical issues in, 252
field notes in, 250
intervention in, 250, 251b, 251f
participant, 250
reactivity in, 251
scientific, 250
structured or unstructured, 250 Observed test score, 263–264, 263f
Odds ratio (OR), 369t, 376, 377t
One-group (pretest-posttest) design, 174f, 175
Online computer networks, recruitment from, 218, 220
Online databases., See Electronic databases
Open coding, 109–110
Open-ended questions, 253, 253b, 255b
Operational definition, 69b, 70t, 248
Opinion leaders, 397
Opinion leadership, 397
951
Opioid administration, timing of, 477
OR., See Odds ratio
Ordinal measurement, 283b, 284
Outcome, clinical questions and, 39b
Outcomes research, 194b
P
Pain, 468
assessment of, 480–481
gold standard for, 478
“bearable” vs. “unbearable, ” 473
level at rest and movement, 474
postoperative management,
NRS cut-off scores in, 480
principles in, 480
threshold, 474
treatment of, adequacy of, 468 Pain experience,
previous, 474, 478–479
unique, 472–473, 478 Pain rating, postoperative patient’s perspectives on, qualitative
study, 467–482
methods for, 469–471
data analysis, 470–471
952
data collection, 469–470, 470t
participants, 469
study design, 469
trustworthiness, 471
relevance to clinical practice, 480–481
results, 471–478, 471t, 472f, 472t
intrapersonal patient factors, 474–475
NRS score and, 475–478
score-related factors, 472–474 Paradigm, 90b
Parallel form reliability, 272, 272b, 275
Parameter,
populations and, 289
vs. statistics, 289 Parametric statistics, 294–295, 295b
Parents,
of adolescent cancer survivors,
active coping of, 488–489, 489t
avoidant coping of, 488, 489t, 490
emotion-focused coping of, 488, 489t, 490–491
life satisfaction of, 488, 489t, 490
post-traumatic growth of, 491
psychological distress of, 488, 489t, 490, 491, 492
953
on Satisfaction With Life Scale (SWLS), 487
spirituality, grief and mental health of, after infant’s/child’s death, 455–466
clinical relevance of, 464–465
conceptual framework in, 457–458
data analysis for, 459–460
dependent variables in, measures of, 458–459
discussion of, 462–465
future research in, 465
independent variables in, measures of, 459
limitations of, 464
methods in, 458
procedure for, 459
results for, 460, 460t, 461t, 462t Pareto principle, 423
Participant observation, 250
Path analysis, 189–190, 299
Patient Safety Systems, 418t
Patient-centered outcome measures, 413t
Pay for performance, 412b
Payment, quality strategy levers and, 410, 412b
Pearson correlation, reported statistical results of, 307t
Pearson correlation coefficient, 298
Pearson product moment correlation coefficient, 298
954
Pearson r, 298
Peer coaching, in homeless men released on parole, 435–454
Peer-reviewed journals, 55
Percentile, 289
Performance gap assessment (PGA), 398
Performance measurement, for quality improvement, 410, 410b
Personal factors, HAV/HAB vaccine series completion and, 438– 439, 443–444
Personal growth, in bereaved parents, 457, 461–462, 463
PGA (performance gap assessment), 398
Phenomena, in qualitative research, 125
Phenomenological method, 104–108, 107b
bracketing personal bias in, 106
data analysis in, 107
data gathering in, 107
describing the findings in, 107–108
identifying the phenomenon in, 105
research question in, 106
researcher’s perspective in, 106
sample selection in, 106
structuring the study in, 105–106 Phenomenology, 127, 138
Phenomenology research question, 30t
Phi coefficient, 298–299
Photovoice, 116
955
Physician Quality Reporting Initiative, 411b
Physiological data, 248, 256–257
PICO format, 49
focused clinical question using, 365, 365t PICO question, 388, 389t
Pie charts, 423, 424f
Pilot studies,
definition of, 225
in quantitative research, 152 Pilot testing, of instruments, 258
Plan-Do-Study-Act (PDSA) Improvement Cycle, 427, 429–430t
Point-biserial correlation, 298–299
Population, 213–214, 215b, 226b
accessible, 213
clinical questions and, 39b
parameter and, 289
research questions and, 30, 30b, 31t
sample size and, 225b
target, 213 Positive likelihood ratio, 374t, 375, 376t
Positive predictive value (PPV), 373, 374, 374t
Post-traumatic growth, in parents and siblings of adolescent cancer survivors, 483–495, 491b
implications for nursing, 492
methods in, 485–488, 486t
956
data analysis, 488
measures, 487–488
procedure, 486–487
sample, 485–486
results in, 488–490, 489t, 490t Post-traumatic stress disorder (PTSD), measurement of, 458–459
Power analysis, 169
sample size and, 225–226 PPV., See Positive predictive value
Practice implications, 313, 313b
critiquing of, 328t, 340, 356–357
in research articles, 18 Practice nursing theories, 72–73
Practice-theory-research links, 68, 68f
Preappraised literature, 52, 52b
Preappraised synopses, 52
Prediction, in nonexperimental designs, 189–190
Predictive validity, 266, 267b
Prefiltered evidence, 367b
Pregnant women, as subjects, in research, 243
Prescriptive nursing theories, 72–73
Pretesting, measurement effects and, 160–161
Pretest-posttest design, 174f, 175
Primary sources,
in literature review, 47, 48t
957
in literature search, 52–53, 53b Print indexes, 55
Prisoners, as subjects, in research, 243
Privacy, 236–237t, 238b, 239
Privacy Act (1974), 236–237t
Probability, 292, 292b
definition of, 292
inferential statistics and, 292 Probability sampling, 216, 221–224
inferential statistics and, 290
multistage (cluster), 217t, 223–224
random selection in, 216, 221
sample size in, 225b
simple random, 217t, 221–222
strategies for, 217t
stratified random, 217t, 222–223 Problem-focused triggers, 387
Professional knowledge, 430
Prognosis articles, 376–377, 377b, 377t
Prognosis category, in clinical question, 366
Prospective studies, 186–187
Psychological distress,
in cancer survivors, 491
measurement of, 487
958
for parents of cancer survivors, 488, 489t, 490, 491, 492
for siblings of cancer survivors, 489, 489t, 491 Psychological functioning, in parents and siblings of adolescent
cancer survivors, 483–495, 491b
implications for nursing, 492
methods in, 485–488, 486t
data analysis, 488
measures, 487–488
procedure, 486–487
sample, 485–486
results in, 488–490, 489t, 490t Psychometrics, 190–191, 192t
PsycINFO, 52t, 59–60
PTG Inventory (PTGI), for cancer survivors, 487
Public reporting, quality strategy levers and, 410, 411b
PubMed, 52t
Purpose,
in qualitative research, 125–126t, 139
of research, 32, 32b Purposive sampling, 217t, 219–220, 220b, 221b. See
also Nonprobability sampling
Q
Qualitative meta-summary, 117
Qualitative meta-synthesis, 116–117
959
Qualitative research, 8–9, 8t, 88–101, 102–123, 106b
application of, 97, 98b, 99t, 125–127
auditability in, 119–120, 119t
components of, 90–96
context dependent, 89
credibility in, 119–120, 119t
critical appraisal of, 124–125, 125–126t, 127b
abstract in, 136–137
auditability in, 141
conclusions in, 141–144
data analysis in, 129–130, 140–141
data generation in, 140
ethical consideration in, 139
findings in, 141–144
implications in, 141–144
introduction in, 137–138
method in, 128–130
procedure in, 129
purpose in, 139
recommendations, 141–144
results in, 130–133, 131t
sample in, 139–140
960
trustworthiness in, 141
Critical Thinking Decision Path for, 91b, 91f, 105b, 105f
critiquing of, 120, 120–121b, 127–144
data analysis in, 95b
data collection in, 93–94, 95b
definition of, 89
emic view in, 110
ethical issues in, 118, 118t
etic view in, 110
in evidence-based practice, 125–127
findings in, 96, 96b
typology of, 97, 98t
fittingness in, 119–120, 119t
foundation of, 100
hypothesis/research question in, 16–17
inductive, 89
informed consent in, 118
interview questions in, 94–95
literature review in, 48–49, 90. See also Literature review
meta-synthesis in, 116–117
961
methodology for, 90–91
methods of, 104. See also specific methods
case study, 113–115, 115b
community-based participatory research, 115–116, 117b
ethnographic, 110–113, 113b
grounded theory, 108–110, 110b
mixed research, 120b
phenomenological, 104–108, 107b
selection of, 105b, 105f
naturalistic setting in, 118, 118t
nature of design in, 118–119, 118t
nursing science and, 103–104, 104f
phenomena in, 125
principles for evaluating, 125–127
process of, 90, 90b, 91b, 91f
recruitment for, 93–94, 94b
research design for, 17
research question in, 30t, 90–91, 94–95
researcher as instrument in, 118t, 119
researcher-participant interaction in, 118t
sample in, 92–93
962
setting for, 93–94
software for, 95–96
study design in, 92
themes in, 95, 124–125, 131t
theory application in, 76–77, 77b
trustworthiness of, 124–125, 141 Quality assurance (QA), 194b, 418t
Quality health care, 406–407, 407b
defined, 20 Quality improvement, 5–8, 406–434
challenge and leading, 427–430
continuous, 406–407, 407b
models for, 415, 416t, 417t
national goals and strategies for health care, 408, 408b, 409t
nurses’ role in health care, 407–408
perspectives, 415
principles of, 407
quality strategy levers, 410–415
benchmarking, 414–415
nursing care quality measurement, 412–414, 413t, 414b
steps and tools for, 415–427, 418t
analysis, 421–426
963
assessment, 421, 421b
develop a plan for, 426–427
lead team formation in, 416–420, 420b
testing and implementation, 427, 431f Quantitative methods,
methodological research, 190–191
mixed methods, 193–194
secondary analysis, 191–193 Quantitative research, 8–9, 9t, 149–164
accuracy in, 152
appraisal for evidence-based practice, 161–162, 162b
appraising, 317–358
bias in, 150
constancy in, 154
control in, 152–155, 155. See also Control
Critical Thinking Decision Path for, 91b, 91f
critique of, 321–357, 326f, 329t, 330t, 333f, 348t, 349t, 350t
external validity in, 159–160
hypothesis/research question in, 16–17
internal validity in, 156
intervention fidelity and, 152–155
964
key points in, 163
literature review in, 47–48, 47f, 50b. See also Literature review
manipulation of independent variable in, 154–155
purpose of, 150–151
randomization in, 155
research question,
conceptualization of, objectivity in, 151–152
feasibility of, 151t
research question in, 30t
stylistic considerations in, 320–321 Quasi-experimental designs, 167b, 173–176, 173b
Critical Thinking Decision Path for, 166b, 166f
in evidence-based practice, 176–177
appraisal for, 177–178, 177b
strengths and weaknesses of, 176, 176b
types of, 174–176, 174f
after-only nonequivalent control group design, 175
nonequivalent control group design, 175
one-group (pretest-posttest) design, 175
time series design, 175–176 Questionnaires, 253–256
965
advantages of, 255–256
bias, 255–256
online, 256
randomization and, 155
respondent burden and, 253, 254 Questions,
clinical., See Clinical questions
closed-ended, 253, 253b, 255b
interview, 94–95
in qualitative research, 94–95
Likert-type, 254, 255b, 255t
open-ended, 253, 253b, 255b
research., See Research questions Quota sampling, 217t, 218–219, 219t. See also Nonprobability
sampling
R
Random error, 249, 263–264
Random sampling., See also Sampling
multistage (cluster), 217t, 223–224
simple, 217t, 221–222
stratified, 217t, 222–223 Random selection,
in probability sampling, 216, 221
966
vs. random assignment, 221 Randomization,
in experimental designs, 167, 168b, 176b
of subjects, 155
vs. random selection, 221 Randomized controlled trial, 167, 170b. See also True experimental
design
Range, 289
Ranking,
interval measurement in, 283t
ordinal measurement in, 284
ratio measurement in, 285 Ratio measurement, 285
Reactive effects, external validity and, 160
Reactivity,
definition of, 160
967
in observation, 251 Reading skills, critical, 10, 10b, 11b
Realignment, vaccine completion and, 450
Recommendations,
critiquing of, 328t, 340, 356–357
in research articles, 18
in research findings, 310–311, 312, 313, 313b Recruitment,
convenience sampling and, 218
data saturation in, 94
from online computer networks, 218, 220
in qualitative research, 93–94, 94b Refereed journals, 55
References, in research articles, 18
Regression, multiple, 299
Regulation, quality strategy levers and, 410, 411b
Relationship and difference studies, 184–189, 188b189b. See also Nonexperimental designs
case control/retrospective/ex post facto studies, 187– 189
cohort/prospective/longitudinal/repeated measures studies, 186–187, 188b
correlational studies, 184–185, 185b
cross-sectional studies, 185–186
968
developmental studies, 185–189, 185b Relative risk (risk ratio), 369t
Relative risk reduction, 369t
Reliability, 264b, 265b, 266b, 270–275
appraisal for evidence-based practice of, 276–278
classic test theory and, 275
Critical Thinking Decision Path for, 269b
critiquing of, 328t, 356
criteria for, 276b
definition of, 263, 270
determining appropriate type of, 269f
equivalence and, 270
examples of reported, 271b
homogeneity and, 270, 272–274, 272b
internal consistency, 272–274, 272b
interrater, 270–271, 271b, 274–275, 275b
item to total correlations, 273, 273t
Kuder-Richardson (KR-20) coefficient and, 268–269, 270–271, 271b, 274, 274b
parallel (alternate) form, 272, 272b, 275
reported, 275
of research articles, 17–18
split-half, 271b, 274
969
stability and, 270b, 271–272
test, measures used to, 270b
test-retest, 271b, 272 Reliability coefficient interpretation, 270–271
Religion, as coping strategy, 456–457
use of, 461, 461t Repeated measures studies, 186–187
Representative sample, 216, 216b
Research, 5–22, 6. See also Research studies
conduct of, 384
deductive, 75
definition of, 6–8
ethnographic., See Ethnographic method
evaluation, 194b
inductive, 74, 89
qualitative research as, 89
links with theory and practice, 68, 68f
methodological, 190–191, 192t
nonexperimental designs, 180–198. See also Nonexperimental designs
outcomes, 194b
qualitative, 8–9, 8t, 88–101, 102–123, 106b. See also Qualitative research
970
quantitative, 8–9, 9t, 145–164. See also Quantitative research
quasi-experimental designs, 173, 167b, 173b. See also Quasi-experimental designs
study purpose, aims, or objectives of, 32, 32b
theoretical frameworks for, 74–75, 74b, 77. See also Theoretical frameworks
theory-generating, 74
theory-testing, 75, 77–78
translation into practice, 383–384
types of, 8–9 Research articles., See also Research studies
abstract as, 15–16, 16b
collection methods in, 18
communicating results in, 19, 19b
data analysis/results in, 18
definition of purpose of study in, 16
discussion in, 18
format and style of, 15–19, 320–321
hypothesis/research question in, 16–17
implications in, 18
integrative reviews of, 19
introduction in, 16
971
journal type and, 320–321
legal and ethical issues in, 233–234t, 233–234
literature review, 16, 16b
meta-analyses of, 19
meta-syntheses of, 19
procedures in, 18
recommendations in, 18
references in, 18
reliability of, 17–18
research design of, 17
sampling section in, 17, 212, 225b
sections of, 320–321
systematic reviews of, 19
theoretical framework in, 16, 16b
validity of, 17–18 Research designs,
critiquing of, 328t, 338, 355
experimental, 167. See also Experimental designs
hypothesis and, 37–38, 37b
literature review and, 48
in qualitative research, 17. See also Qualitative research
972
in quantitative research, 150f, 150. See also Quantitative research
quasi-experimental, 173b, 173. See also Quasi- experimental designs
of research articles, 17 Research findings, 305–316, 306b
clinical significance in, 311
criteria for, 314b
definition of, 306
discussion in, 310–313, 313b
in evidence-based practice,
applying, 380
appraisal for, 368–379
screening, 367, 367b
evidence-based practice, appraisal for, 313–315
generalizability in, definition of, 312
practice implications of, 313b
in qualitative research, 125–126t, 141–144
recommendations in, 310–311, 312, 313, 313b
results in, 306–310, 308b, 310b, 311b
assessing, Critical Thinking Decision Path, 307b, 307f
section, examples of, 309b
973
statistical, 307t
tables in, 309, 309t, 310, 310t
statistical significance in, 311
statistical tests in, 314 Research hypothesis, 36, 291. See also Hypothesis
Research methods, critiquing of, 328t, 356
Research questions, 23–44, 38b, 94–95
in case study method, 113–114
clinical experience and, 25t
comparative, 30t
conceptualization of, objectivity in, 151–152
correlational, 30t
critiquing of, 40–42, 41–42b, 328t, 338, 355
definition of, 24–27, 27b
development of, 24–28, 26f
elements of, 25t
in ethnographic method, 111
experimental, 30t
feasibility of, 151t
fully developed, 28–31
grand tour, 94–95
in grounded theory method, 109
974
hypothesis and, 16–17, 40. See also Hypothesis
literature review and, 27, 27b, 48
in phenomenological method, 106
phenomenology, 30t
population and, 30, 30b, 31t
in qualitative research, 90–91
refining, 24–28
significance of, 28, 28b
testability of, 31, 31b, 31t
variables and, 29–30, 31t Research recommendations, 313b
Research studies., See also research
critiquing, 10. See also Critiquing
risk-benefit ratio, 240, 242b, 242f
unethical, 233–234, 233t. See also Ethical issues Research subjects,
children as, 242–243
consent of., See Informed consent
elderly as, 243
fetuses as, 243
neonates as, 243
pregnant women as, 243
975
prisoners as, 243 Research vignette, journey from description to biobehavioral
intervention, 84–86
Respect for persons, 234–235, 235b, 236–237t
Respondent burden, 253, 254
Rest, pain level at, 474
Results,
communicating, in research articles, 19, 19b
discussion of, in qualitative research, 97–99, 98b, 98t
in research articles, 18
in research findings, 306–310, 308b, 310b, 311b
assessing, Critical Thinking Decision Path, 307b, 307f
section, examples of, 309b
statistical, 307t
tables in, 309, 309t, 310t Retrospective study, 187–189
Revascularization, in NLC group, 501, 502f
Review boards, 227f, 228–229, 240–241, 241b
Risk ratio (relative risk), 369t
Risk/benefit ratio, for research studies, 240
Critical Thinking Decision Path, 242b, 242f Root cause analyses (RCAs), 424
Run chart, 422, 422f, 423b
S
976
Samples,
convenience, 217
definition of, 215–216
elements of, 215–216
inclusion and exclusion criteria in, 92–93
in qualitative research, 92–93, 125–126t, 139–140
recruitment for, 93–94, 94b
representative, 216, 216b
size of, 224–226, 225b, 227f
statistic and, 289
types of, 216–224, 216b, 217t, 222b, 223b, 224b, 224f, 226b
vs. population, 289 Sampling, 212–231
bias in, 217t. See also Bias
in case study method, 114
concepts, 213–216
convenience, 217–218, 217t, 221b. See also Nonprobability sampling
Critical Thinking Decision Path, 224b, 224f
critiquing of, 227, 228b, 328t, 338, 355
data saturation in, 225
definition of, 213
977
in ethnographic method, 111
generalizability in, 153, 227
in grounded theory method, 109
homogeneous, 153–154
inclusion/exclusion criteria in, 214–215, 215f
in “methods” section, of research article, 212
mortality in, 227
multistage (cluster), 217t, 223–224
network, 220–221
nonprobability, 216, 217–221, 217t. See also Nonprobability sampling
overview of, 213
in phenomenological method, 106
populations in, 213–214, 215b, 226b. See also Population
power analysis in, 225–226
probability, 216, 217t, 221. See also Probability sampling
purpose of, 215–216
purposive, 217t, 219–220, 220b, 221b. See also Nonprobability sampling
quota, 217t, 218–219, 219t
recruitment in, convenience sampling and, 218
978
in research articles, 17
sample size in, 224–226, 225b, 227f
samples and, 215–216, 216b
snowballing in, 220 Sampling error, 292
Sampling frame, 221
Sampling units, in multistage (cluster) sampling, 223
San Antonio Contraceptive Study, 233–234t, 236–237t
Satisfaction With Life Scale (SWLS), for cancer survivors, 487
Scale, 254
Scientific observation, 250
Scientific (research) hypothesis, 291–292
Score-related factors, rating pain, 472–474, 472f, 472t
Search engines, 56–60, 56b, 57b, 58b, 60b
Search history, 58, 58b
Secondary analysis, 191–193, 257
Secondary databases, 56
Secondary sources, in literature review, 47, 48t
Selection, definition of, 160
Selection bias, 158
Selection effects, 160
Self-determination, 236–237t
Self-report, in data collection, 248, 252–253
Sensitivity, 373, 374, 374t
Siblings, of adolescent cancer survivors, 488, 491
active coping of, 489, 489t, 490–491
979
avoidant coping of, 489, 489t, 491
coping strategies of, 491
life satisfaction of, 489, 489t, 491
psychological distress of, 489, 489t, 491
on Students’ Life Satisfaction Scale (SLSS), 488 Sign test, 297
Signed rank test for related groups, 297
Simple random sampling, 217t, 221–222
Situational factors, HAV/HAB vaccine series completion and, 438– 439, 443
Situation-specific nursing theories, 72–73, 74t
Six Sigma, 417t
Snowballing, 220
Social desirability, self-report and, 252–253
Social factors, HAV/HAB vaccine series completion and, 444
Social networks, 220
Social support, vaccine completion and, 449
Sociodemographic characteristics, 346
Sociodemographic factors, HAV/HAB vaccine series completion and, 438–439, 443
Software, for qualitative research, 95–96
Solomon four-group design, 170–172, 171f
Spearman rho, 298–299
Special cause variation, 421
Specificity, 373, 374, 374t
Spiritual coping, after infant’s/child’s death, 463
980
measurement of, 459 Spiritual Coping Strategies Scale (SCS), 459
Spirituality,
as coping strategy, 456–457
use of, 461, 461t
of parent, after infant’s/child’s death, 455–466 Split-half reliability, 271b, 274
SQUIRE Guidelines, 427, 429–430t
Stability, reliability and, 271–272
Stakeholder, 388
Standard deviation (SD), 288f, 289
reported statistical results of, 307t Statistical decision making, outcome of, 293f
Statistical hypothesis, 36, 36t
Statistical (null) hypothesis, 291–292, 298
Statistical results, reported, examples of, 307t
Statistical significance, 294, 294b, 295t, 311
Statistical tests, 314
of differences, 295t, 296–297
of relationships, 297–299, 298b Statistics, 295b, 301b
advanced, 299
descriptive, 281–289, 283b, 283f, 285b, 289b
inferential, 281–299, 290f, 291f
981
multivariate, 299
nonparametric, 294–297, 295b
parametric, 294–297
vs. parameters, 289 Stoicism, 479
Stratified random sampling, 217t, 222–223
Structural equation modeling (SEM), 189–190, 299
Structure-Process-Outcome Framework, 415, 418t
Students’ Life Satisfaction Scale (SLSS), for cancer survivors, 487
Studies,
limitations of, 308
tables and figures in, 309, 309t, 310t Study design, of qualitative research, 92
Subject mortality, internal validity and, 227
Summary databases, 56
Survey studies, 182–183, 183b
Systematic (constant) error, 249, 264
Systematic reviews, 19, 201. See also Meta-analysis
bias in, 201
clinical guidelines and, 199–211
components of, 202
critical appraisal in, 206
Critical Thinking Decision Path for, 201b, 201f
definition of, 200
982
in expert-based guidelines, 209–210, 209b
integrative reviews and, 200–201
purpose of, 202
reporting guidelines of, 205–206
tools for, 206
types of, 200–201, 200b System-centered measures, 413t
T
t test/t statistic, 296
reported statistical results of, 307t Tables, in results, of research findings, 309, 309t, 310, 310t
Target population, 213
Task force approach, 388
Technical assistance, quality strategy levers and, 410
Testability,
of hypothesis, 34
of research questions, 31, 31b, 31t Testing,
in experimental designs, 170
internal validity and, 157 Test-retest reliability, 271b, 272
Test(s),
of associations, 296t
983
of differences, 295t, 296–297
of relationships, 297–299, 298b, 299b Themes,
for improvement, 426–427
in qualitative research, 95, 124–125, 131t Theoretical frameworks, 66–82
conceptual, 69b
critiquing, 78–79, 78b
definition of, 69b
literature review and, 47
in research articles, 16, 16b Theoretical sampling, 109
Theory-generating research, 74
Theory(ies), 24
definition of, 68, 69b
as framework for nursing research, 74–75, 74b, 77
generated from nursing research, 74
links with practice and research, 68, 68f
nursing, 70–73
grand, 71–72, 72b, 74t
middle range, 72, 73b, 74t
in practice and research, 71, 71b
situation-specific, 72–73, 74t
984
overview of, 68–69
in qualitative research, 76–77, 77b
from related disciplines, 70, 71t
tested by nursing research, 75
untested, 25t
use in nursing research, 70–75, 71t
in theory generation, 74
in theory-testing, 75, 77–78 Theory-testing nursing research, 75, 75b, 77–78
Therapy articles, 166
Therapy category,
in article’s findings, 368–371, 368t, 369t, 371–373f
in clinical question, 365 Threshold, pain, 474
Time series design, 174f, 175–176
Total Quality Management/Continuous Quality Improvement (TQM/CQI), 415, 417t, 418t. See also Quality improvement
Tough, intrapersonal patient factors, in pain, 474
Training, treatment fidelity and, 325
Translation of research into practice (TRIP), 383–384
website of, 56t Translation science, 385
Treatment effect, 169, 293
Treatment fidelity, training and, 325
Tree diagram, 424–425
985
True experimental design, 173
Trustworthiness, of qualitative research, 124–125, 125–126t, 141
Tuskegee Syphilis Study, 233–234t, 236–237t
Twinrix, 437
accelerated dose series for, 437
administration of, 442 Type I and type II error, 292–294, 293f
Typology, of qualitative research, 97, 98t
U
UCLA Schizophrenia Medication Study, 233–234t
“Unbearable” pain, “bearable” vs., 473
Untested theory, interest in, 25t
US Department of Health and Human Services (USDHHS), 235
V
Validity, 152b, 155–161, 155b, 264–269
appraisal for evidence-based practice of, 276–278
assessment of,
contrasted-groups approach in, 268, 268b
factor analytical approach in, 268–269
hypothesis testing in, 267b
concurrent, 266, 267b
construct, 266–269, 267b
content, 265–266
986
convergent, 267b, 268
criterion-related, 266, 267b
Critical Thinking Decision Path for, 269b
critiquing of, 328t, 356
criteria for, 276b
definition of, 264–265
determining appropriate type of, 269f
divergent (discriminant), 268
external, 159–160
face, 266
internal, 156
predictive, 266, 267b
reported, 275
of research articles, 17–18
threats to, 156b, 161b
Critical Thinking Decision Path for, 159b, 159f Value-based health care purchasing, 412b
Variability, measures, 288–289, 289b
Variables,
antecedent, 175
categorical, 284
continuous, 284b
987
definition of, 29
demographic, 27
dependent, 29, 166
control and, 150
in experimental and/or quasi-experimental designs, 166
dichotomous, 284
discrete, 368, 368t
extraneous, 153
hypothesis and, 33–34
independent, 29, 166. See also Independent variables
of interest, measurement of, 248–249
intervening, 153, 176
mediating, 153
nominal-level, 284
research questions and, 29–30, 31t Veterans Affairs Nursing Outcomes Database, 414
Virginia Henderson International Nursing Library, website of, 56t
W
Web browser, 56
Wilcoxon matched pairs test, 297
Willowbrook Hospital Study, 233–234t, 236–237t
Workforce development, quality strategy levers and, 412
988
World Health Organization, on CVD, 497
989
Special features
These Special Features can be found on the pages listed.
Appraisal for evidence-based practice
Pages: 40, 100, 120, 161, 177, 194, 209, 227, 244, 258, 276, 300, 313
Critical thinking challenges
Pages: 21, 43, 64, 79, 100, 122, 163, 178, 196, 210, 230, 245, 261, 278, 304, 315, 357, 381, 402, 432
Critical thinking decision path
Pages: 38, 54, 91, 105, 159, 166, 182, 201, 224, 242, 249, 269, 283, 290, 291, 307
Critique of a research study
Pages: 127, 321, 340
Critical appraisal criteria
Pages: 41, 63, 78, 120, 127, 162, 177, 195, 208, 209
Research vignette
Pages: 2, 84, 146, 360
990
Table of Contents
Title page 2 Table of Contents 4 Copyright 9 About the authors 12 Contributors 15 Reviewers 18 To the faculty 19 To the student 27 Acknowledgments 29 I. Overview of Research and Evidence-Based Practice 31
Introduction 33 References 36
1. Integrating research, evidence-based practice, and quality improvement processes 39
References 66 2. Research questions, hypotheses, and clinical questions 68
References 100 3. Gathering and appraising the literature 104
References 138 4. Theoretical frameworks for research 140
References 164 II. Processes and Evidence Related to Qualitative Research 169
Introduction 170 References 175
5. Introduction to qualitative research 176 References 197
6. Qualitative approaches to research 198 References 232
7. Appraising qualitative research 235
991
Critique of a qualitative research study 239 References 264 References 268
III. Processes and Evidence Related to Quantitative Research 270
Introduction 272 References 275
8. Introduction to quantitative research 277 References 302
9. Experimental and quasi-experimental designs 304 References 329
10. Nonexperimental designs 331 References 359
11. Systematic reviews and clinical practice guidelines 362 References 383
12. Sampling 386 References 417
13. Legal and ethical issues 419 References 441
14. Data collection methods 443 References 470
15. Reliability and validity 471 References 500
16. Data analysis: Descriptive and inferential statistics 503 References 539
17. Understanding research findings 541 References 559
18. Appraising quantitative research 561 Critique of a quantitative research study 565 Critique of a quantitative research study 590 References 613 References 619 References 622
IV. Application of Research: Evidence-Based Practice 623
992
Introduction 624 References 629
19. Strategies and tools for developing an evidence-based practice 632 References 659
20. Developing an evidence-based practice 661 References 693
21. Quality improvement 700 References 747
Example of a randomized clinical trial (Nyamathi et al., 2015) Nursing case management peer coaching and hepatitis A and B vaccine completion among homeless men recently released on parole
751
Example of a longitudinal/Cohort study (Hawthorne et al., 2016) Parent spirituality grief and mental health at 1 and 3 months after their infant schild s death in an intensive care unit
783
Example of a qualitative study (van dijk et al., 2015) Postoperative patients perspectives on rating pain A qualitative study
802
Example of a correlational study (Turner et al., 2016) Psychological functioning post traumatic growth and coping in parents and siblings of adolescent cancer survivors
831
Example of a systematic review/Meta analysis (Al- mallah et al., 2015) The impact of nurse led clinics on the mortality and morbidity of patients with cardiovascular diseases
852
Glossary 869 Index 903 Special features 990
993
- Title page
- Table of Contents
- Copyright
- About the authors
- Contributors
- Reviewers
- To the faculty
- To the student
- Acknowledgments
- I. Overview of Research and Evidence-Based Practice
- Introduction
- 1. Integrating research, evidence-based practice, and quality improvement processes
- 2. Research questions, hypotheses, and clinical questions
- 3. Gathering and appraising the literature
- 4. Theoretical frameworks for research
- II. Processes and Evidence Related to Qualitative Research
- Introduction
- 5. Introduction to qualitative research
- 6. Qualitative approaches to research
- 7. Appraising qualitative research
- Critique of a qualitative research study
- References
- References
- III. Processes and Evidence Related to Quantitative Research
- Introduction
- 8. Introduction to quantitative research
- 9. Experimental and quasi-experimental designs
- 10. Nonexperimental designs
- 11. Systematic reviews and clinical practice guidelines
- 12. Sampling
- 13. Legal and ethical issues
- 14. Data collection methods
- 15. Reliability and validity
- 16. Data analysis: Descriptive and inferential statistics
- 17. Understanding research findings
- 18. Appraising quantitative research
- Critique of a quantitative research study
- Critique of a quantitative research study
- References
- References
- References
- IV. Application of Research: Evidence-Based Practice
- Introduction
- 19. Strategies and tools for developing an evidence-based practice
- 20. Developing an evidence-based practice
- 21. Quality improvement
- Example of a randomized clinical trial (Nyamathi et al., 2015) Nursing case management peer coaching and hepatitis A and B vaccine completion among homeless men recently released on parole
- Example of a longitudinal/Cohort study (Hawthorne et al., 2016) Parent spirituality grief and mental health at 1 and 3 months after their infant schild s death in an intensive care unit
- Example of a qualitative study (van dijk et al., 2015) Postoperative patients perspectives on rating pain A qualitative study
- Example of a correlational study (Turner et al., 2016) Psychological functioning post traumatic growth and coping in parents and siblings of adolescent cancer survivors
- Example of a systematic review/Meta analysis (Al-mallah et al., 2015) The impact of nurse led clinics on the mortality and morbidity of patients with cardiovascular diseases
- Glossary
- Index
- Special features
The Systems Development Life Cycle and the Nurse Informatics
/in Nursing /by adminDiscussion: The Systems Development Life Cycle and the Nurse Informatics
The systems development life cycle (SDLC) is a model for planning and implementing change within an organization. It is important for many individuals to be represented in the process, especially the end users of the system or the employees who must live with the change. As informatics become more and more widespread throughout the health care field, collaboration between information technology (IT) professionals and health care practitioners is becoming increasingly important. The nurse informaticist is able to combine the perspective of the information technology side with the clinical nursing perspective.
While the titles and specific responsibilities of nurse informaticists vary across organizations and practice settings, the fundamental purpose of the role remains the same. Nurse informaticists synthesize their knowledge of how technology can improve health care with an understanding of clinical practice and workflow. This is why nurse informaticists can be instrumental in facilitating the SDLC for informatics in health care. For this Discussion, you examine the relationship between the nurse informaticist and the use of the SDLC.
To prepare:
Post by tomorrow 8/30/16 550 words in APA format with a minimum of 3 references from the list provided under Required Readings. Apply the level 1 headings as numbered below:
1) A description of how the systems development life cycle is utilized in your organization (Hospital), or in one with which you are familiar, and assess its effectiveness.
2) Assess the role of the nurse informaticist in your organization. If the nurse informaticist is not a current position within your organization, provide a description of the generally accepted role of the nurse informaticist based on this week’s Learning Resources and your own research.
3) Explain why it is important for the nurse informaticist to be involved in the SDLC process and the overall organizational benefits of having such involvement.
Required Readings
Dennis, A., Wixom, B. H., & Roth, R. M. (2015). Systems analysis and design (6th ed.). Hoboken, NJ: Wiley.
In this chapter, the authors clarify the relationship between systems analysts and information systems development. The chapter also covers the basic business applications of information systems.
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Quality, organizational decision making is a requisite to successful advancements in technology. This chapter explores how workplaces respond to the necessity for improved information systems.
Anderson, C., & Sensmeier, J. (2011). Nursing informatics scope of practice expands, salaries increase. Computers, Informatics, Nursing, 29(5), 319–320.
Retrieved from the Walden Library databases.
This article assesses the growing need for informaticists in the health care industry. The combination of clinical and information technology experience that informaticists possess makes them invaluable in assisting in the health care industry’s transition into a heavier use of information systems.
Houston, S. M. (2012). Nursing’s role in IT projects. Nursing Management, 43(1), 18–19.
Retrieved from the Walden Library databases.
The societal advancements of information technology (IT) are major factors in the governance of health care organizations. This article gives an overview of how nurse informaticists blend their clinical know-how with IT to improve workflow and patient care.
McLane, S., & Turley, J. P. (2011). Informaticians: How they may benefit your healthcare organization. The Journal of Nursing Administration, 41(1), 29–35.
Retrieved from the Walden Library databases.
Nursing informaticists help guide the implementation of information systems into health care organizations. The authors of this article evaluate how informaticists effect change in management and improve meaningful use in nursing practice.
Prestigiacomo, J. (2012). The rise of the senior nurse informaticist. Healthcare Informatics, 29(2), 38–43.
Retrieved from the Walden Library databases.
The author of this article highlights the conditions of the health care industry and its growing reliance on data-driven decision making. Nurse informaticists are important in this transition, playing a major role in the development and utilization of electronic health records (EHRs).
Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.
Retrieved from the Walden Library databases.
Health care organizations rely heavily on information management and technology for organizational maintenance and patient care. This article examines the clinical informaticist’s role in facilitating the implementation of health information technology and spearheading clinical risk management.
Nursing Ethics Paper
/in Nursing /by adminThe purpose of this task is to explore how nursing ethics, self-advocacy, and professional accountability can be applied in clinical practice. Using the provided case scenario, you will be required to think about how ethical concepts can be used to make clinical decisions and explore the differences in personal and professional beliefs. You will develop personalized stress management plans that rely on the use of adaptive coping strategies to ensure personal health and well-being.
SCENARIO You have been working as a nurse in the adult oncology unit for the past year. You have developed a close relationship with many of your patients, but Mr. Newcomb has a special place in your heart. He has been diagnosed with stage 4 pancreatic cancer and has undergone aggressive chemotherapy. Each day his wife has come to the unit to be with her husband. They have been married for over 40 years and share a deep love. Mr. and Mrs. Newcomb have made the decision to no longer continue with treatment and have decided that hospice care is needed. Over the past few days, you have watched Mr. Newcomb’s health decline, and you can tell from your experience that he does not have much time left to live. Mr. Newcomb has been very open about discussing his death, and you have had the opportunity to learn about his life and the legacy he will leave behind. While you are completing your rounds, you stop in Mr. Newcomb’s room to see how he is doing. You ask, “Is there anything else I can do for you?” Mr. Newcomb has rarely asked for anything, but today he has one request. Mr. Newcomb states, “Before I die, I would like to see my mistress one more time. Mrs. Newcomb is always here. Do you think you could tell her that I will be busy for a few hours tomorrow so I can make arrangements to see my mistress one more time?”
Reflect on the following questions before you begin working on this task:
• What would you do in this scenario?
• How can your knowledge of ethical principles be utilized to determine your response to Mr. Newcomb?
• How would this affect you as a nurse and direct provider of care for Mr. Newcomb?
REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Summarize how the principles of beneficence, non-maleficence, autonomy, and justice apply to the scenario by doing the following:
1. Describe how you would respond to Mr. Newcomb’s request.
2. Evaluate how you applied the principles of beneficence, non-maleficence, autonomy, and justice to the scenario.
3. Examine how personal beliefs and values influenced your response to the scenario.
4. Describe three strategies to promote self-care.
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
Attached is the submission of a previous student that was approved, please use this as a guide to the standard being sought.
Benchmark – Professional Capstone and Practicum Reflective Journal
/in Nursing /by adminStudents are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
In your journal, you will reflect on the personal knowledge and skills gained throughout this course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:
Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
RUBRIC
Attempt Start Date: 18-May-2020 at 12:00:00 AM
Due Date: 24-May-2020 at 11:59:59 PM
Maximum Points: 100.0
Percentage 100
Weekly topic:
Topic 1: Change Proposal Subject and Purpose Identification 1
Concept Mapping On Clincal Case Studies For Medical Surgical Nursing
/in Nursing /by adminconcept mapping on clinical case studies for medical surgical nursing
Clinical Reasoning Cases in Nursing
SEVENTH EDITION
Mariann Harding, PhD, RN, CNE Associate Professor, Department of Nursing, Kent State University at Tuscarawas, New Philadelphia, Ohio
Julie S. Snyder, MSN, RN-BC Lecturer, School of Nursing, Regent University, Virginia Beach, Virginia
Table of Contents
Cover image
Inside Front Cover
Brief Contents
Title page
Copyright
Contributors
Reviewers
Introduction
What Is Clinical Reasoning?
What Is New in This Edition
The “How To” of Case Studies
Acknowledgments
1: Perfusion
Case Study 1
Case Study 2
Case Study 3
Case Study 4
Case Study 5
Case Study 6
Case Study 7
Case Study 8
Case Study 9
Case Study 10
Case Study 11
Case Study 12
Case Study 13
Case Study 14
Case Study 15
Case Study 16
Case Study 17
Case Study 18
Case Study 19
Case Study 20
Case Study 21
Case Study 22
2: Gas Exchange
Case Study 23
Case Study 24
Case Study 25
Case Study 26
Case Study 27
Case Study 28
Case Study 29
Case Study 30
Case Study 31
Case Study 32
Case Study 33
Case Study 34
Case Study 35
Case Study 36
Case Study 37
Case Study 38
Case Study 39
Case Study 40
3: Mobility
Case Study 41
Case Study 42
Case Study 43
Case Study 44
Case Study 45
Case Study 46
Case Study 47
Case Study 48
Case Study 49
Case Study 50
Case Study 51
Case Study 52
Case Study 53
Case Study 54
4: Digestion
Case Study 55
Case Study 56
Case Study 57
Case Study 58
Case Study 59
Case Study 60
Case Study 61
Case Study 62
Case Study 63
Case Study 64
Case Study 65
Case Study 66
5: Urinary Elimination
Case Study 67
Case Study 68
Case Study 69
Case Study 70
Case Study 71
Case Study 72
Case Study 73
Case Study 74
Case Study 75
6: Intracranial Regulation
Case Study 76
Case Study 77
Case Study 78
Case Study 79
Case Study 80
Case Study 81
Case Study 82
Case Study 83
Case Study 84
Case Study 85
Case Study 86
Case Study 87
Case Study 88
7: Metabolism and Glucose Regulation
Case Study 89
Case Study 90
Case Study 91
Case Study 92
Case Study 93
Case Study 94
Case Study 95
Case Study 96
Case Study 97
Case Study 98
Case Study 99
Case Study 100
8: Immunity
Case Study 101
Case Study 102
Case Study 103
Case Study 104
Case Study 105
Case Study 106
9: Cellular Regulation
Case Study 107
Case Study 108
Case Study 109
Case Study 110
Case Study 111
Case Study 112
Case Study 113
Case Study 114
Case Study 115
10: Tissue Integrity
Case Study 116
Case Study 117
Case Study 118
Case Study 119
11: Cognition
Case Study 120
Case Study 121
Case Study 122
12: Infection and Inflammation
Case Study 123
Case Study 124
Case Study 125
Case Study 126
Case Study 127
Case Study 128
Case Study 129
Case Study 130
13: Developmental
Case Study 131
Case Study 132
Case Study 133
Case Study 134
Case Study 135
Case Study 136
14: Reproductive
Case Study 137
Case Study 138
Case Study 139
Case Study 140
Case Study 141
Case Study 142
Case Study 143
15: Mood, Stress, and Addiction
Case Study 144
Case Study 145
Case Study 146
Case Study 147
Case Study 148
Case Study 149
Case Study 150
Inside Front Cover
Brief Contents Chapter 1 Perfusion, 1 Chapter 2 Gas Exchange, 99 Chapter 3 Mobility, 187 Chapter 4 Digestion, 247 Chapter 5 Urinary Elimination, 301 Chapter 6 Intracranial Regulation, 339 Chapter 7 Metabolism and Glucose Regulation, 401 Chapter 8 Immunity, 455 Chapter 9 Cellular Regulation, 483
Chapter 10 Tissue Integrity, 527 Chapter 11 Cognition, 547 Chapter 12 Infection and Inflammation, 561 Chapter 13 Developmental, 593 Chapter 14 Reproductive, 615 Chapter 15 Mood, Stress, and Addiction, 645
Copyright
CLINICAL REASONING CASES IN NURSING, SEVENTH EDITION ISBN: 978-0-323-52736-1
Copyright © 2020 by Elsevier, Inc. All rights reserved.
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Executive Content Strategist: Lee Henderson Content Development Specialist: Laura Goodrich Publishing Services Manager: Julie Eddy Senior Project Manager: Tracey Schriefer Design Direction: Margaret Reid
Printed in the United States of America Last digit is the print number: 9 8 7 6 5 4 3 2 1
Contributors
Meghan Davis, MSN-Ed, CCRN, RN Registered Nurse, Virginia Beach, Virginia
Jatifha C. Felton, MSN-Ed, APRN, ACNCP-AG, CCRN Critical Care Nurse Practitioner, Chesapeake Regional Healthcare, Chesapeake, Virginia
Sherry D. Ferki, RN, MSN Adjunct Faculty, School of Nursing, Old Dominion University, Norfolk, Virginia
Joanna Van Sant, MSN, RN Clinical Nurse Manager–Oncology Unit, Sentara Northern Virginia Medical Center, Woodbridge, Virginia
Reviewers
Heidi Matarasso Bakerman, RN, BA Nursing, MscN Nursing Instructor, Nursing Vanier College, Montreal, Quebec, Canada
Beverly Banks, MSN, BSN, RN Full Time Faculty, Nursing, Alpena Community College, Alpena, Michigan
Mitzi L. Bass, MPH, MSN, RN Assistant Professor of Nursing, School of Nursing and Health Professions, Baltimore City Community College, Baltimore, Maryland
Michelle Bayard, BSN, RN Teacher, Faculty of Careers and Technology: Nursing Vanier College, Montreal, Quebec, Canada
Diana Lynne Burgess, MSN, RN Nursing Faculty—ADN Program, St. Petersburg College of Nursing, St. Petersburg, Florida
Lacey M. Campbell, MSN, RN Program Coordinator Accelerated LPN to RN Program, Texas County Technical College, Houston, Missouri
Diane Cohen, MSN, RN Professor—Nursing, MassBay Community College, Framingham, Massachusetts
Nicola Eynon-Brown, RN(EC), BNSc, MN, NP, CPNP- PC Professor, School of Baccalaureate Nursing, St. Lawrence College, Brockville, Ontario, Canada
Melissa Marie Fischer, MSN, RN ADN Nursing Faculty, Nursing, Blackhawk Technical College, Janesville, Wisconsin
Victoria A. Greenwood, MSN, MSEd, RN-BC Assistant Professor, Nursing, The Sage Colleges, Troy, New York
Rose A. Harding, MSN, RN Coordinator, Standardized Test
Evaluation Committee, JoAnne Gay Dishman School of Nursing, Lamar University, Beaumont, Texas
Antonea Jackson, PhD (c), MSN, RN CNE Clinical Assistant Professor, Nursing, Prairie View A&M University, Houston, Texas
Llynne C. Kiernan, DNP, MSN, RN-BC Assistant Professor of Nursing, Nursing, Norwich University, Northfield, Vermont
Tonie Metheny, MS, RN, CNE Clinical Instructor, Nursing, Fran and Earl Ziegler College of Nursing, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma
Kathleen S. Murtaugh, MSN, RN, CNA Assistant Professor, Nursing, St. Elizabeth School of Nursing/University of Saint Francis, Lafayette, Indiana
Karen Noss, MSN, RN Professor, Nursing Department, Luzerne County Community College, Nanticoke, Pennsylvania
Alicia Powell, MSN, RNC Clinical Nurse Educator, Women’s Services, Chesapeake Regional Healthcare, Chesapeake, Virginia
Deborah J. Pumo, MS, RN, EdD Nursing Professor, Nursing Department, Illinois Valley Community College, Oglesby, Illinois
Sandra A. Ranck, MSN, RN Program Administrator, Auburn Practical Nursing Program, Auburn Career Center, Concord Township, Ohio
Cherie R. Rebar, PhD, MBA, RN, COI Professor of Nursing, Wittenberg University, Springfield, Ohio
Alicia N. Rose, ACNS-BC, PMHNP-BC, RN-BC, CSAC Psychiatric Nurse Practitioner, Meridian Psychotherapy, Virginia Beach, Virginia
Jane Tyerman, BA, RN, BScN, MScN, PhD Professor, Trent/Fleming School of Nursing, Trent University, Peterborough, Ontario, Canada
Introduction
To provide safe, quality care, nurses need to have well-developed clinical reasoning skills. As new graduates, you will make decisions and take actions of an increasingly sophisticated nature. You will encounter problems you have never seen or heard about during your classroom and clinical experiences. You will have to make complex decisions with little or no guidance and limited resources.
We want you to be exposed to as much as possible during your student days, but more importantly, we want you to learn to think. You cannot memorize your way out of any situation, but you can think your way out of any situation. We know that students often learn more and faster when they have the freedom to make mistakes. This book is designed to allow you to look at how to solve problems and find answers without the pressure of someone’s life hanging in the balance. We want you to do well. We want you to be the best. It is our wish for you to grow into confident, competent nursing professionals. We want you to be very, very good at what you do!
What Is Clinical Reasoning? Clinical reasoning is not memorizing lists of facts or the steps of procedures. Instead, clinical reasoning is an analytical process that can help you think about a patient care issue in an organized and efficient manner. Five steps are involved in clinical reasoning. Thinking about these steps may help you when you work through the questions in your cases. Here are the five steps with an explanation of what they mean.
1. Recognize and define the problem by asking the right questions:
Exactly what is it you need to know? What is the question asking?
2. Select the information or data necessary to solve the problem or answer the question: First you have to ask whether all the necessary information is there. If not, how and where can you get the additional information? What other resources are available? This is one of the most difficult steps. In real clinical experiences, you rarely have all of the information, so you have to learn where you can get necessary data. For instance, patient and family interviews, nursing charting, the patient medical chart, laboratory data on your computer, your observations, and your own physical assessment can help you identify important clues. Of course, information can rapidly become outdated. To make sure you are accessing the most current and accurate information, you will occasionally need to use the Internet to answer a question.
3. Recognize stated and unstated assumptions; that is, what do you think is or is not true? Sometimes answers or solutions seem obvious; just because something seems obvious does not mean it is correct. You may need to consider several possible answers or solutions. Consider all clues carefully and do not dismiss a possibility too quickly. Remember, “You never find an answer you don’t think of.”
4. Formulate and select relevant and/or potential decisions: Try to think of as many possibilities as you can. Consider the pros and cons of the consequences of making each decision. What is the best answer/solution? What could go wrong? This requires considering many different angles. In today’s health care settings, decision making often requires balancing the well- being needs of the patient, the preferences and concerns of the patient and caregiver, and financial limitations imposed by the reimbursement system. In making decisions, you need to take into account all relevant factors. Remember, you may need to explain why you rejected other options.
5. Draw a valid, informed conclusion: Consider all data; then
determine what is relevant and what makes the most sense. Only then should you draw your conclusion.
It may look as if this kind of reasoning comes naturally to your instructors and experienced nurses. You can be certain that even experienced nurses were once where you are now. The rapid and sound decision making that is essential to good nursing requires years of practice. The practice of good clinical reasoning leads to good thinking in clinical practice. This book will help you practice the important steps in making sound clinical judgments until the process starts to come naturally.
What Is New in This Edition The conceptual approach to nursing education is a new way to manage information and help students develop clinical reasoning skills. In this edition, we chose to reorganize the cases in each section by health-illness concepts. Within each section, you will see the basic principles of that concept applied in exemplars, or models of that concept, that cross care settings, the life span, and the health-illness continuum. For example, you may be enrolled in a course that focuses on gas exchange, including risk factors, physiologic mechanisms, assessment, and interventions to promote optimal oxygenation. Based on prevalence and incidence, exemplars such as pneumonia, influenza, and asthma, are used to show how to apply principles across ages and care settings. To ensure that there are cases that cover common exemplars you may see in class, we added over 20 new cases. Like the existing cases, each of these are adaptations of actual scenarios encountered in the clinical setting—there is no better way to learn than from real patients!
Because nurses play a vital role in improving the safety and quality of patient care, you need to learn interventions you will use to deliver safe care and enhance patient outcomes. To help you learn key principles, you will note questions marked with a
. These questions involve scenarios that typically include inherent
risks, such as medication administration, fall and pressure injury reduction protocols, and preventing health care–associated infections.
The “How To” of Case Studies When you begin each case, read through the whole story once, from start to finish, getting a general idea of what it is about. Write down things you have to look up. This will help you move through the case smoothly and get more out of it. How much you have to look up will depend on where you are in your program, what you know, and how much experience you already have. Preparing cases will become easier as you advance in your program.
Acknowledgments
We would like to express our appreciation to the editorial Elsevier staff, especially Laura Goodrich, Lee Henderson, and Tracey Schriefer for their professional support and contributions in guiding this text to publication. We extend a special thanks to our reviewers, who gave us helpful suggestions and insights as we developed this edition.
Mariann’s gratitude goes to those she loves most—her husband, Jeff, and her daughters, Kate and Sarah. She gives a special thanks to her students, colleagues, and patients; each inspire her passion for nursing and education. Lastly, Mariann praises God, who has graciously bestowed more blessings than could ever be imagined.
Julie thanks her husband, Jonathan, for his love, support, and patience during this project. She is grateful for the encouragement from daughter Emily, son-in-law Randy, and parents Willis and Jean Simmons. Julie appreciates the hard work of colleagues Sherry Ferki, Jatifha Felton, Meghan Davis, Joanna Van Sant, Alicia Rose, and Alicia Powell as contributors and reviewers for this edition. She is especially thankful to the students, whose eagerness to learn is an inspiration. Most importantly, Julie gives thanks to God, our source of hope and strength.
1
Perfusion
Case Study 1 Name_________________________________ Class/Group ______________________________ Date ___________
Scenario M.G., a “frequent flier,” is admitted to the emergency department (ED) with a diagnosis of heart failure (HF). She was discharged from the hospital 10 days ago and comes in today stating, “I just had to come to the hospital today because I can’t catch my breath and my legs are as big as tree trunks.” After further questioning, you learn she is strictly following the fluid and salt restriction ordered during her last hospital admission. She reports gaining 1 to 2 pounds (0.5 to 1 kg) every day since her discharge.
1. What error in discharge teaching most likely occurred? 2. An echocardiogram revealed that her ejection fraction (EF) is
30%, but it was 40% a month ago. What is EF, and what does the decreased number indicate?
Case Study Progress During the admission interview, the nurse makes a list of the medications M.G. took at home.
Chart View
Nursing Assessment: Medications Taken at Home
Enalapril (Vasotec) 5 mg PO bid
Pioglitazone (Actos) 45 mg PO every morning
Furosemide (Lasix) 40 mg/day PO
Potassium chloride (K-Dur) 20 mEq/day PO
3. Which of these medications may have contributed to M.G.’s HF? Explain.
4. How do angiotensin-converting enzyme (ACE) inhibitors, such as enalapril (Vasotec), work to reduce HF? Select all that apply.
a. Cause systemic vasodilation b. Increase cardiac contractility c. Reduce preload and afterload d. Prevent the conversion of angiotensin I to
angiotensin II e. Block sympathetic nervous system stimulation to
the heart f. Promote the excretion of sodium and water in the
renal tubules
Case Study Progress After reviewing M.G.’s medications, the cardiologist writes the following medication orders.
Chart View
Medication Orders
Enalapril (Vasotec) 5 mg PO bid
Carvedilol (Coreg) 3.125 mg PO twice daily
Metformin (Glucophage)
500 mg twice daily
Furosemide (Lasix) 80 mg intravenous push (IVP) now, then 40 mg/day IVP
Potassium chloride (K- Dur)
20 mEq/day PO
5. What is the rationale for changing the route of the furosemide (Lasix)?
6. You give furosemide (Lasix) 80 mg IVP. Identify at least 4 parameters you would use to monitor the effectiveness of this medication.
7. What lab tests should be ordered for M.G. related to the order for furosemide (Lasix)? Select all that apply.
a. Sodium level b. Potassium level c. Magnesium level d. Coagulation studies e. Serum glucose level f. Complete blood count
8. What is the reason for ordering the beta blocker carvedilol? a. Increase urine output b. Cause peripheral vasodilation c. Increase the contractility of the heart d. Reduce cardiac stimulation from catecholamines
9. You assess M.G. for conditions that may be a
contraindication to carvedilol. Which condition, if present, may cause serious problems if she takes this medication?
a. Angina b. Asthma c. Glaucoma d. Hypertension
Case Study Progress One day later, M.G. has shown only slight improvement, and digoxin (Lanoxin) 125 mcg PO daily is added to her orders.
10. What is the mechanism of action of digoxin? a. Causes systemic vasodilation b. Increases cardiac contractility and cardiac output c. Blocks sympathetic nervous system stimulation to
the heart d. Promotes the excretion of sodium and water in the
renal tubules 11. Which findings from M.G.’s assessment would indicate an
increased possibility of digoxin toxicity? Explain your answer. a. Digoxin level 1.6 ng/mL (2.05 mmol/L) b. Serum sodium level of 139 mEq/L (138 mmol/L) c. Apical heart rate of 64 d. Serum potassium level of 2.2 mEq/L (2.2 mmol/L)
12. When preparing to give the digoxin, you notice that it is
available in milligrams (mg) not micrograms (mcg). Convert 125 mcg to mg.
13. After 2 days, M.G.’s symptoms improve with intravenous diuretics and digoxin. She is placed back on oral furosemide (Lasix) once her weight loss is deemed adequate for achievement of a euvolemic state. What will determine whether the oral dose will be adequate for discharge to be considered?
14. M.G. is ready for discharge. According to the mnemonic MAWDS, what key management concepts should be taught to prevent relapse and another admission?
15. After the teaching session, the nurse asks M.G. to “teach back” one important concept of care at home. Which statement by M.G. indicates a need for further education? Explain your answer.
a. “I will not add salt when I am cooking.”
b. “I will use a weekly pill calendar box to remind me to take my medicine.”
c. “I will weigh myself daily and tell the doctor at my next visit if I am gaining weight.”
d. “I will try to take a short walk around the block with my husband three times a week.”
Case Study Outcome After M.G. has been at home for 2 days, the STOP Heart Failure Nurse Navigator calls to ask about her progress. M.G. reports that her weight has not increased since she has been home and she is breathing more easily.
Case Study 2 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario M.P. is a 65-year-old African American woman who comes to the clinic for a follow-up visit. She was diagnosed with hypertension (HTN) 2 months ago and was given a prescription for a thiazide diuretic but stopped taking it 2 weeks ago because “it made me dizzy and I kept getting up during the night to empty my bladder.” During today’s clinic visit, she expresses fear because her mother died of a stroke (cerebrovascular accident [CVA]) at M.P.’s age, and M.P. is afraid she will suffer the same fate. She states, “I’ve never smoked and I don’t drink, but I am so afraid of this high blood pressure.” You review the data from her past clinic visits.
Chart View
Family History
Mother, died at age 65 years of CVA Father, died at age 67 years of myocardial infarction (MI) Sister, alive and well, age 62 years Brother, alive, age 70 years, has coronary artery disease (CAD),
HTN, type 2 diabetes mellitus (DM)
Patient Past History
Married for 45 years, 2 children, alive and well, 6 grandchildren Cholecystectomy, age 42 years Hysterectomy, age 48 years
Blood Pressure Assessments
January 2: 150/92 January 31: 156/94 (given prescription for hydrochlorothiazide
[HCTZ] 25 mg PO every morning) February 28: 140/90
1. According to the most recent guidelines from the Joint National Committee on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure, M.P.’s blood pressure (BP) falls under which classification?
2. What could M.P. be doing that is causing her nocturia?
Case Study Progress During today’s visit, M.P.’s vital signs are as follows: BP: 162/102; P: 78; R: 16; T: 98.2°F (36.8 ° C). Her most recent basic metabolic panel (BMP) and fasting lipids are within normal limits. Her height is 5 ft, 4 in (163 cm), and she weighs 110 lb (50 kg). She tells you that she tries to go on walks but does not like to walk alone and so has done so only occasionally.
3. What risk factors does M.P. have that increase her risk for
cardiovascular disease?
Case Study Progress Because M.P.’s BP continues to be high, the provider decides to start another antihypertensive drug and recommends that she try again with the HCTZ, taken in the mornings.
4. According to the JNC 8 national guidelines, describe the drug therapy recommended for M.P. at this time.
5. M.P. goes on to ask whether there is anything else she should do to help with her HTN. She asks, “Do I need to lose weight?” Look up her height and weight for her age on a body mass index (BMI) chart. Is she considered overweight?
6. What nonpharmacologic lifestyle alteration measures might help M.P. control her BP? List 2 examples and explain.
Case Study Progress The provider decreases M.P.’s HCTZ dose to 12.5 mg PO daily and adds a prescription for benazepril (Lotensin) 5 mg daily. M.P. is instructed to return to the clinic in 1 week to have her blood work checked. She is instructed to monitor her BP at least twice a week and return for a medication management appointment in 1 month with her list of BP readings.
7. Why did the provider decrease the dose of the HCTZ? 8. You provide M.P. with education about the common side
effects of benazepril, which can include which of these? Select all that apply.
a. Cough b. Dizziness c. Headache d. Constipation e. Shortness of breath
9. It is sometimes difficult to remember whether one has
taken one’s medication. What techniques might you teach M.P. to help her remember to take her medicines each day? Name at least 2.
10. After the teaching session about her medicines, which statement by M.P. indicates a need for further instructions?
a. “I need to rise up slowly when I get out of bed or out of a chair.”
b. “I will leave the salt shaker off the table and not salt my food when I cook.”
c. “I will call if I feel very dizzy, weak, or short of breath while on this medicine.”
d. “It’s okay to skip a few doses if I am feeling bad as long as it’s just for a few days.”
11. Describe 3 priority problems that will guide M.P.’s nursing care.
Case Study Progress M.P. returns in 1 month for her medication management appointment. She tells you she is feeling fine and does not have any side effects from her new medication. Her BP, checked twice a week at the senior center, ranges from 132 to 136 systolic, and 78 to 82 diastolic.
12. When someone is taking HCTZ and an angiotensin-converting enzyme (ACE) inhibitor, such as benazepril, what lab test results would you expect to be monitored?
Chart View
Laboratory Test Results (Fasting)
Potassium 3.6 mEq/L (3.6 mmol/L)
Sodium 138 mEq/L (138 mmol/L)
Chloride 100 mEq/L (100 mmol/L)
CO2 28 mEq/L (28 mmol/L)
Glucose 112 mEq/L (6.2 mmol/L)
Creatinine 0.7 mg/dL (61.9 mcmol/L)
Blood urea nitrogen (BUN) 18 mg/dL (6.4 mmol/L)
Magnesium 1.9 mEq/L (0.95 mmol/L)
13. What lab test results, if any, are of concern at this time? 14. You take M.P.’s BP and get 138/88. She asks whether these BP
readings are okay. On what do you base your response? 15. List at least 3 important ways you might help M.P. maintain
her success.
Case Study Progress M.P. tells you she was recently at a luncheon with her garden club and that most of those women take BP pills different from the ones she does. She asks why their pills are different shapes and colors.
16. How can you explain the difference to M.P.? 17. During the visit, you ask M.P., “When was your last eye
examination?” She answers, “I’m not sure, probably about 2 years ago. What does that have to do with my blood pressure?” What is your response?
Case Study Outcome M.P. comes in for a routine follow-up visit 3 months later. She continues to do well on her daily BP drug regimen, with average BP readings of 130/78. She participates in group walking program for senior citizens at the local mall. She admits she has not done as well with decreasing her salt intake but says she is trying. She visited an ophthalmologist last week and had no problems except for a slight cataract in one eye.
Case Study 3 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario A.M. is a 52-year-old woman who has gained over 75 lbs (32 kg) over the past 30 years, after the birth of her 3 children. She has a sedentary job that requires sitting at a desk for most hours of the work day. When she is at home, she stays inside because she is afraid to walk by herself in her neighborhood. She lives alone, but her children live in the same city. She has a history of hypertension and states that she does not take her medications regularly. She came to the clinic today stating that she thinks she might have a urinary tract infection. Her weight is 255 lbs (102.5 kg). She is 5 feet, 4 inches tall (162.5 cm) and has a waist circumference of 41 inches (104 cm). Her abdomen is large, nontender, soft, and round. Her blood pressure is 160/104. You review fasting labs results that were drawn a week ago.
Chart View
Laboratory Results
Glucose 170 mg/dL (9.4 mmol/L)
Total cholesterol 215 mg/dL (5.6 mmol/L)
Triglycerides 267 mg/dL (3.0 mmol/L)
HDL 60 mg/dL (1.56 mmol/L)
LDL 116 mg/dL (3.0 mmol/L)
HbA1C 5.9%
1. What is BMI? Calculate A.M.’s BMI and identify her classification based on the results.
2. Does A.M. have type 2 diabetes mellitus? Explain your answer.
Case Study Progress A.M.’s urinalysis is clear, and upon examination she is diagnosed with a vaginal yeast infection. The health care provider discusses A.M.’s condition with her and tells her that in addition to the yeast infection, she has metabolic syndrome and reviews some treatment goals with her. In addition, the HCP reinforces the need for A.M. to take her blood pressure medication regularly. A.M. is visibly upset and has many questions.
3. What is metabolic syndrome? 4. Review A.M.’s history and assessment. What criteria for
metabolic syndrome does A.M. have, if any? 5. What other lifestyle habits will you ask A.M. about during
your assessment? 6. What health problems may result if metabolic syndrome
remains untreated? Select all that apply. a. Stroke b. Diabetes c. Breast cancer d. Heart disease e. Renal disease
Case Study Progress A.M. is given the following prescriptions:
Metformin (Glucophage), 500 mg BID Atorvastatin (Lipitor), 10 mg PO at bedtime Lisinopril (Zestril) 5 mg PO, 1 tablet every morning Fluconazole (Diflucan) 150 mg tablet × 1 dose
7. Explain the purpose of each medication ordered.
8. Which are potential side effects of metformin? Select all that apply.
a. Nausea b. Diarrhea c. Dizziness d. Constipation e. Abdominal bloating
Case Study Progress You take the time to talk to A.M. about her concerns and provide health promotion teaching that includes increasing regular physical activity, weight reduction, and eating a diet low in saturated fats. A.M. tells you she is willing to make changes but that this is a lot of information to take in at this time.
9. She asks, “Why do I have to take a drug for diabetes if I don’t have diabetes?” What is the appropriate answer?
a. “Metformin will prevent you from ever developing diabetes.”
b. “Metformin provides the insulin your body is no longer making.”
c. “Metformin allows you to eat whatever you want and your glucose levels won’t increase.”
d. “Metformin helps your cells to be less resistant to insulin, and, as a result, your glucose levels will decrease.”
10. Explain the role of insulin resistance with metabolic syndrome and metformin’s effect on insulin resistance.
11. Is A.M. at greater risk for coronary artery disease? Explain your answer.
12. A.M. asks you, “Won’t all these pills help me? Why do I need to change how I eat and exercise?” Explain the role of reducing risk factors as part of the treatment for metabolic syndrome.
13. After visiting with the dietitian, you review what A.M. has
learned. You ask her to tell you what food choices would be good for a low-fat diet. Which answer reflects a need for further education?
a. “I will eat more fruits and vegetables.” b. “I will try to eat more chicken and fish.” c. “I can eat red meat as long as I don’t fry it.” d. “I will eat more whole grains, such as whole wheat
bread.”
Case Progress A.M. is referred to a registered dietitian for nutrition education and decides to join the local YMCA for exercise. You teach her how to monitor blood glucose levels at home. She has an appointment to return to the clinic in one month. However, A.M. does not return to the clinic for her appointment. When you call to follow up with her, she agrees to come in a week later. At that time, she tells you that she did not do well with the exercise because it “hurts too much.” She said she tried eating a low-fat diet but that it was difficult to stick to it. She did not check her blood glucose regularly, but told you that when she did check them, her fasting levels were in the “140s to 160s.” Her weight is now 250 lbs (113 kg). She tells you that she feels so discouraged and that she will “never get better.”
14. What resources do you suggest for A.M. at this time?
Case Study Outcome During the next year, A.M. continued to miss appointments, and her weight increased to 272 lbs (123 kg). She was eventually diagnosed with type 2 diabetes mellitus, and at her last visit she asked her HCP about having weight loss surgery.
Case Study 4 Name _________________________________ Class/Group
______________________________ Date ___________
Scenario You are working in the internal medicine clinic of a large teaching hospital. Today your first patient is 70-year-old J.M., a man who has been coming to the clinic for several years for management of coronary artery disease (CAD) and hypertension (HTN). A cardiac catheterization done a year ago showed 50% stenosis of the circumflex coronary artery. He has had episodes of dizziness for the past 6 months and orthostatic hypotension, shoulder discomfort, and decreased exercise tolerance for the past 2 months. On his last clinic visit 3 weeks ago, a chest x-ray (CXR) examination revealed cardiomegaly and a 12-lead electrocardiogram (ECG) showed sinus tachycardia with left bundle branch block. You review J.M.’s morning blood work and initial assessment.
Chart View
Laboratory Results Chemistry
Sodium 142 mEq/L (142 mmol/L)
Chloride 95 mEq/L (95 mmol/L)
Potassium 3.9 mEq/L (3.9 mmol/L)
Creatinine 0.8 mg/dL (70.7 mcmol/L)
Glucose 82 mg/dL (4.6 mmol/L)
BUN 19 mg/dL (6.8 mmol/L)
Complete Blood Count
WBC 5400/mm3 (5.4 x 109/L)
Hgb 11.5 g/dL (115 g/L)
Hct 37%
Platelets 229,000/mm3 (229 x 109/L)
Initial Assessment J.M. reports increased fatigue and shortness of breath, especially with activity, and “waking up gasping for breath” at night, for the past 2 days. Vital Signs
Temperature 97.9° F (36.6° C)
Blood pressure 142/83
Heart rate 105
Respiratory rate 18
1. As you review these results, which ones are of possible concern, and why?
2. Knowing his history and seeing his condition this morning, what further questions are you going to ask J.M. and his daughter?
Case Study Progress J.M. tells you he becomes exhausted and has shortness of breath climbing the stairs to his bedroom and must lie down and rest (“put my feet up”) at least an hour twice a day. He has been sleeping on 2 pillows for the past 2 weeks. He has not salted his food since the provider told him not to because of his high blood pressure, but he admits having had ham and a small bag of salted peanuts 3 days ago. He states that he stopped smoking 10 years ago. He denies having palpitations but has had a constant, irritating, nonproductive cough lately.
3. You think it’s likely that J.M. has heart failure (HF). From his history, what do you identify as probable causes for his HF?
4. You are now ready to do your physical assessment. For each potential assessment finding for HF, indicate whether the finding indicates left-sided HF (L) or right-sided HF (R).
1. Weakness 2. Jugular (neck) vein distention 3. Dependent edema (legs and sacrum) 4. Hacking cough, worse at night 5. Enlarged liver and spleen 6. Exertional dyspnea 7. Distended abdomen 8. Weight gain 9. S3/S4 gallop
10. Crackles and wheezes in lungs
Chart View
Medication Orders
Enalapril (Vasotec) 10 mg PO twice a day Furosemide (Lasix) 20 mg PO every morning Carvedilol (Coreg) 6.25 mg PO twice a day Digoxin (Lanoxin) 0.5 mg PO now, then 0.125 mg PO daily Potassium chloride (K-Dur) 10 mEq tablet PO once a day
Case Study Progress The provider confirms your suspicions and indicates that J.M. is experiencing symptoms of early left-sided heart failure. A two- dimensional (2D) echocardiogram is ordered. Medication orders are written.
5. For each medication listed, identify its class and describe its purpose in treating HF.
6. When you go to remove the medications from the
automated dispensing machine, you see that carvedilol (Coreg CR) is stocked. Will you give it to J.M.? Explain.
7. As you remove the digoxin tablet from the automated
medication dispensing machine, you note that the dose on the tablet label is 250 mcg. How many tablets would you give?
8. Based on the new medication orders, which blood test or tests should be monitored carefully? Explain your answer.
9. When you give J.M. his medications, he looks at the potassium tablet, wrinkles his nose, and tells you he “hates those horse pills.” He tells you a friend of his said he could eat bananas instead. He says he would rather eat a banana every day than take one of those pills. How will you respond?
10. The 2D echocardiogram shows that J.M.’s left ventricular ejection fraction (EF) is 49%. Explain what this test result means with regard to J.M.’s heart function.
Case Study Progress This is J.M.’s first episode of significant HF. Before he leaves the clinic, you want to teach him about lifestyle modifications he can make and monitoring techniques he can use to prevent or minimize future problems.
11. List 5 suggestions you might make and the rationale for each. 12. You tell J.M. that the combination of high-sodium foods he
had during the past several days might have contributed to his present episode of HF. He looks surprised. J.M. says, “But I didn’t add any salt to them!” To what health care professional could J.M. be referred to help him understand how to prevent future crises? State your rationale.
13. After visiting with the cardiac dietitian, you review potential food choices with J.M. Which foods are high in sodium and must be avoided? Select all that apply.
a. Canned soups
b. Cheddar cheese c. Processed meats d. Whole wheat bread e. Fat-free fruit yogurt
14. You also include teaching about digoxin toxicity. When teaching J.M. about the signs and symptoms of digoxin toxicity, which should be included? Select all that apply.
a. Diarrhea b. Visual changes c. Increased urine output d. Loss of appetite or nausea e. Dizziness when standing up
Case Study Outcome J.M.’s condition improves after 5 days of treatment, and he is discharged to home. He has a follow-up appointment with a cardiologist in 2 weeks. He is enrolled in the clinic’s STOP Heart Failure program, and a heart failure nurse navigator will contact him in a few days to check his progress.
Case Study 5 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario It is midmorning on the cardiac unit where you work, and you are getting a new patient. G.P. is a 60-year-old retired businessman who is married and has 3 grown children. As you take his health history, he tells you that he began feeling changes in his chest about 10 days ago. He has hypertension (HTN) and a 3-year history of angina pectoris. During the past week, he has had frequent episodes of mid-chest discomfort. The chest pain responds to nitroglycerin (NTG), which he
has taken sublingually about 8 to 10 times over the past week. During the week, he has also experienced increased fatigue. He states, “I just feel crappy all the time.” A cardiac catheterization done several years ago revealed 50% stenosis of the right coronary artery and 50% stenosis of the left anterior descending coronary artery. He tells you that both his mother and his father had coronary artery disease (CAD). He is currently taking amlodipine (Norvasc), metoprolol (Lopressor), atorvastatin (Lipitor), and aspirin 81 mg/day. He is retired and says that he spends his days watching television, with some occasional yard work. He has gained 25 lb (11.3 kg) since retiring and admits that he is overweight.
1. What other information are you going to obtain about his episodes of chest pain?
2. What are common sites for radiation of ischemic cardiac pain? 3. There are several risk factors for coronary artery disease. For
each risk factor listed, mark whether it is “M” modifiable or “N” nonmodifiable.
a. ___ Age b. ___ Stress c. ___ Gender d. ___ Obesity e. ___ Smoking f. ___ Hypertension g. ___ Hyperlipidemia h. ___ Diabetes mellitus i. ___ Physical inactivity j. ___ Ethnic background k. ___ Excessive alcohol use l. ___ Family history of CAD
4. Based on the history you have so far, circle the modifiable and nonmodifiable risk factors in Question 3 that apply to G.P.
5. Although he has had a prescription for sublingual nitroglycerin (SL NTG) for a long time, you want to be certain he is using it correctly. Which actions are correct when taking SL NTG for
chest pain? Select all that apply. a. Call 911 immediately. b. Stop the activity and lie or sit down. c. Chew the tablet slowly then swallow. d. Place the NTG tablet under the tongue. e. Call 911 if the pain is not relieved after taking 1 SL
tablet. f. Call 911 if the pain is not relieved after taking 3 SL
tablets, 5 minutes apart. 6. You review the use and storage of SL NTG with G.P. Which
statement by G.P. indicates a need for further education? Explain your answer.
a. “I carry the tablets with me at all times.” b. “I will keep the pills in their original brown bottle.” c. “I will not store other pills in the nitroglycerin
bottle.” d. “I will discard any open bottle of nitroglycerin after
a year.”
Case Study Progress When you first admit G.P., you place him on telemetry and observe his cardiac rhythm.
7. Identify the rhythm:
(From Ignatavicius DD, Workman ML. Medical-Surgical Nursing, ed. 6, St. Louis, MO: Saunders; 2010.)
8. Explain the primary complication that could occur if this heart rhythm were not treated.
9. Review G.P.’s history. What conditions may have contributed to the development of this dysrhythmia?
10. You review G.P.’s lab test results and note that all of them are within normal range, including troponin and creatinine phosphokinase levels. His potassium level is 4.7 mEq/L (4.7 mmol/L). Given this and his current dysrhythmia, what is the likely cause of the symptoms he has been experiencing this past week?
Case Study Progress Within the hour, G.P. converts with intravenous diltiazem (Cardizem) to sick sinus syndrome with long sinus pauses that cause lightheadedness and hypotension.
11. What risks does the new rhythm pose for G.P.? Explain the reasons for your answers.
Case Study Progress Because G.P.’s dysrhythmia is causing unacceptable symptoms, he is taken to surgery and a permanent DDDR pacemaker is placed and set at a rate of 70.
12. What does the code DDDR mean? 13. What is the purpose of DDDR pacing? 14. The pacemaker insertion surgery places G.P. at risk for several
serious complications. List 3 potential problems you would monitor for as you care for him.
15. G.P. will need some education regarding his new pacemaker. What information will you give him before he leaves the hospital?
16. G.P. and his wife tell you they have heard that people with pacemakers can have their hearts stop because of microwave
ovens and cell phones. Where can you help them find more information?
Case Study Progress After discharge, G.P. is referred to a cardiac rehabilitation center to start an exercise program. He will be exercise tested, and an individualized exercise prescription will be developed for him, based on the results of the exercise test.
17. What information will be obtained from a graded exercise (stress) test?
18. What is included in an exercise prescription?
Case Study Outcome G.P. returns in 1 month for a pacemaker check. He reports that he and his wife go for a walk at least 3 times a week at the mall, and he is hoping to start volunteering soon. He has lost 8 lbs (3.6 kg).
Case Study 6 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario S.P. is a 68-year-old retired painter who is experiencing right leg calf pain. The pain began approximately 2 years ago but has become significantly worse in the past 4 months. The pain is precipitated by exercise and is relieved with rest. Two years ago, S.P. could walk 2 city blocks before having to stop because of leg pain. Today, he can barely walk across the yard. S.P. has smoked 2 to 3 packs of cigarettes per day (PPD) for the past 45 years. He has a history of coronary artery disease (CAD), hypertension (HTN), peripheral artery disease (PAD), and osteoarthritis. Surgical history includes quadruple
coronary artery bypass graft 3 years ago. He has had no further symptoms of cardiopulmonary disease since that time, even though he has not been compliant with the exercise regimen his cardiologist prescribed, continues to eat anything he wants, and continues to smoke 2 to 3 PPD. Other surgical history includes open reduction and internal fixation of a right femoral fracture 20 years ago.
S.P. is in the clinic today for a routine semiannual follow-up appointment with his primary care provider. As you take his vital signs, he tells you that in addition to the calf pain, he is experiencing right hip pain that gets worse with exercise, the pain does not go away promptly with rest, some days are worse than others, and his condition is not affected by a resting position.
Chart View
General Assessment
Weight 261 lb (118.4 kg)
Height 5 ft, 10 in (178 cm)
BP 163/91
Pulse 82
Respiratory rate 16
Temperature 98.4° F (36.9° C)
Laboratory Testing (Fasting)
Cholesterol 239 mg/dL (6.2 mmol/L)
Triglycerides 150 mg/dL (1.69 mmol/L)
HDL 28 mg/dL (0.73 mmol/L)
LDL 181 mg/dL (4.69 mmol/L)
Current Medications
Ramipril (Altace) 10 mg daily
Metoprolol (Lopressor) 25 mg twice a day
Aspirin 81 mg daily
Atorvastatin (Lipitor) 20 mg daily
1. What are the likely sources of his calf pain and hip pain? 2. S.P. has several risk factors for PAD. From his history, list 2
risk factors, and explain the reason they are risk factors. 3. You decide to look at S.P.’s lower extremities. What signs do
you expect to find with PAD? Select all that apply. a. Ankle edema b. Thick, brittle nails c. Cool or cold extremity d. Thin, shiny, and taut skin e. Brown discoloration of the skin f. Decreased or absent pedal pulses
4. You ask further questions about the clinical manifestations of PAD. Which of these would you expect S.P. to have, given the diagnosis of PAD? Select all that apply.
a. Paresthesia b. Elevation pallor c. Dependent rubor d. Rest pain at night e. Pruritus of the lower legs f. Constant, dull ache in his calf or thigh
5. What is the purpose of the daily aspirin listed in S.P.’s current medication?
Case Study Progress S.P.’s primary care provider has seen him and wants you to schedule him for an ankle-brachial index (ABI) test to determine the presence of arterial blood flow obstruction. You confirm the time and date of the procedure and then call S.P. at home.
6. What will you tell S.P. to do to prepare for the tests?
Case Study Progress S.P.’s ABI results showed 0.43 right (R) leg and 0.59 left (L) leg. His primary care provider discusses these results with him and decides to wait 2 months to see whether his symptoms improve with drug changes and risk factor modification before deciding about surgical intervention. S.P. receives a prescription for clopidogrel (Plavix) 75 mg daily and is told to discontinue the daily aspirin. In addition, S.P. receives a consultation for physical therapy.
7. What do these ABI results indicate? 8. You counsel S.P. on risk factor modification. What would you
address, and why? 9. You provide teaching on proper care of his feet and lower
extremities, then use “teach-back” to assess S.P.’s learning. Which statements by S.P. indicate a need for further instruction? Select all that apply.
a. “I can go barefoot in the house, but not outside.” b. “I will wear shoes that are roomy and protective.” c. “I will avoid exposing my feet to extremes of heat
and cold.” d. “I will soak my feet in water once a day to make
sure they are clean.” e. “I will put lotion on my feet and lower legs, but not
in between the toes.” 10. How will the physical therapy help? 11. In addition to risk factor modification, what other measures to
improve tissue perfusion or prevent skin damage should you recommend to S.P.?
12. S.P. tells you his neighbor told him to keep his legs elevated higher than his heart and asks for compression stockings to keep swelling down in his legs. How should you respond?
13. S.P. has been on aspirin therapy but now will be taking
clopidogrel instead. What is the most important aspect of patient teaching that you will emphasize with this drug?
Case Study Outcome S.P. asks for nicotine patches to assist with smoking cessation and makes an appointment for a physical therapy evaluation and a nutritional assessment. He assures you he does not want to lose his leg and will be more careful in the future.
Case Study 7 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario You are the nurse working in an anticoagulation clinic. One of your patients is K.N., who has a long-standing history of an irregular heartbeat, known as atrial fibrillation or A-fib, for which he takes the oral anticoagulant warfarin (Coumadin). Recently K.N. had his mitral heart valve replaced with a mechanical valve.
1. How does atrial fibrillation differ from a normal heart rhythm? 2. What is the purpose of the warfarin (Coumadin) in K.N.’s case?
Case Study Progress K.N. calls your anticoagulation clinic to report a nosebleed that is hard to stop. You ask him to come into the office to check his coagulation levels. The lab technician draws a PT/INR test.
3. What is a PT/INR test, and what are the expected levels for K.N.? What is the purpose of the INR?
4. When you get the results, his INR is critical at 7.2. What is
the danger of this INR level?
Case Study Progress The health care provider does a brief focused history and physical examination, orders additional lab tests, and determines there are no signs of bleeding other than the nosebleed, which has stopped. The provider discovers that K.N. recently started to take daily doses of an over-the-counter proton pump inhibitor (PPI), omeprazole (Prilosec OTC), for heartburn.
5. What happened when K.N. began taking the PPI? 6. What should K.N. have done to prevent this problem? 7. The provider gives K.N. a low dose of vitamin K orally, asks
him to hold his warfarin dose that evening, and asks him to come back tomorrow for another prothrombin time (PT) and INR blood draw. Why is K.N. instructed to take the vitamin K?
8. You want to make certain K.N. knows what “hold the next dose” means. What should you tell him?
9. K.N. asks you why his PT/INR has to be checked so soon. How will you respond?
Case Study Progress K.N.’s INR the next day is 3.7, and the health care provider makes no further medication changes. K.N. is instructed to return again in 7 days to have another PT/INR drawn.
10. Why should the INR be checked again so soon instead of the usual monthly follow-up?
11. K.N. grumbles about all of the lab tests but agrees to follow through. You provide patient education to K.N. and start with reviewing the signs and symptoms (S/S) of bleeding. What are potential S/S of bleeding that should be taught to K.N.? Select all that apply.
a. Insomnia b. Black, tarry stool
c. New onset of dizziness d. Stool that is pale in color e. New joint pain or swelling f. Unexplained abdominal pain
12. Identify 2 other patient education needs you will stress at this time.
13. K.N. tells you that he has had a lot of pain in his knee and wants to take ibuprofen (Advil) because it is an over-the- counter product. How do you reply to his request?
14. Four months later, K.N. informs you that he is going to have a knee replacement next month. What will you do with this information?
Case Study Progress You know that sometimes the only needed action is to stop the warfarin (Coumadin) several days before the surgery. Other times, the provider initiates “bridging therapy,” or stops the warfarin and provides anticoagulation protection by initiating low-molecular- weight heparin. After reviewing all of his anticoagulation information, the provider decides that K.N. will need to stop the warfarin (Coumadin) 1 week before the surgery and in its place be started on enoxaparin (Lovenox) therapy.
15. Compare the duration of action of warfarin (Coumadin) and enoxaparin (Lovenox) and explain the reason the provider switched to enoxaparin at this time.
Case Study Progress K.N. is in the office and ready for his first enoxaparin (Lovenox) injection.
16. Which nursing interventions are appropriate when administering enoxaparin? Select all that apply.
a. Massage the area after the injection has been given. b. Hold extra pressure over the site after the injection.
c. Monitor activated partial thromboplastin time (aPTT) levels.
d. The preferred site of injection is the lateral abdominal fatty tissue.
e. Administer via intramuscular (IM) injection into the deltoid muscle.
Case Study Progress K.N. undergoes knee surgery without complications. Just before his discharge, his physician reviews the instructions and gives him a new prescription for warfarin (Coumadin). K.N. tells his doctor, “I saw this commercial for a new blood thinner called Xarelto. I’d like to take that instead because I wouldn’t need to have all this blood work done.”
17. How do you expect the physician to respond?
Case Study Outcome K.N. is discharged to a rehabilitation facility, where he makes a quick recovery from the knee replacement surgery. He does not experience any thrombotic events or bleeding episodes during his recovery.
Case Study 8 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario You are assigned to care for L.J., a 70-year-old retired bus driver who has just been admitted to your medical floor with right leg deep vein thrombosis (DVT). L.J. has a 48–pack-year smoking history, although he states he quit 2 years ago. He has had pneumonia several times and frequent episodes of atrial flutter or fibrillation. He has had 2 previous episodes of DVT and was diagnosed with rheumatoid arthritis 3 years
ago. Two months ago he began experiencing shortness of breath on exertion and noticed increasing swelling of his right lower leg that became progressively worse until it extended up to his groin. His wife brought him to the hospital when the pain in his leg became increasingly severe. After a Doppler study showed a probable thrombus of the external iliac vein extending distally to the lower leg, he was admitted for bed rest and to initiate heparin therapy. His basic metabolic panel was normal; other lab results were as follows.
Chart View
Laboratory Testing
PT 12.4 seconds
INR 1.11
aPTT 25 seconds
Hgb 13.3 g/dL (133 g/L)
Hct 38.9%
Cholesterol 206 mg/dL (5.34 mmol/L)
1. List 6 risk factors for DVT. 2. Identify at least 5 risk factors from L.J.’s history. 3. Something is missing from the scenario. Based on his history,
L.J. should have been taking an important medication. What is it, and why should he be taking it?
4. Keeping in mind L.J.’s health history and admitting diagnosis, outline the most important assessments you will make during your physical examination.
5. What is the most serious complication of DVT? 6. List at least 8 assessment findings you should monitor closely
for in the development of the complication identified in Question 5.
7. You review the literature for DVT and see the abbreviation VTE. What does VTE mean?
Case Study Progress Your assessment of L.J. reveals bibasilar crackles with moist cough, normal heart sounds, BP 138/88, pulse 104, 4 + pitting edema of right lower extremity, mild erythema of right foot and calf, and severe right calf pain. He is awake, alert, and oriented but a little restless. His Spo2 is 92% on room air. He denies chest pain but does have shortness of breath with exertion. He states he is anxious about missing his grandson’s wedding. He denies any voiding problems.
8. Your institution uses electronic charting. Based on the assessment noted previously, which of the following systems would you mark as “abnormal” as you document your findings? For abnormal findings provide a brief narrative note.
◻ Neurologic: ◻ Respiratory: ◻ Cardiovascular: ◻ Genitourinary: ◻ Skin: ◻ Psychosocial: ◻ Pain:
Case Study Progress L.J. is placed on 72-hour bed rest with bathroom privileges and given acetaminophen (Tylenol) for pain. The physician writes orders for enoxaparin (Lovenox) injections.
9. L.J. asks, “Why do I have to get these shots? Why can’t I just get a Coumadin pill to thin my blood?” What would be your response?” Explain your answer.
a. “Your physician prefers the injections over the pills.”
b. “The enoxaparin will work to dissolve the blood
clot in your leg.” c. “It would take the Coumadin pills several days to
become effective.” d. “Good idea! I will call and ask your physician to
switch medications.” 10. The order for the enoxaparin reads: Enoxaparin 70 mg
every 12 hours subQ. L.J. is 5 ft, 6 in tall and weighs 156 lb. Is this dose appropriate?
11. What special techniques do you use when giving the subcutaneous injection of enoxaparin? Select all that apply.
a. Rotate injection sites. b. Give the injection near the umbilicus. c. Massage the injection site gently after the injection
is given. d. After inserting the needle, do not aspirate before
giving the injection. e. Expel the bubble from the prefilled syringe before
giving the injection. 12. True or False? Enoxaparin dosage is directed by monitoring
aPTT levels. Explain your answer. 13. L.J. asks you how long it will take for the Lovenox injections to
dissolve his blood clot. What is your response to him? 14. After providing teaching about anticoagulant therapy,
you ask L.J. to teach back to you what he has learned. Which statements indicate a need for further education? Select all that apply.
a. “I will not blow my nose really hard.” b. “I will brush my teeth gently with a soft
toothbrush.” c. “I will take aspirin or ibuprofen if I have a
headache.” d. “I will shave very carefully with my disposable
razor.” e. “I will put lotion on my skin to keep it from getting
to dry.” f. “I will purchase and wear a medical alert necklace
for blood thinners.” g. “I will get help right away if I notice bleeding in my
stools or urine or if I have a bad headache or stomach pain.”
15. You identify pain as a key issue in the care of L.J. List 4 interventions you will choose for L.J. to address his pain.
16. What pertinent lab values and measurements would you expect the physician to order and the results of which you will monitor? Explain the reason for each test.
17. You evaluate L.J.’s electrocardiogram (ECG) strip. Name this rhythm, and explain what consequences it could have for L.J.
(Modified from Lilley LL, Rainforth Collins S, Harrington S, et al: Pharmacology and the Nursing Process, ed. 8, St. Louis, MO: Mosby; 2017.)
Case Study Progress A week has passed. L.J. responded to heparin therapy and was bridged to oral warfarin therapy. His heart dysrhythmia converted to sinus rhythm after he started taking cardiac medications, and he is being discharged to home with home care follow-up. “Good,” he says, “just in time to fly out west for my grandson’s wedding. His wife, who has come to pick him up, rolls her eyes and looks at the ceiling.
18. Although you are surprised at his comment, you realize he is serious about going to the wedding. What are you going to tell
him? 19. What discharge instructions about activity will you give L.J.?
Case Study Outcome L.J. listens to you, and his wife is quite relieved. They were able to watch the wedding ceremony via a live-stream connection, and he watches the recording daily and points out his favorite parts to the home care nurse every time she visits.
Case Study 9 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario You are working at the local cardiac rehabilitation center, and R.M. is walking around the track. He summons you and asks if you could help him understand his recent lab report. He admits to being confused by the overwhelming data on the test and does not understand how the results relate to his recent heart attack and need for a stent. You take a moment to locate his lab reports and review his history. The findings are as follows.
R.M. is an active 61-year-old married man who works full time for the postal service. He spends most of his day in a mail truck, and admits he does not eat a “perfect diet.” He enjoys 2 or 3 beers every night, uses stick margarine, eats red meat 2 or 3 times per week, and is a self-professed “sweet eater.” He has tried to quit smoking and is down to 1 pack per day. Cardiac history includes a recent inferior myocardial infarction (MI) and a heart catheterization revealing three- vessel disease: in the left anterior descending (LAD) coronary artery, a proximal 60% lesion; in the right coronary artery (RCA), proximal 100% occlusion with thrombus; and a circumflex artery with 40% to 60% diffuse dilated lesions. A stent was deployed to the RCA and
reduced the lesion to 0% residual stenosis. He has had no need for sublingual nitroglycerin (NTG). He was discharged on enteric-coated aspirin 325 mg daily, clopidogrel (Plavix) 75 mg daily, atorvastatin (Lipitor) 10 mg at bedtime, and ramipril (Altace) 10 mg/day. Six weeks after his MI and stent placement, he had a fasting advanced lipid profile with other blood work.
Chart View
Six-Week Postprocedure Laboratory Work (Fasting)
Total cholesterol 188 mg/dL (4.87 mmol/L)
HDL 34 mg/dL (0.88 mmol/L)
LDL 98 mg/dL (2.54 mmol/L)
Triglycerides 176 mg/dL (1.99 mmol/L)
Homocysteine 18 mmol/L
C-reactive protein (CRP) 8 mg/dL (80 mg/L)
FBG 99 mg/dL (5.5 mmol/L)
TSH 1.04 mU/L
1. When you start to discuss R.M.’s lab values with him, he is pleased about his results. “My cholesterol level is below 200!— and my ‘bad cholesterol’ is good! That’s good news, right?” What would you say to him?
2. Which lab test is considered the “good cholesterol,” and why? 3. Discuss the significance of R.M.’s CRP level. 4. Discuss the significance of the homocysteine test and R.M.’s
results. 5. What else in R.M.’s history might be contributing to his
elevated homocysteine levels? 6. Identify R.M.’s health-related problems. List the problem that
is potentially life-threatening first.
Case Study Progress
7. R.M.’s physician adds niacin, a vitamin preparation (folic acid, vitamin B6, and vitamin B12 [Foltx]) daily with food, and omega-3 fatty acids to his list of medications. How do these medications affect lipids? R.M. states, “But I already take Lipitor. What do all these medications do?” How do you answer him?
8. You are teaching R.M. about the side effects of niacin. Which effects will you include in your teaching? Select all that apply.
a. Pruritus b. Dizziness c. Headache d. Flushed skin e. Gastrointestinal distress
9. R.M. tells you that he really does not want to “put up with” the side effects of the niacin. Is there an alternative to niacin?
10. You review his other medications, including atorvastatin (Lipitor). Which statement by R.M. indicates a need for further teaching about atorvastatin?
a. “I will take this drug at night.” b. “I will try to exercise more each week.” c. “I like to take my medicines with grapefruit juice.” d. “I will call my doctor right away if I experience
muscle pain.”
Case Study Progress You enter R.M.’s room and hear the physician say, “There are many options for changing your LDL and triglyceride levels. You need to continue modifying your diet and exercise to enhance your medication regimen. And stop smoking!” The physician asks R.M. whether he has any questions, and he responds, “No.”
11. After the physician leaves the room, R.M. tells you he really did not understand what the physician said. Explain the need for lifestyle changes to R.M.
12. You review the DASH diet with R.M. and his wife. Which food choices would follow the DASH diet? Select all that apply.
a. Fish and chips b. Fresh fruit salad c. Apples fried in butter and brown sugar d. Fat-free yogurt with tablespoon of almonds e. Grilled chicken sandwich on whole wheat bun
13. R.M. tells you that he knows exercise will help him to lose weight, which is good, but he does not understand how exercise helps his cholesterol levels. How do you answer him?
14. Of all of R.M.’s behaviors, which one is the most
significant in promoting cardiac disease and why? 15. Develop a comprehensive teaching plan directed toward
helping R.M. with addressing this behavior.
Case Study Outcome R.M. tells you that he is determined to stop smoking. At his next checkup 3 months later, he proudly shows off his 15 lb (6.8 kg) weight loss and tells you that he has not had a cigarette for 10 weeks.
Case Study 10 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario The wife of C.W., a 70-year-old man, brought him to the emergency department (ED) at 0430. She told the ED triage nurse that he had diarrhea for the past 2 days and that last night he had a lot of “dark
red” diarrhea. When he became very dizzy, disoriented, and weak this morning, she decided to bring him to the hospital. C.W.’s vital signs (VS) in the ED were 70/− (systolic blood pressure [SBP] 70, diastolic blood pressure [DBP] inaudible), pulse rate 110, respirations 22, oral temperature 99.1° F (37.3° C). A 16-gauge IV catheter was inserted and a lactated Ringer’s infusion was started. The triage nurse learned C.W. has had idiopathic dilated cardiomyopathy for several years. The onset was insidious, but the cardiomyopathy is now severe. His last cardiac catheterization showed an ejection fraction of 13%. He has frequent problems with heart failure (HF) because of the cardiomyopathy. Two years ago, he had a cardiac arrest that was attributed to hypokalemia. He has a long history of hypertension and arthritis. He had atrial fibrillation in the past, but it has been under control recently. Fifteen years ago he had a peptic ulcer.
Endoscopy showed a 25- × 15-mm duodenal ulcer with adherent clot. The ulcer was cauterized, and C.W. was admitted to the medical intensive care unit (MICU) for treatment of his volume deficit. You are his admitting nurse. As you are making him comfortable, Mrs. W. gives you a paper sack filled with the bottles of medications he has been taking: enalapril (Vasotec) 5 mg PO bid, warfarin (Coumadin) 5 mg/day PO, digoxin (Lanoxin) 0.125 mg/day PO, potassium chloride 20 mEq PO bid, and diclofenac (Voltaren) 50 mg PO tid. As you connect him to the cardiac monitor, you note he is in sinus tachycardia. Doing a quick assessment, you find a pale man who is sleepy but arousable and slightly disoriented. He states he is still dizzy and feels weak and anxious overall. His BP is 98/52, pulse is 118, and respiratory rate 26. You hear S3 and S4 heart sounds and a grade II/VI systolic murmur. Peripheral pulses are all 2 +, and trace pedal edema is present. Capillary refill is slightly prolonged. Lungs are clear. Bowel sounds are present, mid-epigastric tenderness is noted, and the liver margin is 4 cm below the costal margin. Has not yet voided since admission. Rates his pain level as “2.” A Swan-Ganz pulmonary artery catheter and a peripheral arterial line are inserted.
1. What may have precipitated C.W.’s gastrointestinal (GI)
bleeding? 2. From his history and assessment, identify 5 signs and
symptoms of GI bleeding and loss of blood volume, and explain the pathophysiology for each one listed.
3. What is the most serious potential complication of C.W.’s bleeding?
4. Your institution uses electronic charting. Based on the assessment just described, which of the following systems would you mark as “abnormal” as you document your findings? Mark abnormal findings with an X and provide a brief narrative note.
☐ Neurologic: ☐ Respiratory: ☐ Cardiovascular: ☐ GI: ☐ Genitourinary: ☐ Musculoskeletal: ☐ Skin: ☐ Psychosocial: ☐ Pain:
5. What intervention is required to assess his renal function? 6. Calculate C.W’s mean arterial pressure (MAP) and explain
why this measure is important.
Case Study Progress As soon as you get a chance, you review C.W.’s admission lab results.
Chart View
Laboratory Results
Sodium 138 mEq/L (138 mmol/L)
Potassium 6.9 mEq/L (6.9 mmol/L)
BUN 90 mg/dL (32.1 mmol/L)
Creatinine 2.1 mg/dL (185.6 mcmol/L)
WBC 16,000/mm3 (16 x 109/L)
Hgb 8.4 g/dL (84 g/L)
Hct 25%
PT 23.4 seconds
INR 4.8
7. After examination of the lab results, do you have any concerns with C.W.’s electrolyte levels? Explain your answer.
8. In view of the previous lab results, what diagnostic test will be performed and why?
9. Evaluate this electrocardiogram (ECG) strip and note the effect of any electrolyte imbalances.
10. Why do you think the BUN and creatinine are elevated? 11. What do the low Hgb and Hct levels indicate about the
rapidity of C.W.’s blood loss? 12. What is the explanation for the prolonged PT/INR? 13. What will be your response to the prolonged PT/INR? Select
all that apply. a. Hold the warfarin dose. b. Avoid injections as much as possible. c. Obtain an order for aspirin if needed for pain.
d. Monitor C.W. for signs and symptoms of bleeding. e. Prepare to administer a STAT dose of protamine
sulfate. 14. What safety precautions should you initiate in light of his
prolonged PT and INR? 15. How do you explain the elevated WBC count?
Case Study Progress C.W. receives a total of 4 units of packed red blood cells (PRBCs), 5 units of fresh frozen plasma (FFP), and several liters of crystalloids to keep his mean BP above 60. On the second day in the MICU, his total fluid intake is 8.498 L and output is 3.66 L. His hemodynamic parameters after fluid resuscitation are pulmonary capillary wedge pressure (PCWP) 30 mm Hg and cardiac output (CO) 4.5 L/min.
16. Calculate his fluid balance and identify whether it is positive or negative.
17. Why will you want to monitor his fluid status very carefully? 18. List at least 6 things you will monitor to assess C.W.’s fluid
balance. 19. Explain the purpose of the FFP for C.W.
Case Study Progress Mrs. W. has been with her husband since he arrived at the emergency department and is worried about his condition and his care.
20. List 5 things you might do to make her more comfortable while her husband is in the MICU.
Case Study Outcome After the transfusions, C.W.’s BP is 110/78, his pulse is 94, and his respirations are 18. His urine output is now 60 mL/hour. He seems more alert and asks you, “What happened?” He is transferred to a step-down unit the next day and is eventually transferred to a
rehabilitation facility for a week of physical therapy before returning home.
Case Study 11 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario J.F. is a 50-year-old married woman with a genetic autoimmune deficiency; she has had recurrent infective endocarditis. The most recent episodes were a Staphylococcus aureus infection of the mitral valve 16 months ago and a Streptococcus viridans infection of the aortic valve 1 month ago. During the latter hospitalization, an echocardiogram showed moderate aortic stenosis, moderate aortic insufficiency, chronic valvular vegetations, and moderate left atrial enlargement. Two years ago, J.F. received an 18-month course of parenteral nutrition (PN) for malnutrition caused by idiopathic, relentless nausea and vomiting (N/V). She has had coronary artery disease (CAD) for several years and 2 years ago had an acute anterior wall myocardial infarction (MI). In addition, she has a history of chronic joint pain.
Now, after having been home for only a week, J.F. has been readmitted to your floor with infective endocarditis (IE), N/V, and renal failure. Since yesterday, she has been vomiting and retching constantly. She also
Chart View
Admission Orders
STAT blood cultures (aerobic and anaerobic) × 2, 30 minutes apart
STAT CMP & CBC Begin PN at 85 mL/hr Piperacillin sodium/tazobactam sodium (Zosyn) 2.25 g q6hr Vancomycin (Vancocin), renal dosing per pharmacy, IVPB
q12hr Furosemide (Lasix) 80 mg PO daily Amlodipine (Norvasc) 5 mg PO daily Potassium chloride (K-Dur) 40 mEq PO daily Metoprolol (Lopressor) 25 mg PO bid Ondansetron 4 mg IV every 6 hours PRN Transesophageal echocardiogram ASAP
Admission Assessment
Oriented × 3 to person, place, and time, but drowsy Grade II/VI holosystolic murmur and a grade III/VI diastolic
murmur Lungs clear bilaterally Abdomen soft with slight left upper quadrant tenderness Multiple petechiae on skin of arms, legs, and chest; splinter
hemorrhages under the fingernails; hematuria noted in voided urine
Blood pressure 152/48 (supine) and 100/40 (sitting)
Pulse rate 116
Respiratory rate 22
Temperature 100.2° F (37.9° C)
has had chills, fever, fatigue, joint pain, and headache. As you go through the admission process with her, you note that she wears glasses and has dentures. Intravenous (IV) access is obtained with a double-lumen peripherally inserted central catheter (PICC) line. Other orders and your assessment are shown in the box.
1. Which of these statements about IE are true? Select all that apply.
a. IE may affect the heart valves. b. IE is an inflammation of the pericardial sac. c. IE is an infection of the innermost layer of the heart. d. Cardiac tamponade is a common complication of
IE. e. Heart failure, sepsis, and dysrhythmias may occur
with IE. 2. What is the significance of the orthostatic hypotension and
tachycardia? 3. What is the significance of the abdominal tenderness,
hematuria, joint pain, and petechiae? 4. What are splinter hemorrhages, and how are they related to IE? 5. Mark the area on the accompanying diagram where you would
place the stethoscope to auscultate an aortic valve murmur.
(From Jarvis C. Physical Examination and Health Assessment. 6th ed. St. Louis, MO: Saunders; 2012.)
6. As you monitor J.F. throughout the day, what other signs and symptoms of embolization will you watch for?
7. Explain the diagnostic criteria for infectious endocarditis.
Case Study Progress The next day, you review J.F.’s lab test results.
Chart View
Laboratory Test Results
Na 138 mEq/L (138 mmol/L)
K 3.9 mEq/L (3.9 mmol/L)
Cl 103 mEq/L (103 mmol/L)
BUN 85 mg/dL (30.3 mmol/L)
Creatinine 3.9 mg/dL (345 mcmol/L)
Glucose 165 mg/dL (9.2 mmol/L)
WBC 6700/mm3 (6.7 x 109/L)
Hct 27%
Hgb 9.0 g/dL (90 g/L)
8. Identify the values that are not within normal ranges and explain the reason for each abnormality.
9. You note that a new intern writes an order for “Fasting blood glucose levels daily.” Is this order appropriate for J.F.? Explain.
10. What is the greatest risk for J.F. during the process of
rehydration, and what would you monitor to detect its development?
Case Study Progress You were aware that as soon as J.F. became stable, she would be going home on parenteral nutrition (PN) and IV antibiotics. As part of the discharge preparations, you contact the home care agency that will be providing her care
11. List 5 important questions in assessing her home health care needs.
Case Study Progress Fortunately, J.F. has a supportive husband and 2 daughters who live nearby who can function as caregivers when J.F. is discharged. They,
along with J.F., will need teaching about endocarditis. Although J.F. has been ill for several years, you discover that she and her family have received little education about the disease. You prepare a teaching plan for the family.
12. Develop a teaching plan for J.F. and her family. 13. J.F.’s daughter tells you that she thinks her mother will have to
stay in bed until the infection is cured. How will you respond, and what measures can be implemented to prevent problems related to decreased mobility?
14. After you have taught J.F. about oral hygiene, which statement by J.F. reflects a need for further education?
a. “I will use a soft toothbrush to brush my teeth.” b. “I will use a water irrigation device to clean my
teeth and gums.” c. “I will rinse my mouth thoroughly with water after
brushing my teeth.” d. “I will remove my dentures after every meal and
clean them thoroughly before replacing them.”
Case Study Progress Your hospital discharge planner facilitates J.F.’s transition to home care. During the initial home visit, the home health nurse evaluates J.F.’s IV site for implementation of the IV therapy program. The nurse interviews the family members to determine their willingness to be caregivers and their level of understanding and enlists the patient’s and family’s assistance to identify goals.
15. The home health nurse also writes short- and long-term goals for J.F. and her family. Identify 2 short-term and 3 long-term goals.
Case Study Outcome Mr. F. and his 2 daughters learned to administer J.F.’s antibiotic and 8- month treatment of PN. J.F.’s endocarditis eventually resolves with no
worsening of her cardiac condition.
Case Study 12 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario Your patient, 58-year-old K.Z., has a significant cardiac history. He has long-standing coronary artery disease (CAD) with occasional episodes of heart failure (HF). One year ago, he had an apical myocardial infarction (MI). In addition, he has chronic anemia, hypertension, chronic renal insufficiency, and a recently diagnosed 4- cm suprarenal abdominal aortic aneurysm. Because of his severe CAD, he had to retire from his job as a railroad engineer about 6 months ago. This morning, he is being admitted to your telemetry unit for a same-day cardiac catheterization. As you take his health history, you note that his wife died a year ago (at about the same time he had his MI) and he does not have any children. He is a current cigarette smoker with a 50-pack-year smoking history. His vital signs are 158/94, 88, 20, and 97.2° F (36.2° C). As you talk with him, you realize he has only a minimal understanding of the catheterization procedure.
1. Before he leaves for the cath lab, you briefly teach him the important things he needs to know before having the procedure. List 5 priority topics you will address.
2. Look at his past history. What other factors are present that could contribute to his risk for cardiac ischemia?
Case Study Progress Several hours later, K.Z. returns from his catheterization. The catheterization report shows 90% occlusion of the proximal left anterior descending (LAD) coronary artery, 90% occlusion of the
distal LAD, 70% to 80% occlusion of the distal right coronary artery (RCA), an old apical infarct, and an ejection fraction (EF) of 37%. About an hour after the procedure is finished, you perform a brief physical assessment and note a grade III/VI systolic ejection murmur at the cardiac apex, crackles bilaterally in the lung bases, and trace pitting edema of his feet and ankles. Except for the soft systolic murmur, these findings were not present before the catheterization.
3. Using the following diagram, identify the superior vena cava, the aorta, and the left and right ventricles. Identify the main coronary arteries and circle the areas of the LAD and RCA that have significant occlusion, as identified in the previous report. Lightly shade the area of the heart where K.Z. had the earlier infarct.
(Modified from Fuller JK. Surgical Technology: Principles and Practice. 5th ed. St. Louis, MO: Saunders; 2010.)
4. What is your evaluation of the catheterization results? 5. Explain the significance of having an EF of 37%. 6. What problem(s) do(es) the changes in assessment findings
suggest to you? What led you to your conclusion? 7. List 5 actions you should take as a result of your evaluation of
the assessment and state your rationale for each. 8. You decide to notify the physician of K.Z.’s condition. Using
SBAR (Situation, Background, Assessment, Recommendation), what information would you provide to the physician when you call?
Case Study Progress After assessing K.Z., the physician admits him with a diagnosis of CAD and HF and plans coronary artery bypass graft (CABG) surgery. Results of significant lab tests performed at this time are Hct 25.3%, Hgb 8.8 g/dL (88 g/L), BUN 33 mg/dL (11.8 mmol/L), and creatinine 3.1 mg/dL (274 mcmol/L). K.Z. is given furosemide (Lasix) and 2 units of packed red blood cells (PRBCs).
9. Review K.Z.’s health history. Can you identify a probable explanation for his chronic renal insufficiency and anemia?
10. Why is he receiving 2 units of PRBCs? What is the purpose of the furosemide?
Case Study Progress Two days later, after his condition is stabilized, K.Z. is taken to surgery for a three-vessel coronary artery bypass graft (CABG × 3 V). When he arrives in the surgical intensive care unit, he has a Swan- Ganz catheter in place for hemodynamic monitoring and is intubated. He is put on a ventilator at Fio2 0.70 and positive end-expiratory pressure (PEEP) at 5 cm H2O. His latest Hgb is 10.3 mg/dL (103 g/L). You review his first hemodynamic readings and arterial blood gases.
Chart View
Hemodynamic Readings
Pulmonary artery pressure (PAP) 38/23 mm Hg
Central venous pressure (CVP) 14 mm Hg
Pulmonary artery wedge pressure (PAWP) 18 mm Hg
Cardiac index (CI) 1.88 L/min/mm2
Arterial Blood Gases
pH 7.37
Paco2 46 mm Hg
Pao2 61 mm Hg
Sao2 85%
11. Why are ABG values necessary in K.Z.’s case? Explain why it would be inappropriate to use pulse oximetry to assess his O2 saturation status.
12. What is your interpretation of his ABG values on 70% oxygen? 13. What is your evaluation of K.Z.’s hemodynamic status, based
on the results displayed? 14. Do you think the hemodynamic values reported previously
reflect poor left ventricular function or fluid overload? Defend your answer.
15. K.Z. is receiving continuous IV infusions of norepinephrine (Levophed) and dobutamine. Why is K.Z. receiving these medications?
16. What assessment findings would indicate that these drugs are having a therapeutic effect?
17. What are the major side effects of norepinephrine and dobutamine, and what do you monitor while these drugs are infusing?
18. K.Z. states that he is feeling more “skipping beats,” even while lying quietly in the bed. What will you do next?
a. Stop the dobutamine immediately. b. Assess his vital signs and cardiac rhythm. c. This is a normal side effect; no interventions are
needed. d. Titrate the dobutamine to a higher dose to reduce
the palpitations.
Case Study Progress After 3 days in the SICU, K.Z.’s condition was stable and he was returned to your telemetry floor. Now, 5 days later, he is ready to go home and you are preparing him for discharge.
19. List at least 4 general areas related to his CABG surgery in which he should receive instruction before he goes home.
Case Study Outcome K.Z. decided to sell his home and move to a seniors’ apartment complex. He completed the cardiac rehabilitation program and became a volunteer to support others who have had heart surgery. He has not had a cigarette since his surgery.
Case Study 13 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario R.K. is an 85-year-old woman who lives with her husband, who is 87. Two nights before her admission to your cardiac unit, she awoke with heavy substernal pressure accompanied by epigastric distress. The pain was reduced somewhat when she rolled onto her side but did not
completely subside for about 6 hours. The next night, she experienced the same chest pressure. The following morning, R.K.’s husband took her to the physician, and she was subsequently hospitalized to rule out myocardial infarction (MI). Lab specimens were drawn in the emergency department. She was given 325 mg chewable, non–enteric- coated aspirin, and an IV line was started. She was placed on oxygen (O2) at 2 L via nasal cannula.
You obtain the following information from your history and physical examination: R.K. has no history of smoking or alcohol use, and she has been in good general health, with the exception of osteoarthritis of her hands and knees and some osteoarthritis of the spine. Her only medications are simvastatin (Zocor), ibuprofen as needed for bone and joint pain, and “herbs.” Her admission vital signs (VS) are blood pressure 132/84, pulse 88, respirations 18, and oral temperature 99° F (37.2° C). Her weight is 114 lbs (51.7 kg) and height is 5 ft, 4 in (163 cm). Moderate edema of both ankles is present; capillary refill is brisk, and peripheral pulses are 1 +. You hear a soft systolic murmur. She denies any discomfort at present. You place her on telemetry, which shows the rhythm in the following figure.
1. Identify her cardiac rhythm.
(Modified from Huszar R. Basic Dysrhythmias: Interpretation and Management—Revised Reprint. ed. 3, St.
Louis, MO: Mosby; 2007.)
2. Give at least 2 reasons for inserting an IV line. 3. Explain the purpose of the aspirin tablet. Why is “non–enteric-
coated” aspirin specified? What would be a contraindication to administering aspirin?
4. What additional history and physical information should you obtain related to her admitting diagnosis? Name at least 4 for each.
5. List 7 lab or diagnostic tests you would expect to be performed; suggest what each might contribute.
6. What other sources, in addition to cardiac ischemia, might be responsible for her chest and abdominal discomfort?
7. Define the concept of differential diagnosis and explain how the concept applies to R.K.’s symptoms.
Case Study Progress After some rest, R.K.’s chest pain has subsided, and she tells you she feels much better now. You review her lab results.
Chart View
Laboratory Results
12-Lead ECG: Light left-axis deviation, normal sinus rhythm, with no ventricular ectopy
Cardiac troponin T is less than 0.01 ng/mL (0.01 mcg/L) (at admission) and same result 4 hours after admission
Cardiac troponin T is less than 0.03 ng/mL (0.03 mcg/L) (at admission) and the same 4 hours after admission
Serial CPK tests are 30 units/L at admission, 32 units/L 4 hours after admission
Copeptin 5 pmol/L at admission, 5.1 pmol/L 4 hours after admission
d-Dimer test result less than 250 ng/mL (250 mcg/L)
8. On the basis of the information presented so far, do you believe she had an MI? What is your rationale?
9. Do you think she may have a pulmonary embolus? 10. While you care for R.K., you carefully observe her. Identify 2
possible complications of coronary artery disease (CAD) and the signs and symptoms associated with each.
11. R.K. rings her call bell. When you arrive, she has her hand placed over her heart and tells you she is “having that heavy feeling again.” She is not diaphoretic or nauseated, but states she is short of breath. Use the PQRST Assessment of Angina to assess her episode of chest pain. What questions would you ask for each factor?
12. What else do you assess, and what priority actions does the nurse need to take right now?
Case Study Progress During the episode of chest pain, R.K.’s vital signs were as follows: BP 140/92, P 110, R 20. The rhythm strip shows sinus tachycardia, and she was very anxious. Her chest discomfort subsided in 3 minutes after 1 nitroglycerin (NTG) dose, and she is resting quietly with O2 per nasal cannula at 2 L/min. R.K.’s physician is making rounds.
13. Using SBAR (Situation, Background, Assessment, Recommendation), how would you communicate this episode to R.K.’s physician?
Case Study Progress R.K.’s husband is upset. He tells you they have been married for 62 years and he does not know what he would do without his wife. One way to help people deal with their anxieties is to help them focus on concrete issues.
14. What information would be useful to get from him? What
other health care professional might be able to help with some of these issues?
Case Study Progress The cardiologist diagnosed R.K. with angina associated with coronary artery disease. She has had no further episodes of chest pain and is discharged to home the next day. She is to see a cardiologist this week and set up an appointment for outpatient testing. As you present the discharge instructions, you review the proper technique for taking sublingual NTG for chest pain.
15. Using the teach-back method, you ask R.K. what to do if she experiences chest pain. Which statement by R.K. indicates that further teaching is needed? Explain your answer.
a. “If I have chest pain, I will place 1 nitroglycerin tablet under my tongue.”
b. “At the first sign of chest discomfort, I will stop what I’m doing and sit down.”
c. “If the chest pain does not stop or ease up, I can take another tablet in 5 minutes.”
d. “My husband will need to call 911 if the chest pain does not stop after 3 nitroglycerin tablets.”
16. R.K. tells you that she hates the headache that happens after she takes a nitroglycerin tablet. What can you suggest to her for this problem?
17. What essential safety point will you emphasize when
discussing sublingual nitroglycerin with R.K.?
Case Study Outcome R.K.’s outpatient testing showed coronary artery disease, and the cardiologist recommended medical treatment at this time. She has not experienced an increased number of episodes of angina.
Case Study 14
Name _________________________________ Class/Group ______________________________ Date ___________
Scenario The time is 1900. You are working in a small, rural hospital. It has been snowing heavily all day, and the medical helicopters at the large regional medical center, 4 hours away by car (in good weather), have been grounded by the weather until morning. The roads are barely passable. W.R., a 48-year-old plumber with a 36-pack-year smoking history, is admitted to your floor with a diagnosis of rule out myocardial infarction (R/O MI). He has significant male-pattern obesity (“beer belly,” large waist circumference) and a barrel chest and reports a dietary history of high-fat food. His wife brought him to the emergency department after he complained of unrelieved “indigestion.” His admission vital signs (VS) were BP 202/124, pulse 106, respirations 18, and oral temperature 98.2° F (36.8° C). W.R. was put on oxygen (O2) by nasal cannula (NC) titrated to maintain Spo2 over 92% and started on an IV nitroglycerin (NTG) infusion. He was given aspirin 325 mg to chew and swallow and was admitted to Dr. A.’s service. There are plans to transfer him by helicopter to the regional medical center for a cardiac catheterization in the morning when the weather clears. Meanwhile, you have to deal with limited lab and pharmacy resources. The minute W.R. comes through the door of your unit, he announces he’s “just fine” in a loud and angry voice and demands a cigarette. He also says he has no time to fool around with hospitals.
1. What is the first priority in his care? 2. Are these VS typical for a man of his age? If not, which one(s)
concern(s) you? Explain why or why not. 3. Identify 5 priority problems associated with the care of a
patient such as W.R. 4. Which lab tests might be ordered to investigate W.R.’s
condition? If the order is appropriate, place an A in the space
provided. If inappropriate, mark with an I. Provide rationales for your decisions.
_____1. Complete blood count (CBC) _____2. Electroencephalogram (EEG) in the morning _____3. Basal metabolic panel (BMP) _____4. Prothrombin time (PT) and partial
thromboplastin time (PTT) _____5. Bilirubin _____6. Urinalysis (UA) _____7. STAT 12-lead electrocardiogram (ECG) and
repeat in the morning _____8. Type and crossmatch for 2 units of packed red
blood cells (PRBCs) _____9. Chest x-ray on admission and in the morning
5. What significant lab tests are missing from the previous list? 6. How are you going to respond to W.R.’s angry demands for a
cigarette? He also requests something for his “heartburn.” How will you respond?
7. Mrs. R. asks you, “If he can’t smoke, why can’t you give him one of those nicotine patches or some nicotine gum?” How will you respond?
8. Are there any alternatives to help him with his nicotine cravings? Would they be helpful now?
Case Study Progress At 2000, you phone Dr. A.’s partner, who is on call. She prescribes morphine sulfate 4 mg STAT IV push (IVP), then 2 to 4 mg IVP q1hr prn for pain (burning, pressure, and angina).
9. Explain 2 reasons for this order. 10. What special precautions should you follow when
administering morphine sulfate via IVP? 11. The pharmacy supplies morphine for injection in vials of
5 mg/mL only. For the first dose, you will be giving 4 mg of
morphine. How many milliliters will you give for this dose? Mark the syringe with your answer.
(From Gray Morris D. Calculate with Confidence. 5th ed. St. Louis, MO: Mosby; 2010.)
12. What will you do with the rest of the morphine in the vial? a. Discard it b. Save it for the next dose c. Return it to the pharmacy d. Discard it with a second witness
13. Angina is not always experienced as “pain” as many people understand pain. How would you describe symptoms you want him to warn you about? Why is this important?
14. What safety measures or instructions would you give
W.R. before you leave his room? 15. Mrs. R. is unable to leave the hospital because of the bad
weather. She approaches you and asks, “Did my husband have a heart attack? I’m really scared. His father died of one when he was 51.” How are you going to respond to her question?
Case Study Progress When you come into W.R.’s room at 2230 hours to answer his call light, you see he is holding his left arm and complaining about aching in his left shoulder and arm.
16. What information will you gather? What questions will you
ask him?
Case Study Progress You titrate the NTG drip up, assess whether he is using the oxygen cannula, and assess his vital signs. In addition, you administer a dose of morphine, but his pain is not relieved. Based on your assessment findings, you decide to call the physician.
17. Using SBAR (Situation, Background, Assessment, Recommendation), what information would you provide to the physician when you call?
18. W.R.’s chest pain subsides after the dose of morphine and he settles down for the night. You monitor him closely and watch for side effects of the NTG infusion. Side effects of NTG include which of these? Select all that apply.
a. Headache b. Tachycardia c. Constipation d. Postural hypotension e. Decreased respirations
Case Study Progress In the morning, W.R. is transferred by helicopter to the medical center, and a cardiac catheterization is performed. It is determined that W.R. has coronary artery disease (CAD) but has not had an MI. The cardiologist suggests it would be best to treat him medically for now.
19. What does it mean to treat him “medically”? What other approaches might be used to treat CAD?
20. A new order for atenolol (Tenormin) is added to his medication list. Which is/are a rationale for starting a beta blocker at this time? Select all that apply.
a. Reduction of myocardial stimulation b. Increased force of cardiac contractions c. Decreased myocardial oxygen demand
d. Prolonged sinoatrial (SA) node recovery e. Increased conduction through the atrioventricular
(AV) node
Case Study Outcome The physician orders follow-up counseling regarding risk factor modification, especially smoking cessation, hypertension management, weight loss, and lipid (cholesterol) management. W.R. is discharged with a referral for a follow-up visit to his local internist in 1 week.
Case Study 15 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario You are just getting caught up with your work when you receive the following phone call: “Hi, this is Deb in the emergency department (ED). We’re sending you M.M., a 63-year-old Hispanic woman with a past medical history of coronary artery disease (CAD). Her daughter reports that her mom has become increasingly weak over the past couple of weeks and has been unable to do her housework. Apparently, she has had swelling in her ankles and feet by late afternoon so much that she could not wear her shoes and has nocturnal diuresis × 4. Her daughter brought her in because she has had heaviness in her chest off and on over the past few days but denies any discomfort at this time. She says that the chest heaviness is not related to activity and has become increasingly more frequent over the past few days, sometimes lasting up to 10 minutes at a time. The daughter took her to see her family physician, who immediately sent her here. Vital signs are 146/92, 96, 24, 99° F (37.2° C). She has an IV of D5W at 50 mL/hr in her right forearm. Her lab results are as
follows: Na 134 mEq/L (134 mmol/L), K 3.5 mEq/L (3.5 mmol/L), Cl 103 mEq/L (103 mmol/L), HCO3 23 mEq/L (23 mmol/L), BUN 13 mg/dL (4.6 mmol/L), creatinine 1.3 mg/dL (115 mmol/L), glucose 153 mg/dL (8.5 mmol/L), WBC 8300/mm3 (8.3 x 109/L), Hct 33.9%, Hgb 11.7 g/dL (117 g/L), platelets 162,000/mm3 (162 x 109/L), PT/INR/PTT, and urinalysis are pending. She has had her chest x-ray and ECG, and her orders have been written.”
1. What additional information do you need from the emergency department nurse?
2. How are you going to prepare for this patient? 3. M.M. arrives by wheelchair. As she transfers to the bed, what
observations will you make? Why? 4. With the interpreter phone, M.M. tells you that she feels very
tired. Is this symptom significant? Explain your answer. 5. Based on M.M.’s history, you suspect that she is experiencing
angina. Which type of angina do you think she has? Explain your answer.
6. Given the previous information, you expect orders for M.M. Carefully review each to determine whether it is appropriate or inappropriate as written. If the order is appropriate, mark it as A; if the order is inappropriate, mark it as I and change the order to make it appropriate. Provide any other orders that might be appropriate for M.M.
_____1. VS once per shift _____2. Serum magnesium (Mg) STAT _____3. Up ad lib _____4. 10 g sodium (Na), low-fat diet _____5. Change IV to a saline lock _____6. Cardiac enzymes on admission and q8hr ×
24 hr, then daily every morning _____7. CBC, BMP, and fasting lipid profile in
morning _____8. Schedule for abdominal CT scan for morning _____9. Heparin 10,000 units subQ q8hr
_____10. Docusate sodium (Colace) 100 mg PO daily _____11. Ampicillin 250 mg IV piggyback q6hr _____12. Furosemide (Lasix) 200 mg IV push STAT _____13. Nitroglycerin (NTG) 0.4 mg 1 SL q4hr prn for
chest pain _____14. Schedule echocardiogram
7. Which interventions are appropriate for administering subcutaneous heparin? Select all that apply.
a. Massage the area after the injection. b. Rotate injection sites with each dose. c. Do not aspirate the syringe before injecting the
heparin. d. Give the injection at least 2 inches (5 cm) away from
the umbilicus. e. Monitor activated partial thromboplastin time
(aPTT) levels daily.
Case Study Progress Shortly after admission, M.M.’s call light comes on. When you respond to M.M.’s call light, you observe she is talking rapidly in Spanish and pointing to the bathroom. Her speech pattern indicates she is short of breath; she is having trouble completing a sentence without taking a labored breath. You help her use a bedpan and note that her skin feels clammy. While sitting on the bedpan, she vomits.
8. On a scale of 0 to 10 (0 being no problem, 10 being a code-level emergency), how would you rate this situation, and why?
9. Identify at least 4 actions you should take next and state your rationale.
10. M.M.’s physician calls your unit to find out what is happening. Using SBAR, what information would you need to convey at this time?
11. The hospital’s staff physician is coming to the floor immediately to evaluate the patient. In the meantime, she orders furosemide (Lasix) 40 mg IV push STAT. You have only
20 mg in stock. Should you give the 20 mg now, and then give the additional 20 mg when it comes up from the pharmacy? Explain your answer.
12. M.M. continues to experience vomiting and diaphoresis that are unrelieved by medication and comfort measures. A STAT 12-lead ECG reveals ischemic changes, and she is transferred to the coronary care unit. As you give the report to the receiving registered nurse, what lab value is the most important to report, and why?
13. You are observing while a new nurse prepares to administer IV potassium to M.M. Which technique is correct? Explain why the other answers are incorrect.
a. Give the IV potassium by slow IV push. b. Administer the IV potassium by gravity drip. c. Add potassium to a hanging IV bag as needed. d. The rate of IV administration should not exceed
10 mEq/hr (10 mmol/L).
Case Study Progress A case manager has been asked to evaluate M.M.’s home to see whether she can be discharged to her own home or will need to stay in a long-term care facility.
14. Identify at least 8 things that the case manager would assess. 15. M.M.’s nutritional intake over the past few weeks has been
poor. What are some of the nutritional needs that should be met? What would you recommend to help her with this?
Case Study Progress Because the case manager determined that M.M. lived in an apartment with poor access, M.M. elects to stay with her daughter and 5 grandchildren in their small home. A home care nurse comes 3 times a week to check on her. M.M. is easily fatigued, and the children are quite lively. School is out for the summer.
16. Suggest some ways for M.M.’s daughter to ensure that her mother is not overwhelmed and does not become exhausted in this situation.
Case Study Outcome M.M. stays with her daughter for 2 weeks, but the active children are too much for her and she moves back to her apartment. Her daughter checks on her there daily and brings her meals.
Case Study 16 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario You are in the middle of your shift in the coronary care unit (CCU) of a large urban medical center. Your new admission, C.B., a 47-year-old woman, was just flown to your institution from a small, rural community more than 100 miles away. She had a STEMI (ST-segment- elevation myocardial infarction) last evening. Her current vital signs (VS) are 100/60, 86, 14. After you make C.B. comfortable, you receive this report from the flight nurse: “C.B. is a full-time homemaker with 4 children. She has had episodes of “chest tightness” with exertion for the past year, but this is her first known myocardial infarction (MI). She has a history of hyperlipidemia and has smoked 1 pack of cigarettes daily for 30 years. Surgical history consists of total abdominal hysterectomy 10 years ago after the birth of her last child. She has no other known medical problems. Yesterday at 8 p.m. she began to have severe substernal chest pain that referred into her neck and down both arms. She rated the pain as 9 or 10 on a scale of 0 to 10. She thought it was severe indigestion and began taking Maalox with no relief. Her husband then took her to the local emergency department, where a 12-lead electrocardiogram (ECG) showed
hyperacute ST elevation in the inferior leads II, III, aVF, and V5 to V6. Before any interventions could be started, she went into ventricular fibrillation (V-fib). CPR was started and when the code team arrived, she was successfully defibrillated after 2 shocks. She then was started on nitroglycerin (NTG), heparin, and amiodarone drips. She was given IV metoprolol (5 mg every 2 minutes for a total of 3 doses) and aspirin 325 mg to chew and swallow. This morning her systolic pressure dropped into the 80s, and she was placed on a low-dose norepinephrine drip and urgently flown to your institution for coronary angiography and possible percutaneous transluminal coronary angioplasty. Currently, she has amiodarone infusing at 1 mg/min, heparin at 18 units/kg/minute, and norepinephrine at 0.5 mcg/kg/min. The NTG has been stopped because of low blood pressure. Lab work that was done yesterday showed Na 145 mEq/L (145 mmol/L), K 3.6 mEq/L (3.6 mmol/L), HCO3 19 mEq/L (19 mmol/L), BUN 9 mg/dL (3.2 mmol/L), creatinine 0.8 mg/dL (70 mcmol/L), WBC 14,500/mm3 (14.5 x 109/L), Hct 44.3%, and Hgb 14.5 g/dL (145 g/L).”
1. Because the 12-lead ECG can tell you the location of the infarction, evaluate the leads that showed ST elevation. What areas of C.B.’s heart have been damaged?
2. Given the diagnosis of acute ST-segment–elevation myocardial infarction (STEMI), what other lab results are you going to review?
3. For each of the characteristics listed below, specify whether they are associated with a STEMI or an NSTEMI (non-ST- segment–elevation MI).
____a. Caused by a nonocclusive thrombus. ____b. Caused by an occlusive thrombus. ____c. An emergency situation; the artery must be
opened within 90 minutes of presentation. ____d. Patients usually undergo catheterization within
12 to 72 hours of presentation. ____e. A 12-lead ECG will show ST segment elevation.
____f. The patient will not need thrombolytic therapy. ____g. Percutaneous coronary intervention (PCI) is the
first-line treatment. 4. Indicate the expected outcome for C.B. associated with each
medication she is receiving. For each drug listed, state the purpose.
a. IV heparin b. IV amiodarone c. IV metoprolol d. Aspirin, chewed and swallowed e. IV norepinephrine
Chart View
Laboratory Test Results Creatine Phosphokinase (CPK) Levels
On ED admission 95 units/L
4 hours 1931 units/L
8 hours 4175 units/L
Creatine Kinase–Myocardial Bound (CK-MB) Isoenzymes
On ED admission 5%
4 hours 79%
8 hours 216%
Troponin T
On ED admission 11 ng/mL (11 mcg/L)
6 hours 30 ng/mL (30 mcg/L)
Troponin I
On ED admission 3.9 ng/mL (3.9 mcg/L)
6 hours 9 ng/mL (9 mcg/L)
LDL 160 mg/dL (4.1 mmol/L)
PT 11.9 sec
INR 1.02
aPTT (before heparin) 26.9 sec
Mg 2.2 mg/dL (0.9 mmol/L)
K 3.3 mEq/L (3.3 mmol/L)
5. You review the lab work on her chart. For each lab value listed previously, interpret the result and evaluate the meaning for C.B.
6. List the 2 primary complications C.B. is at risk for at this time and the assessments that are needed to identify these risks.
7. You note that C.B.’s Spo2 on oxygen at 6 L/min by nasal cannula is 92%. How do you interpret this result?
8. What can be done to promote her oxygenation at this time? 9. An hour after her admission, you are preparing C.B. for her
coronary intervention. Evaluate her readiness for teaching and her learning needs. What would you tell her?
Case Study Progress The following day, you care for C.B. again. She is now on oral metoprolol, amiodarone, aspirin, and clopidogrel (Plavix). The norepinephrine and heparin have been discontinued. VS are stable.
10. Which lab test result should you check before beginning the clopidogrel therapy?
a. aPTT b. PT/INR c. Potassium
d. Platelet count
Case Study Progress As you work with C.B., you notice that she is extremely anxious. You had observed some anxiety yesterday, which you had attributed to the strange CCU environment, pain, and anticipation of the stenting procedure. The postprocedure test results showed that the stent was performing appropriately. You wonder what is wrong. She tells you that her heart attack occurred right in the middle of a move with her family from her rural community to an even smaller and unfamiliar town some 500 miles away in a neighboring state. She is dreading the move. Her husband “becomes angry easily and starts lashing out” toward her and the children. She is afraid to move to a community where she will have no friends and family to support her.
11. How can you help your patient? Evaluate the situation and describe possible interventions.
Case Study Outcome C.B. agrees to speak with a social worker, and you set up the meeting before she is discharged. As a result, C.B. decides to postpone the move and stay with the children at her sister’s home while she recuperates and seeks counseling at a women’s support shelter. She tells you she will keep her appointment with the internist in 2 weeks.
Case Study 17 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario A.H. is a 70-year-old retired construction worker who has experienced lumbosacral pain, nausea, and upset stomach for the past 6 months.
He has a history of heart failure, high cholesterol, hypertension (HTN), sleep apnea, and depression. His chronic medical problems have been managed over the years with benazepril (Lotensin) 5 mg/day, fluoxetine (Prozac) 40 mg/day, furosemide (Lasix) 20 mg/day, potassium chloride (KCl) 20 mEq (20 mmol) bid, and atorvastatin 40 mg each evening.
A.H. has just been admitted to the hospital for surgical repair of a 6.2-cm abdominal aortic aneurysm (AAA) that is now causing him constant pain. On arrival to your floor, his vital signs (VS) are 109/81, 61, 16, and 98.3° F (36.8° C). When you perform your assessment, you find that his apical heart rhythm is regular, and his peripheral pulses are all 2 +. His lungs are clear, and he is awake, alert, and oriented. There are no abnormal physical findings; however, he has not had a bowel movement for 3 days. His electrolytes, blood chemistries, and clotting studies are within normal range, except his hematocrit is 30.1%, and hemoglobin is 9 g/dL (90 g/L).
1. A.H. has several common risk factors for AAA in his health history. Name and explain 3 factors.
2. How is testing used to diagnose an AAA? 3. A.H.’s aneurysm has the shape as in the accompanying
illustration. What type of aneurysm is this? a. Aortic dissection b. False aortic aneurysm c. Saccular aortic aneurysm d. Fusiform aortic aneurysm
(From Lewis SL, Dirksen SR, Heitkemper MM, et al. Medical-Surgical Nursing: Assessment and Management of Clinical Problems. 8th ed. St. Louis, MO: Mosby; 2011.)
Case Study Progress While A.H. awaits his surgery, it is important that you monitor him carefully for decreased tissue perfusion.
4. Name 5 things you would assess for, stating your rationale for each.
5. What is the most serious, life-threatening complication of AAA and why?
6. What single problem mentioned at the beginning of this case study is a risk for this complication? Why?
7. During your assessment, you note a pulsation in A.H.’s upper abdomen, slightly left of the midline, between the umbilicus and the xiphoid process. True or False: You must palpate this mass as part of your physical assessment. Explain your answer.
8. What common complications may occur after a AAA repair?
Case Study Progress A.H.’s aneurysm resection is successful, and he maintains normal leg movement and sensation. However, for the first 2 postoperative days
he is delirious and needs one-to-one nursing care in the intensive care unit. After he becomes coherent and oriented again, he is transferred back to your floor.
9. What assessments do you need to make specific to his postoperative care?
10. List 6 problems that are high priorities in A.H.’s postoperative care.
11. When you perform A.H.’s abdominal assessment, you do not hear any bowel sounds when auscultating his abdomen. What should you do?
12. Which interventions would you implement after an abdominal aortic aneurysm repair? Select all that apply.
a. Keep the head of the bed elevated at 60 degrees. b. Assess peripheral pulses of both lower extremities. c. Change dressings as ordered with aseptic
technique. d. Use the bed’s knee gatch to allow for knee flexion
during bed rest. e. Keep firm pressure on the abdominal incision
during coughing exercises.
Case Study Progress A.H.’s recovery is uneventful. While preparing him for discharge, you talk to him about health promotion and lifestyle change issues that are pertinent to his health problems.
13. Name 4 health-related issues you might discuss with him and what you would teach in each area.
14. A.H. will be receiving follow-up visits from the home health care nurse to change his dressing and evaluate his incision. What can you discuss with A.H. before discharge that will help him understand what the nurse will be doing?
15. Which statement by A.H. indicates a need for further education?
a. “I will report any fever greater than 100 ° F.” b. “I will avoid heavy lifting for 3 more weeks.” c. “I will look for color changes in my feet and lower
legs.” d. “I will call the surgeon if I notice redness or
swelling at the incision.”
Case Study Outcome After a few more days in the hospital receiving physical therapy, A.H. could ambulate on his own. He was discharged from the hospital after a 9-day stay. Since discharge, he has not experienced any further problems and has not needed to return.
Case Study 18 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario Three-week-old J.T. and her parents arrive at the cardiac cath lab for her cardiac catheterization. She was born at term with Down syndrome, and her pediatrician is concerned because of lack of weight gain and poor feeding. You are getting her and her parents prepared for the procedure.
1. As you obtain her history and take vital signs, which statements or findings would be concerning and suggestive of heart failure (HF)? Select all that apply and explain your answers.
a. Peripheral pulses + 3 b. Heart rate: 195 at rest c. Rectal temperature: 36.6° C (97.8° F) d. “J. gets damp and sweaty when she feeds.”
e. “J. takes 30 to 40 minutes to take 2 to 3 ounces (60 to 90 mL) of formula.”
f. “J. seems to have fewer wet diapers than when we brought her home from the hospital.”
2. You are preparing J.T.’s parents for the procedure. Describe the points you would address in your teaching.
Case Study Progress After the catheterization, J.T. returns to the unit in a crib. The orders shown in the chart have been written.
Chart View
Physician’s Orders
Daily weights: Current weight 8.8 lbs (4 kg) Strict intake and output O2 per nasal cannula as needed to maintain O2 saturation
greater than 93% VS every 15 minutes × 4, then every 1 hour × 4, then every 4
hours Digoxin (Lanoxin) 70 mcg PO now, then 35 mcg PO every 6
hours for 2 doses Furosemide (Lasix) 4 mg PO now, then 4 mg PO every 12 hours
3. What will you document in your postprocedure assessment? Include rationale.
4. You are reviewing J.T.’s medications. J.T’s mother states the following rationale for starting J.T. on digoxin (Lanoxin): “I need to give this to J. to decrease her blood pressure so her heart doesn’t have to work so hard.” Is this true or false? Explain your answer.
5. You have a student nurse working with you, and the student asks why the first ordered doses are high. What would be a
possible explanation for this? 6. The student nurse asks whether there are any precautions to
observe when giving digoxin to a neonate. Describe medication safety precautions that should be observed when giving this medication.
7. Which of these are potential signs of digoxin toxicity in an
infant? Select all that apply. a. Vomiting b. Bradycardia c. Tachycardia d. Decreased blood pressure e. Lack of interest in feeding
Case Study Progress You administer the ordered medication and proceed with your assessment.
8. Which of these are possible complications to monitor for after a cardiac catheterization? Select all that apply.
a. Hematoma b. Vasospasm c. Hemorrhage d. Hyperglycemia e. Transient dysrhythmia f. Decreased pulse in unaffected leg
9. You are preparing to administer J.T.’s furosemide. Your
drug reference gives the following therapeutic dose for edema in a neonate: 1 mg/kg per dose every 12 to 24 hours. Is the ordered dose of 4 mg a safe dose for J.T?
Case Study Progress You note the following serum metabolic panel results for J.T.
Chart View
Laboratory Results
Glucose 85 mg/dL (4.7 mmol/L)
Calcium 9.1 mg/dL (2.28 mmol/L)
Sodium 142 mEq/L (142 mmol/L)
Potassium 3.3 mEq/L (3.3 mmol/L)
Chloride 101 mEq/L (101 mmol/L)
10. Which lab finding would concern you, and why? 11. The cardiologist tells J.T.’s parents that J.T. has a ventricular
septal defect (VSD). On the diagram, circle the area affected by this defect.
(Modified from Harkreader H, Hogan MA. Fundamentals of Nursing: Caring and Clinical Judgment. 2nd ed. St. Louis, MO: Saunders; 2004.)
12. True or False? This defect would create decreased pulmonary flow. Explain your answer.
Case Study Progress The cardiologist consults with the family, and it is decided that J.T. will be discharged to home the following day with medications and close monitoring. J.T. will return in several months for surgical repair of the VSD.
13. You begin your discharge teaching. Describe the information you will include in teaching.
Case Study Outcome J.T. undergoes surgical repair of the VSD 3 months later, and her recovery goes well. She continues to grow without further cardiac issues.
Case Study 19 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario J.E. is a 34-year-old Filipino man who presents to the emergency department reporting shortness of breath, dizziness, and a rapid fluttering in his chest. He states that he occasionally has had the same symptoms but they usually pass if he sits or lies down to rest. But this time resting has not helped the symptoms to subside. J.E. has a past medical history of an appendectomy and rheumatic fever as a child. His current vital signs are BP 164/78, P 160, R 28, T 98.1° F (36.7° C). His oxygen saturation is 94% on room air.
1. What further assessment and testing are needed at this time? Based on his vital signs and symptoms, what might the results be?
2. The echocardiogram reveals mitral valve stenosis. Describe mitral valve stenosis.
3. What typical heart sounds are heard with mitral stenosis, and where is the best place to listen?
4. What from J.E.’s past medical history could be the cause of mitral stenosis, given his young age? Explain your answer.
5. Locate the mitral valve on this diagram of the heart.
(From Solomon EP. Introduction to Human Anatomy and Physiology. 4th ed. Philadelphia, PA: Saunders; 2016.)
Case Study Progress J.E. is referred to a cardiothoracic surgeon to decide the best course of action for treating his mitral valve stenosis. At this time, he is still experiencing atrial fibrillation, with a heart rate in the 160s.
6. Which drugs do you expect to be started at this time? Explain your rationale.
a. Amiodarone infusion and a heparin infusion b. IV push metoprolol and enoxaparin (Lovenox)
subcutaneous injections c. A one-time oral dose of diltiazem (Cardizem) and
subcutaneous heparin d. Lidocaine bolus, followed by an infusion, and
subcutaneous heparin injections
Case Study Progress The cardiothoracic surgeon determines that J.E. must have valve replacement surgery because of the severity of the mitral valve stenosis. The surgeon discusses valve surgery with J.E. and answers questions.
7. There are 2 types of valves used for valve replacement. Identify the types and discuss the advantages and disadvantages of each type.
8. Discuss why the surgeon might pick one valve over the other for J.E.
Case Study Progress J.E. had successful mitral valve replacement surgery and is now recovering in the cardiac surgery intensive care unit. He is on a ventilator and has a chest tube but is awake and able to follow commands.
9. List 5 things the nurse will assess and monitor during the first 12 hours postoperatively.
Case Study Progress Twenty-four hours after J.E.’s surgery, he has been successfully extubated, and is transferred to the cardiac surgery step-down unit.
10. What teaching will you provide to prevent respiratory complications?
11. You are teaching J.E. about care of the sternal incision. Which statement by J.E. indicates a need for further education?
a. “I will call my doctor if I develop a fever.” b. “I will report any bleeding that occurs from the
incision.” c. “I will wash the incision with soap and water when
I get home.” d. “If the incision looks red or has drainage, I will call
my doctor right away.”
Case Study Progress J.E. is eager to go home. He has been started on warfarin (Coumadin) therapy and knows that he will need to be on anticoagulation for life.
12. What education about anticoagulation do you need to provide?
13. Which lab result reflects an appropriate goal for a patient who is on warfarin after heart valve surgery? Explain your answer.
a. INR 3.2 b. PT 12.5 seconds c. aPTT 40 seconds d. Bleeding time 9 minutes
14. J.E. has many questions about returning to work, driving, and exercise. What will you tell him?
15. True or False? There is no need for J.E. to inform health care providers about his valvular heart surgery because he has a mechanical valve. If false, correct the statement.
16. J.E. asks you, “What is a good way to let someone know that I have an artificial heart valve? Do I have to carry paperwork
with me at all times?” How will you answer him?
Case Study Outcome J.E. returns to work after 6 weeks and becomes an active member of the local American Heart Association Mended Hearts community support group.
Case Study 20 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario You are the 1900- 0700 charge nurse on the intermediate cardiac care unit in a large hospital. One of the patients, R.J., is being cared for by a new graduate nurse under your supervision. R.J. was admitted at 1300 after an auto accident in which he sustained a chest contusion and fractures of the fourth and fifth ribs on his left side. At about 2000 hours, his wife runs up to you at the nurses’ station and says, “I think my husband just had a heart attack. Come quick!” She follows you into his room, where you find him still in bed. He is breathing and is cyanotic from the neck up. His pulse is rapid but very weak.
1. What will your first action be? 2. What immediate care will you provide to R.J.? 3. Given R.J.’s admitting diagnosis, what differential diagnoses
do you consider? 4. What immediate information do you need to obtain from the
nurse who is caring for R.J.? 5. Suddenly you remember R.J.’s wife, who is anxiously hovering
over you in the room. What are you going to do?
Case Study Progress
The code team arrives. R.J.’s trauma surgeon is making rounds on your unit when the code is called, and he runs into the room. R.J. is intubated, and the normal saline lock is changed to an IV of lactated Ringer’s solution at “wide open.” The trauma surgeon recognizes Beck’s triad associated with cardiac tamponade and calls for a cardiac needle and syringe. He inserts the needle below the xiphoid process and aspirates 75 mL of unclotted blood.
6. What is Beck’s triad? 7. Describe cardiac tamponade. 8. What is the most likely reason R.J. developed cardiac
tamponade? 9. Explain why the surgeon performed a pericardiocentesis.
10. What is the significance of the surgeon aspirating unclotted blood?
11. The surgeon orders IV dopamine to “begin at 4 mcg/kg/min and titrate to maintain a systolic BP over 100.” What is the reason for this order?
12. The stock dopamine solution contains 320 mg dopamine
in 100 mL of 5% dextrose. R.J. weighs 240 lb. How many micrograms should R.J. receive per minute? How many total milligrams of dopamine should R.J. initially receive per hour? (Round to the hundredth.) At how many milliliters per hour would you set the infusion pump? (Round to the tenth.)
13. Describe how you titrate a dopamine infusion.
14. Since R.J. underwent an emergency pericardiocentesis, which nursing interventions should you include in his immediate postprocedural care? Select all that apply.
a. Maintain continuous ECG monitoring b. Closely assess for further cardiac tamponade c. Obtain blood cultures at 2 sites and send to the lab d. Be prepared for an emergency thoracotomy if
tamponade recurs e. Observe for complications such as bleeding and
cardiac dysrhythmias 15. Name 4 assessment findings that would show R.J. is
responding to the immediate actions.
Case Study Progress R.J. is being transferred to the intensive care unit (ICU) for observation.
16. Using the SBAR framework, describe the report you will give the ICU nurse.
17. As the team prepares R.J.’s transfer, you go find R.J.’s wife to thank her for alerting you to the emergency so promptly and to tell her what has happened. Briefly, and in lay terms, how would you explain what happened to her husband?
18. As you both get up to leave, Mrs. J. suddenly turns pale and says she feels very dizzy. What should you do?
Case Study Outcome Once in the ICU, R.J. underwent placement of a central venous catheter and an emergency echocardiogram. After finding about 50 mL of additional fluid in the pericardial sac, the decision was made to take R.J. to the operating room. A thoracotomy was done with repair of a right atrium laceration. He made an uneventful recovery and was discharged home on postoperative day 5.
Case Study 21 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario D.V. is a 34-year-old woman who had a ruptured appendix 8 days ago with subsequent peritonitis. Plans are in progress to discharge her to
home care later this afternoon, with a left peripherally inserted central catheter (PICC) for IV antibiotic therapy. As you are doing your full assessment on D.V., you notice a large ecchymotic area over the right upper arm. You ask her whether she recalls any trauma to that area. She tells you, “You nurses have taken my blood pressure so many times it bruised.”
1. Do you accept D.V.’s explanation? Why or why not? 2. In examining D.V. further, you find a fine, nonraised, dark red
rash over her trunk (petechiae). What other questions would you ask D.V.?
Case Study Progress D.V. had not noticed the petechiae before you pointed it out. She says the rash does not itch or cause pain and that she has never had one like it before. She denies any other bleeding.
3. What other information would you want to gather?
Case Study Progress Her vital signs are within normal limits except for a temperature of 99.8° F (37.7° C). The abdominal wound is not discolored or draining; however, her abdomen is tender to light palpation. The rash is confined to the trunk. There is slight oozing of serosanguineous fluid around the PICC insertion site. She has no other signs of bleeding. You decide to call the provider with your findings.
4. Using SBAR, what information will you relay to the provider? 5. The provider orders blood to be drawn for coagulation studies
and a CBC with differential. What tests would you expect to see performed in coagulation studies?
6. You draw D.V.’s blood and initiate her next ordered dose of IV antibiotic. She asks you, “What is going on?” How would you respond?
Case Study Progress An hour later, just as you are about to go to into the room to discontinue the IV antibiotic infusion, D.V. turns on her light and asks you to come to the room “right now.” She tells you that she went to the bathroom and urinated blood and shows you a tissue in which she has some bloody-appearing sputum. You perform a focused assessment and find that there is some bloody drainage from the blood draw site an hour earlier and more petechiae on her trunk. Her vital signs are unchanged.
Chart View
Laboratory Test Values
PT 19 seconds
aPTT 96 seconds
INR 1.8
d-Dimer 4.8 mcg/mL (4.8 ng/mL)
Fibrinogen 56 mg/dL (0.56 g/L)
WBC 12,500/mm3 (12.5 x 109/L)
Platelet count 46,000/mm3 (46 x 109/L)
7. Interpret D.V.’s lab values.
Case Study Progress The elevated WBC count is consistent with her diagnosis of peritonitis or other infection.
8. D.V. is diagnosed with disseminated intravascular coagulation (DIC). What is DIC?
9. What is the most likely cause of DIC in D.V.’s case?
a. Acute liver failure b. Presence of an undetected pregnancy c. Development of toxic shock syndrome d. Presence of infection in the abdominal cavity
10. Are D.V.’s presenting signs and symptoms consistent with DIC? Explain.
11. What are the goals of care for D.V.? 12. What complications are associated with DIC?
Case Study Progress You notify the provider of D.V.’s assessment and lab results. The provider writes for D.V. to be transferred immediately to the intensive care unit (ICU); however, no beds are available in the unit. The nursing supervisor informs you that it will be 2 to 3 hours before a bed will be available.
13. What medical interventions do you expect for D.V. and why? 14. List 3 nursing actions and the rationale for each that you need
to implement until she is transferred. 15. Describe 4 precautions you should begin to reduce the
risk for further bleeding. 16. Which activities can you delegate to the UAP who is assisting
you with D.V.’s care? Select all that apply. a. Recording intake and output every hour b. Evaluating foot sensation and peripheral pulses c. Assisting D.V. with repositioning every 2 hours d. Having D.V. sign a blood transfusion consent form e. Regulating IV fluid administration as prescribed
the by provider 17. D.V. appears anxious about all that is going on. How you
would offer her support?
Case Study Outcome Therapy for DIC is started with O2, fluids, and IV heparin. She is
transferred to the ICU in guarded condition. Her infection, however, quickly evolves into sepsis and she develops acute respiratory distress syndrome requiring ventilatory support. After 6 days, D.V.’s respiratory status improves, and she is extubated. She is discharged to home care with IV antibiotic therapy 19 days after her initial admission.
Case Study 22 Name _________________________________ Class/Group ______________________________ Date ___________
Scenario A 57-year-old man named A.T. has been admitted to the telemetry unit for continuous cardiac monitoring. He has a past medical history of nonischemic cardiomyopathy, hypertension, chronic heart failure (HF) with an ejection fraction (EF) of 10%, implantable cardioverter- defibrillator (ICD) placement 1 month ago, alcohol abuse, and a past smoker (quit 3 years ago). He was admitted after reporting chest pain and his ICD firing 3 times at home, before admission. During his morning assessment, A.T. suddenly reports chest pain and feels like he was just kicked in the chest. There is no witnessed loss of consciousness.
1. The nurse suspects that what just occurred? 2. What is an ICD? 3. How does the ICD get power to work? 4. What cardiac rhythm would the nurse expect to see during the
review of his continuous telemetry strip? 5. What conditions are indications for placement of an ICD?
Case Study Progress The nurse receives a call from the telemetry monitor technician, who
reports a 5-second episode of this dysrhythmia:
(From Wesley K. Huszar’s Basic Dysrhythmias. 4th ed. St. Louis, MO: Mosby; 2011.)
6. Identify this dysrhythmia 7. The nurse will assess and monitor for what other signs or
symptoms?
Case Study Progress The nurse calls the cardiologist to report the change in A.T.’s condition and receives orders for lab work.
8. What lab studies does the nurse expect to be ordered?
Case Study Progress The nurse notes that the results from A.T.’s blood work are ready for review.
9. Considering A.T.’s condition, what lab results would require further management? Select all that apply.
a. BTNP 435 pg/mL b. Calcium 9.4 mg/dL (2.35 mmol/L) c. Sodium 130 mEq/L (130 mmol/L) d. Glucose 107 mg/dL (5.9 mmol/L) e. Potassium 3.0 mEq/L (3.0 mmol/L) f. Hemoglobin 12.6 g/dL (126 g/L) g. Magnesium 1.3 mEq/L (0.5 mmol/L)
Case Study Progress The nurse is asked to perform a medication reconciliation. The nurse makes a list of all of A.T.’s medications, which are listed in the following chart.
Chart View
Home Medications
Mexiletine hydrochloride 150 mg PO every 12 hours
Carvedilol 25 mg PO twice daily
Furosemide 80 mg PO twice daily at 8 a.m. and 2 p.m.
Lisinopril 10 mg PO once daily
Spironolactone 25 mg PO once daily
Isosorbide mononitrate 20 mg PO once daily
Aspirin EC 81 mg PO once daily
Rosuvastatin 20 mg PO every evening
10. For each drug listed, state its classification and specific use for A.T.
11. Which of A.T.’s medications would have a possible effect on his potassium level?
12. The hospitalist following A.T. ordered magnetic
resonance imaging (MRI) because A.T. reported pain over his right middle quadrant. The patient escort has arrived to take him to the MRI room. Will you intervene? Explain your answer.
Case Study Progress A.T. reports to the nurse that he feels overwhelmed at home managing his heart failure. He is saddened that he cannot play in his softball league but instead walks 1 mile every day in his neighborhood. He is proud that has quit smoking. He tells the nurse that he is “terrified” whenever his ICD “kicks him down.” He also tells you that he doesn’t really know what to do if his ICD goes off.
13. The nurse provides instructions about the ICD. Which statement by A.T. indicates a need for further instruction?
a. “I will wear a medical alert bracelet at all times.” b. “I will carry a list of my current medications with
me.” c. “If my ICD goes off, I need to call my doctor right
away.” d. “If my ICD goes off more than once, or if I feel sick,
I will drive to the Emergency Room.”
Case Study Outcome A.T. spends 3 days on the telemetry unit. His continuous telemetry monitoring now shows a normal sinus rhythm with a heart rate of 82. His BP is 116/72. A 2D Echo was performed that showed an EF of 25%. His ICD was interrogated without adverse reports. A CT scan of the abdomen showed no abnormalities. His most recent potassium level is 3.5 mEq/L (3.5 mmol/L). The cardiologist has agreed to discharge A.T. with a follow-up appointment 1 week from discharge. A.T. joins an ICD support group that meets monthly and enjoys talking with others who have the same concerns.
2
Gas Exchange
Case Study 23 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are a public health nurse working at a county immunization and tuberculosis (TB) clinic. B.A. is a 51-year-old woman who wants to obtain a food handler’s license and is required to show proof of a negative tuberculosis skin test (TST) result before being hired. She came to your clinic 2 days ago for the first step of the TST. She has returned to have you evaluate her reaction.
1. What is TB and what microorganism causes it? 2. What is the route of transmission for TB? 3. The Centers for Disease Control and Prevention (CDC)
recommends screening people at high risk for TB. List 5 populations at high risk for developing active disease.
4. Describe the 2 methods of TB screening. 5. How do you determine whether a TST result is positive or
negative?
6. Interpret B.A.’s TST. 7. What other information do you need to obtain from B.A.? 8. You inform B.A. of the test result. She asks you what the result
means. How will you respond?
Case study progress B.A. is a natural-born American and has no risk factors for TB infection by the CDC guidelines. She has a 6-year history of type 2 diabetes mellitus that is well controlled with metformin (Glucophage). She admits that her mother had TB when she was a child but says she herself has never tested positive before. She is angry at the thought that she might have TB and says, “I feel just fine, and I don’t think anything else is necessary.”
9. What needs to be done to figure out whether B.A. has an active TB infection?
Case study progress The provider orders a chest x-ray examination and informs B.A. that the image is clear, showing no signs of active TB infection. He tells her that she has class 2 TB, or a latent TB infection (LTBI), and that he will report her condition to the local public health department.
10. What is a LTBI? 11. What parameters are used to decide whether a person is
treated for LTBI? 12. Is B.A. a candidate for LTBI treatment? State your rationale. 13. Outline the current CDC guidelines for the treatment of LTBI.
Case study progress The provider decides to place B.A. on a 12-dose, once-weekly regimen of isoniazid and rifapentine as directly observed therapy (DOT).
14. How will you describe LTBI and DOT to B.A? 15. The medications used to treat LTBI have different side effects.
Match the possible side effects to the tests used to assess for their presence:
_____A. Peripheral neuropathy 1. Audiogram
_____B. Hepatotoxicity 2. CBC
_____C. Fever and bleeding problems
3. BUN and creatinine
_____D. Nephrotoxicity 4. AST and ALT
_____E. Hyperuricemia 5. Monofilament testing
_____F. Optic neuritis 6. Red-green discrimination and visual acuity
_____G. Hearing neuritis 7. Uric acid
16. What other information does B.A. need to receive before leaving the clinic?
Case study outcome B.A. is hired under the condition that she complies with LTBI therapy and will immediately report any signs and symptoms of active disease
to the clinic. She reports weekly for her medications and finishes her 12 weeks of therapy without experiencing any significant effects.
Case Study 24 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario It is 1130 and M.N., age 65, is being admitted to your surgical floor after having undergone an open cholecystectomy for acute cholecystitis. She has a nasogastric tube to continuous low wall suction, one peripheral IV line, and a large abdominal dressing. Her orders are as follows.
Chart View
Physician’s Orders
Clear liquid diet; progress low-fat diet as tolerated D5 ½NS with 40 mEq KCl at 125 mL/hr Turn, cough, and deep breathe q2hr Incentive spirometer q2hr while awake Oxygen per protocol to maintain Spo2 at 95% Dangle in a.m. Morphine sulfate 10 mg IM q4hr prn for pain Piperacillin/tazobactam (Zosyn) 3.375 grams IV q6hr CXR in a.m.
1. Are these orders appropriate for M.N.? State your rationale.
Case study progress
At 1530, the UAP reports the following:
Chart View
Vital Signs
BP 148/82
Heart rate 118
Respiratory rate 24
Temperature 101° F (38.3° C)
Spo2 92%
2. Based solely on her vital signs, what could be happening with M.N., and why?
3. You go to assess M.N. What do you need to include in your assessment at this time?
Case study progress Your assessment of M.N. finds her with decreased breath sounds and crackles in the right base posteriorly. Her right middle and lower lobes percuss slightly dull. She splints her right side when attempting to take a deep breath. Her skin is pale, warm, and dry. She does not have a productive cough, chest pain, or any anxiety.
4. What complication do you suspect M.N. is experiencing? State your rationale.
5. Why is M.N. at risk for developing this complication? 6. What is your nursing priority at this time? 7. Describe 6 interventions you will perform over the next few
hours based on this priority. 8. To promote optimal oxygenation with M.N., which actions
could you delegate to the UAP? Select all that apply.
a. Auscultating M.N.’s lung sounds b. Encouraging M.N. to splint the incision c. Assisting M.N. in getting up to the chair d. Reminding M.N. to cough and deep breathe e. Instructing M.N. on the use of incentive spirometry f. Taking M.N.’s temperature and reporting elevations
9. Identify 3 outcomes that you expect for M.N. as a result of your interventions.
Case study progress At 1830, the UAP reports the following:
Chart View
Vital Signs
BP 136/72
Heart rate 104
Respiratory rate 24
Temperature 100.6° F (38.1° C)
Spo2 93%
10. Has M.N.’s status improved or not? Defend your response. 11. You need to call the surgeon regarding M.N.’s status. Using
SBAR, what would you report to the surgeon? 12. The surgeon orders a stat CXR. Afterward, the radiology
department calls with a report, confirming that M.N. has atelectasis. Should this diagnosis change your plan of care for M.N.?
13. If M.N. had pneumonia, what changes might the surgeon have made to her plan of care?
14. M.N.’s sister questions you, saying, “I don’t understand. She
came in here with a bad gallbladder. What has happened to her lungs?” How would you respond?
Case study outcome M.N. stayed 2 extra days in the hospital, receiving IV antibiotics and continued care focusing on improving her respiratory status. Her atelectasis resolved, and she experienced no other complications from the cholecystectomy. She went home with her sister, and both thanked the staff for their care efforts by sending flowers.
Case Study 25 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario S.R. is a 59-year-old man who comes to the clinic because his wife complains “my snoring is difficult to live with.”
1. As the clinic nurse, what routine information would you want to obtain from S.R.?
Case study progress After interviewing S.R., you note the following: S.R. is under considerable stress. He owns his own business. The stress of overseeing his employees, meeting deadlines, and carrying out negotiations has led to poor sleep habits. He sleeps 3 to 4 hours per night. He keeps himself going by drinking 2 quarts (2 liters) of coffee and smoking three to four packs of cigarettes per day. He has gained 50 pounds (22.5 kg) over the 2 years, leading to a current weight of 250 pounds (114 kg). He tells you he has difficulty staying awake, wakes up with headaches on most mornings, and has midmorning somnolence. He says he is depressed and irritable most of the time
and reports difficulty concentrating and learning new things. He has been involved in three auto accidents in the past year.
S.R.’s vital signs are 164/90, 92, 18, and SpO2 90% on room air. His examination findings are normal, except for a few bruises over the right side of the rib cage. You inquire about the bruises, and S.R. reports that his wife jabs him with her elbow several times every night. In her own defense, the wife states, “Well, he stops breathing and I get worried, so I jab him to make him start breathing again. If I don’t jab him, I find myself listening for his next breath and I can’t go to sleep.” You suspect sleep apnea.
2. Name the 2 main types of apnea and explain the pathology of each.
3. Based on your findings, which type of sleep apnea do you think S.R. has?
4. Name at least 5 signs or symptoms of this type of sleep apnea. Put a star next to those S.R. is experiencing.
5. How does the provider use diagnostic testing to diagnose sleep apnea?
Case study progress The primary care provider examines S.R. and documents a long soft palate, recessed mandible, and medium-sized tonsils. S.R. undergoes an overnight home screening study, which shows 143 episodes of desaturation ranging from 68% to 76% with episodes of apnea. He is tentatively diagnosed with obstructive sleep apnea (OSA), and a full sleep study is ordered.
6. S.R. and his wife ask about a full sleep study. How would you explain a nocturnal polysomnogram to them?
7. S.R. and his wife ask why they need to be concerned about OSA. You tell them that treating OSA is necessary to prevent which common complications? Select all that apply.
a. Stroke b. Hypotension
c. Cardiac dysrhythmias d. Right-sided heart failure e. Early onset of chronic obstructive pulmonary
disease (COPD) 8. The provider asks you to teach S.R. about lifestyle changes that
he could make immediately to help with his situation. Describe 4 priority topics you would discuss with S.R.
Case study progress The polysomnogram confirms S.R.’s diagnosis of OSA. At his 6-week follow-up visit, he reports he has lost 8 pounds (3.6 kg), but there has been little improvement in his symptoms. He says that he fell asleep while driving to work and wrecked his car. He wants to discuss further treatment options.
9. What are the treatment options for OSA? Describe 3.
Case study progress S.R. and the provider decide to begin S.R. on continuous positive airway pressure (CPAP). The provider writes a prescription for CPAP.
10. List 3 education topics you need to address with S.R. so
he can safely self-manage CPAP therapy. 11. Which member of the interprofessional team will likely be
involved in S.R.’s care and how? 12. S.R. calls 2 weeks later with complaints of dry nasal
membranes, nosebleeds, and sores behind his ears. What instructions would you give S.R.?
13. Outline how you would document the phone call with S.R.
Case study outcome S.R. returns to the clinic 2 months after starting CPAP therapy. He reports that he is a “happier, healthier man.” He says he now sleeps 7 hours a night, is not having to drink coffee just to get through the day,
and his work performance has dramatically improved. S.R. tells you, “It is just remarkable, I never thought that sleep could be such a problem.”
Case Study 26 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario G.C. is a 78-year-old widow who comes to the outpatient clinic saying that over the past 2 to 3 months she has felt increasingly tired, despite sleeping well at night. Over the past few years, she describes eating less and less meat because of her financial situation and has trouble preparing a meal “just for me.” G.C. relates how she relies on her late husband’s Social Security income for all her expenses. She struggles financially to buy medicines for the treatment of hypertension and arthritis. Her vital signs are 136/76, 16, 80. She denies any dyspnea or palpitations. The nurse practitioner orders blood work. G.C.’s chemistry panel findings are all within normal limits, and a stool fecal occult blood test result is negative. Her other results are shown in the chart.
Chart View
Laboratory Test Results
WBC 7600/mm3 (7.6 x 109/L)
Hematocrit (Hct) 27.3%
Hemoglobin (Hgb) 8.3 mg/dL (83 g/L)
Platelets 151,000/mm3 (151 x 109/L)
Red Blood Cell (RBC) Indices
Mean corpuscular volume (MCV) 65 fL (65 mm3)
Mean corpuscular hemoglobin (MCH) 31.6 pg
MCH concentration (MCHC) 35.1%
Iron, total 30 mcg/dL (5 mcmol/L)
Iron-binding capacity 422 mcg/dL (75.5 mcmol/L)
Ferritin 8 mg/dL (18 pmol/L)
Vitamin B12 414 pg/mL (305 pmol/L)
Folate 22 ng/mL (50 nmol/L)
1. Which lab values are normal, and which are abnormal? 2. Explain the significance of each abnormal result. 3. Based on these results and her history, what condition does
G.C. have? 4. Who is at risk for this condition? 5. What other signs and symptoms of this condition do you assess
for in G.C.? 6. Which question would best help you determine the impact of
fatigue on her activities of daily living? a. “Are you upset about feeling more tired?” b. “Do you sleep more now than you used to?” c. “How far can you walk until you get short of
breath?” d. “Have you been able to do what you would like to
do?” 7. Discuss the treatment options for her condition. 8. When would parenteral iron therapy be indicated? 9. The nurse practitioner starts G.C. on ferrous sulfate 325 mg
orally once per day. What teaching does G.C. need about this medication?
10. As you are evaluating your teaching, you determine that more instruction is needed if G.C. says:
a. “My stools will likely turn a tarry, black color soon.”
b. “I can take the iron and my calcium supplements at the same time.”
c. “I will increase my fluid and fiber intake as long as I am on the iron.”
d. “Taking the tablets when I eat my meals will help my stomach not be upset.”
11. Discuss some ideas that might help her with her meal planning.
12. You teach G.C. about foods she should include in her diet. You determine that she understands your teaching if she says she will increase her intake of which foods?
a. Whole-wheat pastas and skim milk b. Lean cuts of poultry, pork, and fish c. Beans and dark green, leafy vegetables d. Cooked cereals, such as oats, and bananas
13. What community resources may benefit G.C.? 14. What parameters could you use to determine whether G.C.’s
condition is improving? 15. Using a SOAP format, write a sample documentation entry for
this encounter.
Case study outcome G.C. returns to the clinic in 3 months. She says she is feeling “a bit” less tired. Although her blood work shows some improvement, anemia is still present. G.C. and you discuss ways to promote better eating. She tells you she did not follow up on any of your suggestions about seeking community resources. She now agrees to speak with the social worker and explore available resources.
Case Study 27
Name _________________________________ Class/Group _____________________________ Date _____________
Scenario V.M. is a 29-year-old African American married man who has sickle cell disease (SCD) marked by frequent episodes of severe pain. His anemia has been managed with multiple transfusions. Six months ago, he started showing signs of chronic renal failure. His regular medications are acetaminophen, hydroxyurea (Hydrea), and folic acid. In the hematology clinic this morning, V.M.’s hemoglobin (Hgb) measured 6.7 g/dL (67 g/L). He received 2 units of packed red blood cells (PRBCs) over 3 hours and then went home. He developed dyspnea and shortness of breath about 1 hour later, and his wife called 911. The emergency medical system crew started O2 at 8 L per nasal cannula and transported V.M. to the emergency department (ED).
1. What is SCD? 2. Evaluate each of the following statements about SCD. Enter
“T” for true or “F” for false. Discuss why the false statements are incorrect.
_____1. Only African Americans get SCD. _____2. There is currently no cure for SCD. _____3. Those with SCD should not receive childhood
vaccinations. _____4. SCD cannot be diagnosed before an infant is 3
to 4 months old. _____5. An ophthalmologist should perform an eye
examination every 1 to 2 years. _____6. Those with SCD should fly only on airplanes
with pressurized cabins. 3. Which statement is true about the inheritance pattern of SCD?
a. If V.M.’s wife has sickle cell trait, each child will either have SCD or be a carrier.
b. If V.M.’s wife does not have sickle cell trait, each child has a 50% risk for having SCD.
c. If V.M.’s wife has sickle cell trait, each child can either have SCD or be normal.
d. If V.M. has children, each child will automatically have SCD regardless of his wife’s status.
4. V.M.’s Hgb measured 6.7 g/dL (67 g/L). Why is anemia common in patients with SCD?
5. Why is it difficult to crossmatch blood to transfuse V.M.? 6. What role does hydroxyurea (Hydrea) play in managing V.M.’s
SCD?
Case study progress When V.M. arrives at the ED, you perform a quick assessment and note a grade III systolic murmur and crackles in V.M.’s bases bilaterally. Vital signs are BP 176/102, P 94, R 28, T 97.8° F (36.6° C), and Spo2 78%. Peripheral pulses are equal and 3 +. He is alert and oriented; he tells you he is nauseated. His abdomen is nontender, with hypoactive bowel sounds in × 4 quadrants. Acting according to the standing orders for your institution, you start an intravenous (IV) line, obtain arterial blood gas (ABG) values, and draw blood for complete blood count with differential and basal metabolic panel.
7. The ED resident asks him whether he is in pain and whether he needs pain medication. V.M. answers “no” to both questions. Why did the ED resident ask these questions?
8. V.M.’s ABGs on 8 L O2 by simple face mask show Pao2 74 mm Hg. Is V.M. being adequately oxygenated?
9. Are your assessment findings consistent with fluid overload or deficit? What findings led you to your conclusion?
10. Your institution uses electronic charting. Based on the assessment described, document your findings by providing a brief narrative note.
□ Neurologic □ Respiratory
□ Cardiovascular □ Gastrointestinal □ Psychosocial
Chart View
Laboratory Test Values
Sodium 137 mEq/L (137 mmol/L)
Potassium 4.9 mEq/L (4.9 mmol/L)
Chloride 110 mEq/L (110 mmol/L)
CO2 16 mEq/L (16 mmol/L)
BUN 27 mg/dL (9.6 mmol/L)
Creatinine 2.7 mg/dL (239 mcmol/L)
WBC 4300/mm3 (4.3 x 109/L)
Hgb 7.8 g/dL (78 g/L)
Hct 20.9%
Platelets 208,000/mm3 (208 x 109/L)
11. Interpret V.M.’s lab results. 12. V.M. complains of being short of breath. Do you believe the
low Hgb level is responsible for his complaints? 13. What action will you expect the ED resident to take next and
why?
Case study progress The ED resident prescribes furosemide (Lasix) 40 mg IV push now, methylprednisolone (Solu-Medrol) 75 mg IV push now, and ceftriaxone 1 g IV piggyback after the furosemide (Lasix).
14. Indicate the expected outcome for V.M. associated with each medication he is receiving.
15. The methylprednisolone 75 mg IV is supplied as a
125 mg/2 mL solution. Shade in the dose to be given on the syringe.
(From Gray Morris D. Calculate with Confidence. 5th ed. St. Louis, MO: Mosby; 2010.)
16. Identify 3 outcomes that you expect for V.M. as a result of your interventions.
Case study progress V.M. voids 1900 mL within 2 hours of giving the furosemide. As V.M.’s dyspnea is relieved, he shakes the ED resident’s hand and thanks him for asking about the presence of pain and the need for pain medication. V.M. states, “One of my biggest fears is that I’ll come in here in crisis and the doctor won’t treat my pain aggressively enough. I don’t want to be labeled as a drug seeker or an emergency room abuser.”
17. Why would V.M. be concerned about obtaining adequate pain control in the ED?
18. What issues will you discuss with V.M. before discharge?
Case study outcome V.M. is discharged from the ED after being observed for 6 hours. He is
instructed to follow up with his primary care provider about the episode and discuss with the hematology clinic staff longer transfusion times for any future transfusions.
Case Study 28 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario B.T., a 31-year-old man who lives in a small mountain town in Colorado, is highly allergic to dust and pollen and has a history of mild asthma. B.T.’s wife drove him to the emergency department when his wheezing was unresponsive to his fluticasone/salmeterol (Advair) inhaler, he was unable to lie down, and he began to use accessory muscles to breathe. B.T. is immediately started on 4 L O2 by nasal cannula and IV D5W at 75 mL/hr. A set of arterial blood gases (ABGs) is sent to the lab. B.T. appears anxious and says that he is short of breath.
Chart View
Vital Signs
BP 152/84
Pulse rate 124
Respiratory rate 42
Temperature 100.4° F (38.4° C)
1. Are B.T.’s vital signs acceptable? Give your rationale. 2. What is the rationale for immediately starting B.T. on O2?
3. Keeping in mind B.T.’s health history and presenting complaint, what are the critical areas you need to evaluate during your physical assessment?
Chart View
Arterial Blood Gases
pH 7.31
Paco2 48 mm Hg
HCO3 26 mEq/L
Pao2 55 mm Hg
4. Interpret B.T.’s ABG results.
Chart View
Medication Orders
Albuterol 2.5 mg plus ipratropium 0.5 mg nebulizer treatment STAT, then q4hr
Methylprednisolone 100 mg IV now Albuterol inhaler 2 puffs q4hr as needed
5. What is the rationale for the albuterol 2.5 mg plus ipratropium 0.5 mg nebulizer treatment STAT then q4hr?
6. Why is B.T. receiving methylprednisolone?
Case study progress You assess B.T. and find that he has diminished lung sounds with inspiratory and expiratory wheezes in all lung fields with a nonproductive cough and accessory muscle use. His skin is pale,
warm, and dry. The ECG shows sinus tachycardia without ectopy. He is alert and oriented × 4 spheres. He appears anxious and is sitting upright, leaning over the bedside table, and continuing to complain of shortness of breath.
7. What is your primary nursing goal right now? 8. Describe 6 actions you must implement based on this priority. 9. You will need to monitor B.T. closely for the next few hours.
What is the most serious complication to anticipate? 10. Name 4 signs and symptoms of this complication you will
assess for in B.T. 11. What are your responsibilities while administering aerosol
therapy?
Case study progress After several hours of rehydration and aerosol treatments, B.T.’s wheezing and dyspnea resolve, and he is able to expectorate his secretions. The provider discusses B.T.’s asthma management with him; B.T. says he has had several asthma attacks over the last few weeks. The provider discharges B.T. with prescriptions for fluticasone/salmeterol (Advair HFA 230/21) 1 inhalation every morning and evening, albuterol (Proair) metered-dose inhaler (MDI) 2 puffs q6hr as needed using a spacer, montelukast (Singulair) 10 mg/day each evening, and prednisone (5 mg tablets) 40 mg/day for 3 days, then taper by reducing the dose by 5 mg/day until discontinued. He gives him a prescription for a peak flow meter (PFM) and instructs B.T. to call the pulmonary clinic for follow-up with a pulmonary specialist.
12. How is montelukast (Singulair) different from other asthma medications?
13. Patients need to follow a specific sequence of
administration when using multiple inhalers. Describe the instructions you will give B.T. about the correct sequence he
should follow to safely use his inhalers. 14. Explain the drug class and expected outcomes associated with
the drugs contained in fluticasone/salmeterol (Advair HFA). 15. B.T. states he had taken his Advair that morning, then again
when he started to feel short of breath. He says, “It did not help,” and wants to know why he has to stay on it. Is fluticasone/salmeterol (Advair) appropriate for use during an acute asthma attack? Explain.
16. Based on this information, what specific issue do you need to address in discharge teaching with B.T.?
17. You review with B.T the possible side effects he may experience, including hoarseness, dry mouth, fungal infection in the oral cavity, and coughing. What actions can you teach him to prevent or diminish the incidence of these effects? Select all that apply.
a. Decrease his fluid intake. b. Use a spacer with the inhaler. c. Use the inhaler and Advair only as prescribed. d. Rinse his mouth with water immediately after
taking the Advair. e. Clean the spacer in the dishwasher on “hot cycle
with heated dry” daily. 18. What is the reason for the tapering doses of prednisone? 19. What is a PFM? Outline the instructions B.T. needs to perform
the PFM maneuver. 20. B.T. asks why he has to use the PFM. Explain the purpose of
the peak expiratory flow rate (PEFR) measurement, what an asthma action plan is, and the role the PEFR plays in an asthma action plan.
21. You set up an asthma action plan for B.T. What will you teach him to do if his PEFR value falls into the yellow or red zone?
22. You would recognize the need for additional teaching if B.T. makes which statements? Select all that apply and correct the incorrect answers.
a. “I will keep a diary of all of my PEFR measures.”
b. “I will place a plastic cover on our mattress and my pillows.”
c. “I will use the albuterol inhaler 30 minutes before exercising.”
d. “My wife needs to know what to do in case I have a serious attack.”
e. “The bed linens need to be washed in cold water to reduce dust mites.”
f. “If the PEFR is in the yellow zone, I will use rescue drugs and go to the hospital.”
23. B.T. states that he would like to read more about asthma on the Internet. List 3 credible websites to which you could direct him.
Case study outcome At the next follow-up visit, B.T.’s peak flow is 94% of the predicted. His symptoms have subsided, and he has not been experiencing any problems. He says he has been reading more about asthma and has a complete peak flow diary and asthma symptom journal on his smartphone.
Case Study 29 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario L.S. is a 7-year-old who has been brought to the emergency department (ED) by his mother. She immediately tells you he has a history of ED visits for his asthma. He uses an inhaler when he wheezes, but it ran out a month ago. She is a single parent and has 2 other children at home with a babysitter. Your assessment finds L.S. alert, oriented, and extremely anxious. His color is pale, and his nail
beds are dusky and cool to the touch; other findings are heart rate 136, respirations regular and even, rate 26, oral temperature T 37.3°C (99.1°F), Spo2 89%, breath sounds decreased in lower lobes bilaterally and congested with inspiratory and expiratory wheezes, prolonged expirations, and a productive cough. As you ask L.S.’s mother questions, you note that L.S.’s respiratory rate is increasing; he is sitting on the side of the bed, leaning slightly forward, and having difficulty breathing. You are concerned that he is experiencing status asthmaticus.
1. You check the orders and need to decide which interventions are the priority at this time. Select all that apply and explain the rationale.
a. Have L.S. lie flat. b. Have L.S. perform incentive spirometry. c. Administer oxygen via face mask to keep his Spo2
above 90%. d. Administer albuterol (Proventil) and ipratropium
bromide (Atrovent) via hand-held nebulizer (HHN) STAT.
e. Reassess in 20 minutes, and if no improvement, administer salmeterol (Serevent Diskus) via dry- powder inhaler (DPI).
f. Reassess in 20 minutes, and if no improvement, administer albuterol (Proventil) and ipratropium (Atrovent) via hand-held nebulizer again.
g. Start IV normal saline (NS) at 15 mL/hr and administer methylprednisolone 2 mg/kg IV STAT × 1 dose.
2. Explain what the nurse will assess before, during, and after the nebulizer treatment with albuterol.
Case study progress You give L.S. the albuterol and Atrovent twice. His O2 saturation does not improve and remains at 88% with oxygen at 6 L/min via face
mask. He says he “does not feel any better.” He is retracting and his respiration rate remains 34. You have started his IV infusion and administered the methylprednisolone. L.S.’s mother is pacing and tells you she is very upset and worried. You overhead page the attending ED resident to assess, and you notify the patient-family advocate. The ED resident, Dr. S., arrives within 2 minutes to assess L.S. and to speak to L.S.’s mother. New orders are pending.
3. Chart your actions and the patient’s response using the SBAR (Situation, Background, Assessment, and Recommendation) format.
Case study progress L.S. is admitted to the pediatric intensive care unit (PICU) for close monitoring. His condition improves, and 24 hours later he is transferred to the floor. Asthma teaching is ordered. You assess Ms. S.’s understanding of asthma and her understanding of the disorder.
4. Which statement by Ms. S. would indicate a need for further teaching? Explain your answer.
a. “If he takes medications for a while, he will outgrow his asthma.”
b. “Part of his treatment should be avoiding things that irritate his lungs.”
c. “If I recognize early warning signs, he might be able to take medicine and not go to the ED.”
d. “He should go to the doctor regularly to make sure his asthma is being treated correctly.”
5. You are educating L.S. and his mother on possible asthma triggers in their environment. They live in public housing in an apartment without air conditioning. Which statements indicate possible asthma triggers? Select all that apply.
a. “We have a pet fish.” b. “L. collects stuffed animals.” c. “There are hardwood floors.”
d. “Our visitors smoke outside.” e. “The building has copper pipes.” f. “There are dark stains in our bathroom.” g. “We had to get the housing authority to treat for
bugs.” h. “He coughs when we have cold nights after a warm
day.” 6. Discuss strategies to avoid the triggers you identified in the
previous question.
Case study progress The following day, L.S. gets the discharge orders shown in the chart.
Chart View
Discharge Orders
Discharge to home Follow up with primary care provider in 3 days for evaluation Albuterol (Proventil HFA) MDI: 2 puffs with spacer every 4
hours prn Prednisolone (Prelone) 1 mg/kg PO every day for 5 days (L.S.
weighs 23 kg.) Fluticasone (Flovent HFA) MDI, 44 mcg/inhalation: 2 puffs
with spacer twice a day Montelukast (Singulair) 5 mg every evening PO Provide peak flow meter and teaching Regular diet
7. Ms. S. asks why she will use the spacer with the medicine L.S. inhales. Explain the purpose of using a spacer with the metered-dose inhaler (MDI).
8. Place the steps of using the MDI with the spacer in the correct order (1 = first step, 6 = last step)
a. ___ Depress the top of the inhaler to release medication, and breathe in slowly for 3 to 5 seconds, holding the breath for 5 to 10 seconds at the end of inspiration.
b. ___ Shake the inhaler well, 10 to 15 times, and attach to the spacer.
c. ___ Wait 1 to 2 minutes between puffs if more than 1 puff of the quick-relief medication is ordered.
d. ___ Remove and exhale slowly through the nose. e. ___ At the end of expiration, place mouthpiece into
the mouth, forming an airtight seal. f. ___ Tilt the head back and exhale completely.
9. During your medication teaching session with Ms. S. and L.S., you ask Ms. S. to teach back what she has learned about taking 2 different inhalers. Ms. S. makes this statement: “So, if he has to take both inhalers at the same time, he should take the Flovent first, then the albuterol. Right?” Is this statement true or false? Explain your answer.
10. Ms. S. then asks, “How long should we wait between giving the two inhalers if they are both due at the same time? Can we just give them one after the other?” What is your response?
11. As you continue your medication teaching, you explain the difference between long-term controllers and quick relief medications. Place a C beside the controller medication(s) and an R beside the quick relief medication(s).
____a. Albuterol ____b. Prelone ____c. Flovent ____d. Singulair
12. After L.S. takes a dose of the inhaled corticosteroid Flovent, what is the most important action he should do next? Explain your answer.
a. Hold his breath for 45 seconds. b. Rinse out his mouth with water. c. Repeat the dose in 5 minutes if he feels short of
breath. d. Check his PFM reading for an improvement of
function. 13. Ms. S. comes back from the pharmacy with the Prelone
and asks you to show her how much to give. Prelone is dispensed as 15 mg/5 mL. You give her a 10-mL oral dosage syringe. How much will she draw up for this dose? (Round to tenths.)
14. During the teaching session, you give L.S. a peak flow meter (PFM) and provide teaching for him and Ms. S. But L.S. looks puzzled and asks you, “Is this another medicine I have to take?” How would you explain the purpose of a peak flow meter to L.S.?
15. L.S. tells you that he loves to play basketball and football and asks you whether he can still do these activities. How will you respond?
16. Discuss the points to include in your discharge teaching regarding prevention of acute asthmatic episodes and symptom management.
17. List 3 Internet sites to which you can refer them for further information.
Case study outcome L.S. is discharged to home and has a follow-up appointment scheduled in 2 weeks. His mother has arranged for swimming lessons, and he plans to try out for his school’s swim team.
Case Study 30 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario H.K.’s sister has brought her 71-year-old brother to the primary care clinic because he has had a fever for 2 days. She says he has shaking chills and a productive cough and he cannot lie down to sleep because “he can’t stop coughing.” After H.K. is examined, he is diagnosed with community-acquired pneumonia (CAP) and admitted to your floor at 1130. The resident is busy and asks you to complete your routine admission assessment and call her with your findings.
1. Name 4 priority areas to include in your assessment.
Case study progress Your assessment findings are as follows: H.K.’s vital signs (VS) are 154/82, 105, 32, 103° F (39.4° C), Spo2 84% on room air. You auscultate decreased breath sounds and coarse crackles in the left lower lobe anteriorly and posteriorly. His nail beds are dusky on fingers and toes. He has cough productive of rust-colored sputum and complains of pain in the left side of his chest when he coughs. He is a lifetime nonsmoker. His medical history includes coronary artery disease and myocardial infarction with a stent. He is currently on metoprolol, amlodipine, lisinopril, and furosemide; for his type 2 diabetes mellitus, he is taking metformin and glipizide. He has never gotten a pneumococcal or flu vaccination. He does report getting “hives” when he took “an antibiotic pill” a few years ago but does not remember the name of the antibiotic.
2. Which assessment findings are significant? Give your rationale.
Chart View
Admission Orders
Consistent carbohydrate diet VS q2hr
IV of D5 ½NS at 125 mL/hr Ceftriaxone 1gram IV every 12 hours Albuterol 2.5 mg/ipratropium 250 mcg nebulizer treatment
STAT, then q4hr Titrate O2 to maintain Spo2 over 90% Obtain sputum for C&S STAT blood cultures & sensitivity Blood glucose ac and hs with sliding scale regular insulin per
protocol #2 CBC with differential and basic metabolic panel CXR now and in the morning Continue home medications
3. You obtain orders from the resident. Outline a plan of what you need to do in the next 2 to 3 hours.
4. Is D5 ½NS an appropriate IV fluid for H.K.? State your rationale.
5. What is the rationale for ordering O2 to maintain Spo2 over 90%?
6. What is a C&S test, and what role will blood and sputum cultures play in H.K.’s care?
7. What would you expect the CXR results to reveal? 8. You need to follow a specific protocol when obtaining
peripheral blood cultures. Place in order the steps you will perform.
_____1. Select venipuncture site. Cleanse and allow to dry.
_____2. Inject 10 mL of blood into the aerobic bottle. _____3. Perform venipuncture and collect 20 mL of
venous blood. _____4. Verify patient’s identity and perform hand
hygiene. _____5. Attach identification to specimens and send to
lab within 30 minutes.
_____6. Inject 10 mL of blood into the anaerobic bottle. 9. The pharmacy sends the ceftriaxone in 100 mL 0.9% NaCl
with instructions to infuse over 40 minutes. At how many milliliters per hour will you regulate the IV infusion pump?
10. How will you ensure H.K.’s home medication list is
accurate?
Case study progress The next morning you are again assigned to care for H.K. Your assessment findings are as follows: VS 154/82, 92, 26, 100° F (37.8° C), Spo2 94% on 2 L O2 per nasal cannula. He appears to be in no apparent distress and denies any dyspnea. You auscultate decreased breath sounds and coarse crackles in the left lower lobe anteriorly. His skin is pale, warm, and dry. He has a cough productive of yellow-colored sputum and complains of pain in the left side of his chest when he coughs.
11. Is H.K. recovering as expected? Explain your rationale. 12. Based on your evaluation of H.K., write an outcome to achieve
by the end of your shift, then list 6 priority interventions you will perform toward achieving this goal.
13. By the end of your shift, which assessment findings would best indicate that H.K. is responding to therapy?
a. Cough productive of yellow sputum; lung sounds clear; Spo2 96% on room air
b. Complaints of dyspnea; respiratory rate of 26 on 2 L O2; clear lung sounds
c. Cough productive of white sputum; temperature 100.0° F (37.8° C); Spo2 98% on 2 L O2
d. Coarse crackles in posterior lower lobes; respiratory rate 22; no complaints of chills
Case study progress
After continuing the plan of care for 2 more days, H.K. is recovering from his pneumonia and preparing for discharge.
14. You know that H.K. is at increased risk for contracting another CAP infection. Describe 4 strategies for preventing CAP infections you will include in H.K.’s discharge teaching plan.
15. H.K. confides in you, “You know, my wife died a year ago, and I live alone now. I’ve been thinking … this pneumonia stuff has been a little scary.” How will you respond?
16. What are some community resources from which H.K. may benefit?
Case study outcome H.K. is discharged in the company of his sister. His plan is to stay with her for a few days. He thanks you for your care and taking the time to listen and talk with him. He says his sister and he talked, and they intend to join the local senior center after he is feeling better.
Case Study 31 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.R., a 13-year-old with cystic fibrosis (CF), is being seen in the outpatient clinic for a biannual evaluation. J.R. lives at home with his parents and 7-year-old sister, C.R., who also has CF. J.R. reports that he “doesn’t feel good,” explaining that he has missed the last week of school, doesn’t have any energy, is coughing more, and is having “a hard time breathing.”
1. Discuss additional data that should be obtained from J.R. and his parents.
2. CF is a multisystem disorder. Describe the condition and its physiologic effect on the following systems: respiratory system, gastrointestinal system, reproductive system, skin, and electrolyte balance. Focus on factors that place J.R. at risk for developing respiratory infections.
Case study progress J.R. is admitted to the hospital for a suspected respiratory tract infection and CF exacerbation. His mother helps get him settled into the room. Your assessment includes the following vital sign 115/76, 85, 28, oral T 38.8°C, and Spo2 88% on room air. J.R. weighs 30 kg. His color is pale and skin is dry, with bluish-tinged nail beds and clubbing; capillary refill is 3 seconds. Respiratory effort is labored, with coarse productive cough and rhonchi noted throughout. He states his pain is 3 to 4 on a scale of 10, with coughing. His thorax has a barrel-chest appearance and appears thin with decreased muscle mass. His last void and bowel movement were this morning, with no problems. J.R. is anxious and answers questions in short phrases.
3. Your institution uses electronic charting. Based on the assessment just described, which of the following systems would you mark as abnormal as you document your findings? Mark abnormal findings with an “X” and provide a brief narrative note.
□ Neurologic: □ Respiratory: □ Cardiovascular: □ Gastrointestinal: □ Genitourinary: □ Musculoskeletal: □ Skin: □ Psychosocial: □ Pain:
4. What are the common microorganisms that cause respiratory infections in children with CF?
Chart View
Medication Orders
Ceftazidime (Fortaz) 2 g IV q8hr Gentamicin 100 mg IV q8hr Vancomycin (Vancocin) 450 mg IV q8hr
5. You review the drugs that have been ordered to treat J.R.’s suspected infection. You are orienting a new nurse. Which statement would you question as you review the ordered medications with her?
a. “I have assessed for possible allergies or hypersensitivities.”
b. “I will need to monitor serum levels for some of these medications.”
c. “I will verify dosage and medication compatibility with the pharmacy.”
d. “I will obtain a blood glucose level before administering the medications.”
6. Using a nursing drug reference, find the safe dosage
ranges and calculate the dosage for the prescribed antibiotics. Are the prescribed doses within the safe ranges? Explain your answers and show all work.
7. You are reviewing the physician orders for respiratory care. State whether you would expect to perform each of the following interventions and give your rationale.
a. Administer aerosolized albuterol (2.5 mg/3 mL) b. Administer chest physiotherapy (CPT) before
administering the albuterol c. Monitor continuous pulse oximetry d. Administer aerosolized dornase alfa (Pulmozyme)
after administration of bronchodilator e. Administer nebulized normal saline (NS)
f. Administer tobramycin (TOBI) via jet nebulizer g. Limit fluid intake
8. Methods of providing CPT are changing. Traditionally, someone other than the patient had to administer the chest percussion or vibration to help loosen mucus secretions. Newer technology, such as high-frequency chest wall oscillation (the Vest) and the positive expiratory pressure (PEP) devices (the Flutter mucus clearance device) are available. Explain the benefits of these new devices.
9. J.R.’s weight is below the 5th percentile. He has been on a high- calorie, high-protein diet with unrestricted fat at home. J.R. reports that he hasn’t been hungry and really hasn’t been eating much. Describe the link between malnutrition and CF.
10. Which of the following actions can be delegated to the unlicensed assistive personnel (UAP)? Explain your answer.
a. Charting daily weights and intake and output b. Increasing O2 during an episode of desaturation c. Instructing the parents on correct administration of
NS nebulizers d. Administering pancreatic enzymes from the home
supply with each snack 11. Which strategy is appropriate to manage GI dysfunction that
patients with CF often experience? Select all that apply. a. Restrict fat intake b. Encourage a high-protein diet c. Encourage snacks between meals d. Administer fat-soluble vitamins daily e. Hold proton pump inhibitor or H2 blocker f. Breastfeeding is contraindicated in infants with CF g. Administer pancreatic enzymes with meals and
snacks 12. What clinical sign assists in determining the effective dosage
of pancreatic enzymes? 13. Which GI comorbidities might you see in a patient with CF?
Select all that apply.
a. Constipation b. Celiac disease c. Rectal prolapse d. Meconium ileus e. Chronic vomiting
Case study progress J.R. will be spending 14 to 21 days in the hospital for treatment of his pulmonary infection.
14. List interventions that would foster development while J.R. is hospitalized.
15. J.R. asks you, “Will I be able to have children when I grow up?” While keeping his age in mind, which of these would be the best response? Explain your answer.
a. “You should discuss this with your parents. I will let them know you asked.”
b. “Most males have a significant chance of being sterile, and you won’t need to consider use of contraception.”
c. “CF does not affect the male reproductive system; however, it does affect the female reproductive tract.”
d. “Although nearly 95% of males are sterile, you should discuss this with your physician and family.”
Case study progress J.R.’s condition improves with antibiotic therapy, and he is being discharged to home.
16. As you provide your discharge teaching, discuss health promotion points to reinforce with J.R. and his parents.
Case study outcome
J.R. is discharged to home, with a PEP device, and enjoys the fact that he is able to apply it himself.
Case Study 32 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario C.E., a 73-year-old married man and retired railroad engineer, visited his physician complaining, “Whenever I try to do anything, I get so out of breath I can’t go on. I think I’m just getting older, but my wife told me I had to come see you about it.” He has a history of hyperlipidemia and hypertension, which are managed with lisinopril, furosemide, atorvastatin, and metoprolol, and has a 30-pack-year smoking history. He had greenish-yellow sputum, an oral temperature of 100.4 ° F (38.4 ° C), and an Spo2 of 83%. He was admitted to the local hospital with a new diagnosis of COPD exacerbation. After a 5-day stay during which the diagnosis of COPD was confirmed, he was discharged on continuous oxygen (O2) therapy at a 2 L flow rate with new prescriptions for fluticasone/salmeterol (Advair Diskus) and albuterol (ProAir). You are the case manager at the home agency assigned to C.E.
1. What is the rationale for C.E.’s O2 being at a 2 L flow rate? 2. What criteria need to be met for Medicare to pay for home O2
therapy? 3. Which member of the interprofessional team would be
involved in C.E.’s care and how? 4. How would you prepare for the initial home visit? 5. What would you address with C.E. and his wife at the first
visit? 6. What manifestations of COPD would you expect C.E. to have?
(Select all that apply.) a. Elevated temperature b. Complaints of fatigue c. Wheezing on auscultation d. Chronic, intermittent cough e. Prolonged expiratory phase f. Decreased anterior-posterior diameter
7. What patient problems would you to address as you develop C.E.’s plan of care?
8. What ongoing monitoring do you need to do at each visit with C.E.?
9. What are 2 specific questions you can ask C.E. to determine if he may be experiencing any complications?
Case study progress Your first visit with C.E. and his wife is uneventful. You perform his baseline assessment, provide teaching, and establish a monitoring plan. The next time you visit, C.E. complains of sores behind his ears. He explains, “That long oxygen tubing seems to take on a life of its own. It twists around and gets caught under doors, chairs, everything. It darn near rips the ears off my head.”
10. What can you tell him that could help? 11. You auscultate C.E.’s breath sounds and detect the odor
of menthol rub. When you question C.E. about it, he tells you that he started to apply it in and around his nose to prevent his nose from becoming dry and sore. What specific teaching do you need to reinforce with C.E. and his wife?
12. After you have finished, his wife seems upset and tells
you that C.E. is still “smoking a couple of cigarettes” a day. How do you handle this situation?
Case study progress
At your next visit 2 weeks later, C.E. tells you that he has not smoked since your previous visit. He is upset, though, over an episode a few days ago. He says he walked to the kitchen for a snack and became short of breath. Per your instructions, C.E. removed the nasal cannula, tested the flow against his check, and felt no O2 flowing from the catheter. He said he could not yell for help and was too short of breath to return to the living room to check his O2 tank. He bent forward with his elbows on the countertop and struggled to breathe. He became more frightened with each passing second, and his breathing became increasingly more difficult. Several minutes later, C.E.’s wife found him and reconnected his O2 tubing. C.E. sat at the table for 20 minutes before he could walk back to the living room.
13. Why did C.E. assume the peculiar position at the countertop? 14. C.E.’s wife states that since the incident, C.E. “doesn’t want her
out of his sight.” She asks you to “talk some sense into him.” She goes on to say that since then “All he does is sit in a chair all day. He won’t even get up to get himself a glass of water. I’ve got a bad hip, and this is all very hard on me.” What will you do to help C.E. and his wife cope with his condition?
15. What referrals could you consider at this time and why?
Case study progress The next few visits are uneventful. C.E. has continued to not smoke and is doing better with managing episodes of dyspnea. At your next visit, you greet C.E., immediately note that he sounds congested, and comment that he sounds like he has a cold. He replies, “Oh, our great- grandchildren were over to visit several days ago and they all had snotty noses.”
16. What is your immediate concern and why? 17. What assessment do you need to perform? 18. Which assessment finding would require your immediate
intervention? a. C.E.’s sputum is yellowish
b. The pulse oximeter reading is 93% c. His oral temperature is 102.0° F (38.9° C) d. He is dyspneic when walking to the bathroom.
19. What information would you want to review with C.E. and his wife about the signs and symptoms of infection and when to seek treatment?
20. What basic hygiene measures would you include in a teaching plan for C.E. and his wife to prevent his developing an infection? Select all that apply.
a. Avoid enclosed, public areas at all times. b. Get pneumonia and flu vaccines every year. c. Avoid people with cold and flu infections and
screen visitors. d. Practice good hand washing technique, and wash
hands often. e. Use the dishwasher to wash eating utensils, glasses,
and plates. f. Use antibacterial wipes daily to clean frequently
touched surfaces. 21. C.E.’s wife says she would like to read more about COPD on
the Internet. List 2 credible resources to which you could direct her.
Case study outcome You continue to visit C.E. and his wife and monitor his progress over the next several months. C.E. experiences an episode of pneumonia and experiences acute respiratory failure and sepsis, which leave him with residual neurologic deficits. He is discharged to a long-term care facility.
Case Study 33 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario D.Z., a 68-year-old man, is admitted at 1600 to a medical floor with an acute exacerbation of chronic obstructive pulmonary disease (COPD). His other medical history includes hypertension and type 2 diabetes. He has had pneumonia yearly for the past 3 years and has been a two- pack-a-day smoker for 38 years. His current medications include enalapril (Vasotec), hydrochlorothiazide, metformin (Glucophage), and fluticasone/salmeterol (Advair). He appears a cachectic man who is having difficulty breathing at rest. D.Z. seems irritable and anxious; he complains of sleeping poorly and states that lately he feels tired most of the time. He reports cough productive of thick yellow-green sputum. You auscultate decreased breath sounds, expiratory wheezes, and coarse crackles in both lower lobes anteriorly and posteriorly. His vital signs (VS) are 162/84, 124, 36, 102° F (38.9° C), and Spo2 88%.
Chart View
Admission Orders
Diet as tolerated Out of bed with one-person assistance Oxygen (O2) to maintain Spo2 of 90% IV of D5W at 50 mL/hr ECG monitoring ABGs in a.m. CBC with differential now Basic metabolic panel now Chest x-ray daily Sputum culture Albuterol 2.5 mg plus ipratropium 250 mcg nebulizer treatment
STAT
1. Are D.Z.’s VS and Spo2 acceptable? If not, explain why.
2. Describe a plan for implementing these orders. 3. What is the primary nursing goal at this time? 4. Based on this priority, name 3 independent nursing actions you
would implement and why. 5. Identify 3 expected outcomes for D.Z. as a result of your
interventions.
Chart View
Medication Administration Record
Methylprednisolone (Solu-Medrol) 125 mg IV push every 8 hours
Azithromycin (Zithromax) 500 mg IVPB q24hr Fluticasone/salmeterol (Advair) 100/50 mcg 2 puffs twice daily Heparin 4000 units subcutaneous every 12 hours Enalapril (Vasotec) 10 mg PO daily Albuterol 2.5 mg/ipratropium 250 mcg nebulizer treatment
every 6 hours Metformin (Glucophage) 500 mg PO twice daily Nicotine patch 24 mg for 24 hours, daily
6. Indicate the expected outcome associated with each medication D.Z. is receiving.
7. Because D.Z. is on azithromycin, what interventions need to be included in his plan of care? Select all that apply.
a. Place D.Z. on intake and output. b. Administer the medication over 30 minutes. c. Request a hearing test before initiating therapy. d. Monitor IV site for inflammation or extravasation. e. Assess liver function study results and bilirubin
levels. f. Carefully dilute the medication in the proper
amount of solution.
8. D.Z is ordered heparin 4000 units subcutaneous q12hr.
The following vial is available. How many milliliters will D.Z. receive? Shade in the dose on the syringe.
9. What common side effects of bronchodilator therapy do you need to assess for?
10. When you apply the nicotine patch, you take the opportunity to ask D.Z. if he would like information on smoking cessation. He tells you he is interested because he has to “stop while he is in here.” How can you support his continuing cessation after discharge?
11. You deliver D.Z.’s dietary tray, and he comments on how hungry he is. As you leave the room, he is rapidly consuming the mashed potatoes. When you pick up the tray, you notice that he has not touched anything else. When you question him, he states, “I don’t understand it. I can be so hungry, but
when I start to eat, I have trouble breathing and I have to stop.” Describe 4 interventions that might improve his caloric intake.
12. What other interprofessional team members could you involve in D.Z.’s care and how?
13. After speaking with D.Z. about his diet and reviewing his
medications, you are now concerned about his glycemic control. Hospital policy allows you to obtain as-needed blood glucose levels for patient with diabetes, so you direct the UAP to obtain D.Z.’s blood glucose level before the next meal. What is your responsibility in delegating this task to the UAP?
14. The UAP reports that D.Z.’s blood glucose level is 366 mg/dL. What action do you need to take and why?
Case study progress The next morning, D.Z. is sitting in the bedside chair and appears to be experiencing less difficulty breathing. He states his cough remains productive of yellow-green sputum, although it is “easier to cough up” than it was the previous day. You auscultate decreased breath sounds and a few coarse crackles in both lower lobes posteriorly. His VS are 150/78, 94, 24, 99.7° F (37.6° C). His Spo2 is 92% with O2 on at L per nasal cannula.
Chart View
Arterial Blood Gases
pH 7.33
Paco2 58 mm Hg
HCO3 32 mEq/L (32 mmol/L)
Pao2 65 mm Hg
Sao2 92%
15. Interpret D.Z.’s ABG values. 16. Has D.Z.’s status improved or not? Defend your response. 17. What interventions would you include in your plan of care for
D.Z. today?
Case study progress D.Z.’s wife approaches you in the hallway and says, “I don’t know what to do. My husband used to be so active before he retired 6 months ago. Since then he’s lost 35 pounds (16 kg). He is going downhill so fast that it scares me. He wants me in the room with him all the time, but if I try to talk with him, he snarls and does things to irritate me. I have to keep working. We don’t want to drain all of our savings, and I have to be able to support myself when he’s gone. Sometimes I go to work just to get away from the house and his constant demands. He calls me several times a day asking me to come home, but I can’t go home. I just don’t know what to do.”
18. How would you respond to her statement? 19. What topics do you need to address with D.Z. to reduce his
risk for readmission?
Case study outcome D.Z. is discharged after 6 days with instructions to follow up with the primary care provider in 1 week. At the appointment, D.Z. reports he has been able to maintain his smoking cessation and is feeling less dyspnea. The provider continues the respiratory medication regimen and arranges for D.Z. to begin pulmonary rehabilitation therapy the next week.
Case Study 34 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario E.M., a 5-month-old girl, is brought to the emergency department (ED) with respiratory distress, hypoxia, and fever. Her parents state that she has had mild cold symptoms for a few days. She has breastfed poorly over the last few days, with a decreased number of wet diapers. You take her vital signs and complete an initial physical assessment and history.
Chart View Vital Signs
Blood pressure 130/72
Respiratory rate 83
Heart rate 188
Temperature 38.6°C (101.5°F)
Spo2 88% on room air
Weight 17.6 lbs (8 kg)
Initial Assessment
Neur o l o g ic
Alert, fussy; consoles briefly; anterior fontanel soft and slightly depressed
Card i o v a
Tachycardia; capillary refill less than 3 seconds
s c u la r
Resp ir at o r y
Upper airway congestion; coarse cough; tachypnea, transient bilateral wheezing; coarse rhonchi and slightly decreased breath sounds at bases; mild intercostal retractions; mild nasal flaring
Gast r o i n te st i n al
Positive bowel sounds; last bowel movement yesterday
Geni t o u ri n a r y
Decreased urine output (per history); no urine output in last 4 hours
Skin No rashes; slightly flushed
Othe r
Mucous membranes “sticky”; decreased tearing
Emergency Department Orders
Acetaminophen (Tylenol) 80 mg PO for fever × 1 dose Start IV and administer normal saline (NS) bolus 20 mL/kg IV
bolus over 30 minutes Oxygen to keep saturation greater than 92%
1. Review the standing ED orders. Prioritize your interventions and give rationales.
2. Based on E.M.’s vital signs and assessment, what diagnostic tests would you anticipate?
3. Calculate how much normal saline E.M. will receive as a
bolus.
Case study progress E.M. begins coughing and has copious nasal secretions. You provide nasopharyngeal suctioning and obtain a large amount of thick secretions. Deep suctioning is used as infrequently as possible because it can be counterproductive, causing increased edema and secretions, and increased agitation of infant. She is allowed to recover and is reassessed. The respiratory rate and retractions have not changed significantly. Her breath sounds are less coarse but are diminished in the bases. The Spo2 is now 92% to 93% on 1.5 L oxygen. After E.M. settles, her mother asks whether she can feed her because she has not eaten much for the past few days. You tell her that with a current respiratory rate higher than 65, she should not be fed.
4. What is the rationale for holding feedings? 5. When E.M.’s respiratory rate decreases, what teaching would
you provide the parents concerning feeding?
Chart View
Medication Administration Record
Normal saline drops to nares q3hr with bulb suctioning Acetaminophen (Tylenol) 80 mg PO q4hr prn for fever greater
than 38.5°C (101.3°F) Oxygen via nasal cannula (N/C) adjusted up to 2 L/min to
maintain Spo2 greater than 90%. Amoxicillin (Amoxil) 45 mg/kg/day PO tid × 7 days
6. You are reviewing the medication administration record. Which order(s) would you question? Explain.
Case study progress E.M.’s mother calls you to the room because her baby is “not right.” You note E.M.’s respiratory rate is 23, and the intercostal retractions and nasal flaring have increased. She also has moderate subcostal retractions. The Spo2 is 89% on 1.5 L/min of O2. She is pale and listless and does not cry with stimulation. The oxygen is increased to 2 L/min with no change in status after 5 minutes.
7. Why is the respiratory rate significantly lower even though other signs of respiratory distress have increased?
Case study progress You are concerned and call the rapid response team. You check her Spo2 again with results of 88%. The senior resident orders a portable chest x-ray (CXR) examination and capillary blood gas (CBG). The CXR is consistent with bronchiolitis with atelectasis.
Chart View
Capillary Blood Gas
pH 7.31
Paco2 72 mm Hg
HCO3 29 mEq/L (29 mmol/L)
Pao2 57 mm Hg
8. Interpret E.M.’s CBG results.
Case study progress E.M. is transferred to the pediatric intensive care unit (PICU) and placed on a heated high-flow nasal cannula, a noninvasive method that offers many of the same benefits as continuous positive airway pressure (CPAP), at 5 L/min. You know that patients with bronchiolitis generally have progressively increased symptoms from days 3 to 5. This is day 3 for E.M., and therefore she may stay in the PICU for several days until she starts improving and can be transferred to the general care floor. You explain this to the parents, who are very distressed.
9. What resources might you seek for E.M.’s parents during this unanticipated change in status?
10. You are considering measures to help E.M.’s parents deal with the anxiety and fear created by their infant’s hospitalization and transfer to PICU. For each measure listed, explain why each answer is appropriate or not.
a. The presence of the parents helps calm the infant. b. Parents need to put the needs of E.M. ahead of their
own. c. Parental anxiety cannot be recognized by a 5-
month-old infant. d. Provide detailed technical information about her
care in the PICU to help the parents cope with the situation better.
Case study progress After 2 days in the PICU, E.M. is transferred back to your unit. You note that she is taking increased oral fluids and requiring less suctioning. Her Spo2 is 96% to 98% on room air. She is still having some mucus production and coughing. As you are preparing the parents for discharge, they want to know how they can prevent this in the future. They ask whether there is a “shot” E.M. can get to avoid getting this again.
11. How would you address their concerns? 12. E.M.’s parents ask you for instructions about the treatment of
cold symptoms if E.M. develops them again. Which answer is correct? Explain your answer.
a. “If a fever is present, you can treat the fever with baby aspirin.”
b. “Saline nose drops and bulb suctioning can be done before feedings.”
c. “Over-the-counter cough suppressants may be safely administered at night.”
d. “You do not need to worry if she is not drinking; intake should improve in a day or so.”
13. What other specific teaching relating to fluid balance and normal signs and symptoms on discharge should be done before E.M. is discharged? E.M. now weighs 17 lbs (7.8 kg) and is drinking from a 6-oz bottle.
Case study outcome E.M. is discharged to home with her parents. The parents are instructed follow up with her pediatrician within the next few days and to call with any concerns.
Case Study 35 Name _________________________________ Class/Group
_____________________________ Date _____________
Scenario You are the trauma nurse working in the emergency department (ED) of a busy tertiary care facility. You receive a call from the paramedics that they are en route with the victim of gunshot wounds to the chest and abdomen. Perpetrators shot the 32-year-old man during a convenience store robbery. The victim was a customer; the clerk died at the scene. They started 2 16-gauge IV lines with lactated Ringer’s solution and oxygen by nonrebreather mask at 15 L/min. The patient has a sucking chest wound on the left and a wound in the right upper quadrant of the abdomen. Vital signs in the field are 90/46, 140, and 42. The paramedics state they are having difficulty ventilating the patient, who is diaphoretic, very pale, and lethargic. The estimated time of arrival is 4 minutes.
1. To help determine the extent of the patient’s injuries, the most important question the nurse needs to ask the paramedics is:
a. “How long ago was the patient shot?” b. “Do you have the weapon that was used?” c. “What was the reason this incident occurred?” d. “Where are the assumed entry and exit wounds?”
2. Describe a sucking chest wound. 3. What are the classic assessment findings associated with a
sucking chest wound? 4. Explain why the paramedics are having difficulty ventilating
the patient. 5. List at least 6 things you will do to prepare for the patient’s
arrival. 6. Describe the priority roles of the nurse in a trauma situation. 7. Besides the lead provider, who usually responds to a trauma
code and what are their roles? 8. What are your basic responsibilities regarding gathering
forensic evidence?
Case study progress On arrival, the patient, B.W., is cyanotic and in severe respiratory distress. His VS are 70/30, 160, and 42. When he is transferred to the trauma stretcher, you notice that there is an occlusive dressing over the open chest wound. It is taped down on all sides.
9. Is taping the occlusive dressing on all sides appropriate? Explain.
10. Which assessment findings would indicate B.W. may have a tension pneumothorax? Select all that apply.
a. Bilateral jugular vein distention b. Tracheal deviation toward the affected side c. Decreased breath sounds on the opposite side d. Tracheal deviation toward the unaffected side e. Decreased heart rate and decreased respirations
Chart View
Arterial Blood Gases (100% O2)
pH 7.25
Paco2 92 mm Hg
Pao2 32 mm Hg
HCO3 26 mEq/L (26 mmol/L)
Spo2 53%
11. Interpret B.W.’s ABG results. 12. Based on B.W.’s vital signs and condition, what are the priority
interventions?
Case study progress The surgeon determines B.W. has a tension pneumothorax and
performs a needle decompression followed by insertion of a size 32-Fr chest tube in the sixth intercostal space, midaxillary line. Treatments aimed toward stabilizing B.W.’s respiratory and volume statuses are started, and the anesthesiologist prepares to intubate B.W.
13. What are your responsibilities regarding endotracheal intubation?
14. How is endotracheal tube placement confirmed after
intubation? 15. After B.W. is successfully intubated, describe the actions that
you will perform as part of the secondary survey. 16. Would you expect his lung to reexpand immediately after the
chest tube insertion and starting suction? Explain. 17. When evaluating the effectiveness of chest tube therapy, you
would assess for: a. Increased drainage in the collection chamber b. Continuous bubbling in the water seal chamber c. A fall in the water seal chamber with inspiration d. Symmetrical breath sounds and chest expansion
18. You note the following ecchymotic area on B.W.’s abdomen along with distention and rigidity. What might this signify?
19. You report your findings to the physician, who orders a focused abdominal sonography for trauma (FAST). Why is this procedure appropriate for B.W.?
Case study progress The FAST is positive. B.W. is sent for a CT of the abdomen, which shows a large liver laceration. The surgeon needs to take B.W. to the operating room (OR) for an exploratory laparotomy with repair of the liver laceration.
20. Because B.W. is not able to give consent for surgery, how
will consent be obtained? 21. When you return from transporting the patient to the OR,
B.W.’s wife is in the ED, upset and frightened. The social worker has been called to another emergency. What information do you need to obtain from B.W.’s wife?
22. How would you support her?
Case study outcome Surgeons repaired B.W.’s wounds. He spent 3 days in the surgical intensive care unit, where he required continued fluid and respiratory support, and 14 days later he went home. After discharge, B.W. spent 3 months receiving physical therapy and counseling for victims of violent crime.
Case Study 36 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario A.B., a 68-year-old man, is admitted to your medical floor with a diagnosis of pleural effusion. He relates having shortness of breath; pain in his chest; weakness; and a dry, irritating cough. His vital signs (VS) are 142/82, 118, respirations 38 and labored and shallow, 102.1° F (38.9° C), and Spo2 85% on room air. Chest x-ray examination shows a large pleural effusion and pulmonary infiltrates in the right lower lobe consistent with pneumonia.
1. Given his diagnosis, are A.B.’s admission VS expected? Explain.
2. How does the underlying pathophysiology relate to A.B.’s presenting signs and symptoms?
Case study progress The provider performs a thoracentesis and drains 1500 mL of fluid. A specimen for culture and sensitivity (C&S) is sent to the lab, and A.B. is started on ceftriaxone 500 mg IV every 12 hours.
3. What is a thoracentesis? 4. The order for the ceftriaxone reads to infuse the 100 mL
0.9% NaCl solution over 30 minutes. An IV pump will not be available for a few hours, so you decide to run the infusion by gravity. You have IV tubing that supplies 20 gtt/mL. At how many drops per minute will you regulate the infusion?
5. What interventions will you implement to help A.B.’s clear pulmonary secretions?
Case study progress The pleural C&S results show a large amount of Klebsiella organism growth that is not sensitive to ceftriaxone.
6. What action will you take next?
7. Because fluid continues to collect in the pleural space, the physician decides to insert a pleural chest tube under nonemergent conditions. What are your responsibilities as A.B.’s nurse regarding this procedure?
8. Part of your responsibilities after the chest tube has been inserted is to assess for fluctuation in the water-seal chamber and bubbling in the suction-control chamber. Label the areas on the chest drainage system that you would be monitoring.
(Modified from Linton AL. Introduction to Medical-Surgical Nursing, 4th ed. St. Louis, MO: Saunders; 2007.)
9. What interventions will you implement afterward to maintain A.B.’s chest tube system?
10. Evaluate each of the following statements about chest tube drainage systems. Enter T for true or F for false. State why false statements are incorrect.
_____1. The height of the water in the suction control mechanism limits the amount of suction transmitted to the pleural cavity.
_____2. A suction pressure of + 20 cm H2O is usually recommended for adults.
_____3. Bubbling in the water-seal chamber usually
means that air is leaking from the lungs, the tubing, or the insertion site.
_____4. The rise and fall of the water level with the patient’s respirations reflect normal pressure changes in the pleural cavity with respirations.
_____5. Water cannot evaporate from the system. _____6. To declot the drainage tubing, put lotion on
your hands, compress the tubing, and vigorously strip long segments of the tubing before releasing.
_____7. You lower the bed on top of the drainage system and break it. You immediately clamp the chest tube, leaving it clamped until you can reestablish the drainage system.
_____8. The collection chamber is full, so you need to connect a new drainage system. Briefly clamp the chest tube while you disconnect the old system and connect the new.
11. While A.B. has a chest drainage system, what instructions do you need to give to the UAP who is working with A.B.?
12. It is now the end of your shift and A.B.’s condition has stabilized. Using the SBAR framework, describe the bedside change-of-shift report you will give the oncoming nurse.
Case study progress The next day you are again assigned to care for A.B. At the beginning of the shift, you assess A.B. and find that his condition is stable. His lung sounds remain diminished in the right lower lobe and his Spo2 is 95% on oxygen at 2 L per nasal cannula. The chest drainage system is attached to suction at 20 mm Hg; there is still an air leak present. His morning chest x-ray examination showed some residual pleural effusion. Four hours into your shift, he pages you through the call system and tells you he feels “short of breath.” You immediately go to his room. A.B. is sitting in the chair.
13. Describe the priority assessment you must perform at this
time. 14. You find the chest tube has become disconnected from the
drainage system and is now contaminated. What do you need to do?
15. After the chest drainage system has been reestablished, A.B.’s dyspnea resolves, and you need to document what happened. Write an example of a documentation entry describing this event.
Case study progress The remainder of A.B.’s admission is uneventful. After 6 days of aggressive antibiotic and pulmonary therapy, the chest tube is removed and A.B. is ready for discharge.
16. What type of discharge instructions do you need to give to A.B.?
Case study outcome A week later, A.B. and his wife send a cookie tray to the floor, along with a note praising the staff for the quality care A.B. received. They also nominate you for one of your facility’s nursing excellence awards, saying that you “provided amazing care” and were the type of nurse “everyone wants by their side.”
Case Study 37 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario S.K., a 51-year-old roofer, was admitted to the hospital 3 days ago after falling 15 feet from a roof. He sustained bilateral fractured wrists and an open fracture of the left tibia and fibula. He was taken to
surgery for open reduction and internal fixation (ORIF) of all his fractures. He is recovering on your orthopedic unit. You have orders to begin getting him out of bed and into the chair today. When you enter the room to get S.K. into the chair, you note he is agitated and dyspneic. He says to you, “My chest hurts really badly. I can’t breathe.” You auscultate S.K.’s breath sounds and find they are diminished in the left lower lobe. S.K. is diaphoretic and has circumoral cyanosis. His VS are 142/82, 118 and irregular, respirations 38 and labored and shallow, 99.8° F (37.7° C), and Spo2 85% on O2 at 2 L nasal cannula
1. Identify 5 possible reasons for S.K.’s symptoms. 2. List in order of priority 3 actions you should take next. 3. Using SBAR, what information will you give to the provider?
Case study progress The attending orders the following: STAT arterial blood gases (ABGs), chest x-ray (CXR) examination, 12-lead electrocardiogram, and a helical (spiral) computed tomography (CT) scan of the lungs.
Chart View
Arterial Blood Gases
pH 7.49
Paco2 30.6 mm Hg
Pao2 52 mm Hg
HCO3 24.2 mmol/L
Sao2 83%
4. Interpret S.K.’s ABG results. 5. Based on the ABGs and your assessment findings, what
complication do you think S.K. is experiencing? 6. Why is S.K. at risk for developing this complication? 7. What are the typical manifestations of this complication?
Underline those that S.K. has. 8. How is this complication best prevented from occurring? 9. The resident writes the following orders for S.K. Review each
order. Mark with an A if the order is appropriate; mark with an I if the order is inappropriate. Correct all inappropriate orders and give rationales for your decisions.
_____1. Albuterol (Proventil) metered-dose inhaler, 2 puffs q6hr
_____2. Heparin 20,000 units IV now, then 25,000 units in 250 mL/D5 W to run at 18 units/kg per hour
_____3. Prothrombin time/international normalized ratio/partial thromboplastin time (PT/INR/PTT) q6hr; call house officer with results
_____4. Increase O2 to 3 L by nasal cannula _____5. Patient-controlled analgesia (PCA) pump with
morphine sulfate: Loading dose 4 mg; dose 2 mg; lock-out time 15 minutes; maximum 4-h dose 30 mg
_____6. Streptokinase 250,000 international units IV over 30 minutes, then 100,000 international units/hr for 24 hr
_____7. Warfarin (Coumadin) 7.5 mg/day PO × 2 days _____8. Complete blood count daily
10. S.K. weighs 224 lb. Calculate the starting infusion rate in
milliliters per hour for the heparin. (Round to the nearest tenth.)
11. S.K. asks why he is starting heparin. Your best response is: a. “It will stop any blood clots from going to your
lungs.” b. “The heparin will dissolve any other blood clots
you have.” c. “Heparin will prevent any new blood clots from
developing.” d. “The heparin will thin your blood so you will be
able to breathe better.”
Case study progress All the orders are corrected. S.K.’s helical CT scan confirms the diagnosis of pulmonary embolism (PE) in the left lower lobe. Two hours later, repeat ABGs provide the values shown in the chart.
Chart View
Arterial Blood Gases
pH 7.46
Paco2 33 mm Hg
Pao2 82 mm Hg
HCO3 24.1 mEq/L
Sao2 90%
12. What do these ABGs indicate? 13. The attending orders furosemide 20 mg IV push now. What is
the expected outcome associated with giving furosemide to S.K.?
14. What is your primary nursing goal at this time? 15. List 4 independent nursing interventions you would
implement for S.K. that support this goal and the rationale for each.
16. Because S.K. is receiving heparin therapy, he has the
potential for bleeding. What interventions will be part of his plan of care to reduce this risk? Select all that apply.
a. Assess VS every 4 hours.
b. Use a central line to obtain blood specimens. c. Apply direct pressure to any venipuncture site for 5
minutes. d. Do not give any intramuscular medications unless
absolutely necessary. e. At least once a shift, check stool, urine, sputum, and
vomitus for occult blood. 17. To ensure S.K.’s safety, what instructions would you give
to the UAP assisting with his care? Select all that apply. a. Use an electric razor when shaving S.K. b. Immediately report any signs of bleeding. c. Inflate the BP cuff only as high as needed to obtain
a reading. d. Position S.K. with the head of his bed elevated, on
his left side. e. Use a sponge-toothed applicator when helping S.K.
with oral care.
Chart View
Laboratory Test Values
PT 12.1 seconds
PTT 54 seconds
INR 1.4
Chart View
Weight-Based Heparin Protocol
1. Begin IV infusion of heparin at 18 units/kg per hour using 25,000 units heparin in 250 mL D5 W. Obtain coagulation panel every 6 hours.
2. Adjust IV heparin based on activated partial thromboplastin time results:
• ↓ 49 s, bolus with 80 units/kg and ↑ rate by 4 units/kg per hour
• 50 to 59 s, bolus with 40 units/kg and ↑ rate by 2 units/kg per hour
• 60 to 90 s, no change • ↑ 91 to 109 s, bolus with 80 units/kg and ↓ rate by 2
units/kg per hour • ↑ 110 s, stop infusion for 1 hour, then resume and ↓
rate by 3 units/kg per hour
18. Coagulation times are rechecked after S.K. has been on heparin therapy for 6 hours. What action do you need to take?
19. The heparin is supplied in a multiple-dose vial. How
many milliliters will you administer? (Round to the hundredth.)
Case study progress S.K. is watched closely for the next several days for the onset of pulmonary edema. Anticoagulant therapy, O2, pulse oximetry, daily CXR studies and ABG analysis, and pain management are continued.
20. On postoperative day 7, S.K. suddenly becomes very angry and throws the physical therapist out of his room. He yells, “I’m sick and tired of having everyone tell me what to do.” How are you going to deal with this situation?
Case study outcome Ten days after the occurrence of the PE, S.K. was discharged to a long- term acute care facility for assistance with strengthening and ambulation.
Case Study 38 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario The intensive care unit (ICU) nurse calls to give you the following report: “D.S. is a 66-year-old man who is postop day 3 after a right lower lobe lobectomy. He had quit smoking 12 years ago and exercises regularly. He went to see his physician with complaints of increasing exertional dyspnea; CXR and imaging showed a mass in the right lung without any evidence of metastases. The pathology report came back today and confirming stage IB non–small cell lung cancer. The surgeon said there were clean margins. He has no neurologic deficits. His vital signs run 120/70, 110, about 30, with a fever around 100.2° F. His heart tones are clear, all peripheral pulses are palpable, and he is receiving IV D5 ½ NS at 50 mL/hr in his PICC line. He has a right midaxillary chest tube; there is no air leak, and it is draining small amounts of serosanguineous fluid. He has pain at the insertion site, but the site looks good, and the dressing is dry and intact. He is on 4 L oxygen by nasal cannula. He has not had any pain medication today, nor has he slept since surgery. He’ll be there in about 20 minutes.”
1. What additional information would you ask the nurse to provide?
2. Smoking accounts for 60% of lung cancers. True or false? 3. D.S. presented with exertional dyspnea. What are other
common manifestations of lung cancer? 4. Describe the type of surgery D.S. underwent and its role in
lung cancer treatment. 5. What are the implications of D.S.’s cancer being a stage IB and
the surgeon reporting clean margins? 6. What is the health care team’s primary goal for D.S. at this
time? 7. Outline interventions you will include in his plan of care to
help achieve this goal and give a rationale for each.
Case study progress D.S. is transported by wheelchair past the nurses’ station to a room at the end of the hall. You enter his room for the first time to find him sitting on the edge of the bed with his left leg in bed and his right foot on the floor. As you introduce yourself, you note that he keeps rubbing his left hand over the right side of his chest. His respiratory rate is 30 with an Spo2 of 90%. His respirations are slightly labored, and he appears dyspneic.
8. What issues or problems can you already identify? 9. Describe 3 things you need to do right now for D.S.
Case study progress When asking D.S. about his reluctance to take pain medication, he replies, “I have a nephew who rolled his Jeep and busted himself up real bad. He got hooked on those drugs, and I don’t want any part of them.”
10. How would you respond to D.S.’s statement? 11. Which nonpharmacologic methods of pain relief may help
D.S.? Select all that apply.
a. Hypnosis b. Distraction c. Positioning d. Biofeedback e. Acupuncture
12. You administer morphine sulfate 4 mg IV and tell D.S. that you will return in 30 minutes; 15 minutes later, he turns on his call light. When you enter the room, D.S. says, “I think I’m going to throw up.” What are the next 3 things you would do?
13. D.S. states, “I started to feel sick a couple minutes ago. It just kept getting worse until I knew I was going to throw up.” What do you think caused the sudden onset of nausea?
14. Should you give D.S. another dose of morphine? What are your options?
15. You decide to call the surgeon to report the reaction. Using SBAR, what would you report?
16. The surgeon changes D.S.’s pain medication to fentanyl
and orders ondansetron (Zofran) 4 mg IV every 6 hours as needed for nausea. You use a floor-stocked multidose vial to administer the first dose. How many milliliters will you give?
(From Macklin D, Chernecky C, Infortuna MH. Math for Clinical Practice. 2nd ed. St. Louis, MO: Mosby; 2011.)
17. D.S. is having difficulty using his right arm. Given the type of surgery he underwent, is this expected and why?
18. D.S.’s pain and nausea are under control an hour later. The physical therapist arrives to perform passive exercises on D.S.’s right arm. The exercises are done to:
a. Lower the risk for developing lymphedema b. Reduce spasticity of the shoulder and chest muscles c. Assist the patient in learning to reuse the affected
arm d. Preserve muscle strength and reduce the effects of
disuse
Case study progress The next afternoon, the nurse giving you D.S.’s report says that he has been driving her crazy all morning. She tells you that he has been irritable and demanding. She says his assessment and VS are “okay” except for his Spo2, which has been around 85%. The morning CXR showed infiltrates in the left lung.
19. What is your immediate concern?
Case study progress You enter D.S.’s room to assess him and to tell him you are going to be his nurse again today. He is sitting on the side of the bed with his arms hunched up on the overbed table. You note that his head bobs up and his mouth opens, like a fish taking in water, every time he inhales. He says, “I just can’t [breath] seem to [breath] get enough [breath] air.”
20. Name 6 possible problems that D.S. could have that would account for his behavior.
21. What actions will you take next?
Case study progress D.S.’s respiratory rate is 46, with an Spo2 of 66%. You auscultate slight air movement over the large airways and no breath sounds distal to
the third intercostal space. The chest drainage system is intact. His gown is in his lap, he is diaphoretic, you note intercostal retractions with inspiration, and all muscles of the upper torso are engaged in respiration.
22. What will you do next? 23. The rapid response team stabilizes D.S., and you go with
him during transfer to the ICU. Why do you do this, and what information would you give to the ICU nurse?
Case study outcome After stabilizing D.S. in the ICU, the surgeon returns to your floor and is upset that he was not notified earlier about the change in D.S.’s condition. The next day you approach the nurse who gave you report, who is a new graduate, and explain how to better identify patients in early stages of respiratory difficulty. She thanks you for helping her learn from her mistake. D.S. experiences no further complications and completely recovers from the lobectomy after 2 months. He receives 6 months of external beam radiation therapy to the chest. His examination at 5 years shows no recurrence.
Case Study 39 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario P.R., a 66-year-old woman who has no history of respiratory disease, is being admitted to your intensive care unit (ICU) from the emergency department (ED) with a diagnosis of pneumonia and acute respiratory failure (ARF). The ED nurse tells you that P.R. was stuporous and cyanotic on her arrival to the ED. Her initial vital signs
(VS) were 90/68, 134, 38, 101° F (38.3° C) an Spo2 of 53%. She was endotracheally intubated orally, was placed on mechanical ventilation, and has equal breath sounds. Her ventilator settings are synchronized intermittent mandatory ventilation of 12/min, tidal volume (VT) 700 mL, Fio2 0.50, and positive end-expiratory pressure (PEEP) 5 cm H2O. The nurse tells you P.R. had a chest x-ray (CXR) examination that confirmed the diagnosis of pneumonia before being intubated, but she needs an another CXR examination STAT.
1. Describe the pathophysiology of ARF. 2. How does the underlying pathophysiology relate to P.R.’s
presenting signs and symptoms? 3. Describe each of P.R.’s ventilator settings and the rationale for
each. 4. Why does P.R. need a second CXR examination?
Chart View
Arterial Blood Gases
pH 7.28
Paco2 62 mm Hg
HCO3 26 mEq/L
Pao2 48 mm Hg
Spo2 56%
5. The ABG results from the sample drawn in the ED before intubation are sent to you. Interpret P.R.’s ABG results.
Case study progress The ICU attending assesses P.R. and after reviewing the ED orders,
writes the following orders in addition to the mechanical ventilation protocol.
Chart View
Physician’s Orders
Blood and sputum cultures STAT ABGs via arterial line every 6 hours NGT to intermittent, low suction Insert indwelling urinary catheter Enoxaparin (Lovenox) 40 mg subcutaneous q24hr at 1700 Apply anti-embolism and intermittent pneumatic compression
stockings Pantoprazole (Protonix) IV 40 mg daily Lorazepam 1 mg IV every 4 hours Ceftriaxone 1gram IV q8hr D5 ½ NS at 125 mL/hr
6. What is the rationale for each order? 7. What is your priority nursing goal at this time? 8. Describe the interventions you will perform over the next 2
hours based on this priority and the orders you need to implement.
9. P.R. is not heavily sedated and seems anxious about all that is going on. Describe how you can help her.
Chart View
Arterial Blood Gases
pH 7.30
Paco2 52 mm Hg
22 mEq/L
HCO3
Pao2 70 mm Hg
Spo2 88%
10. ABGs are redrawn after P.R. has been on mechanical ventilation for 2 hours. What ventilator setting changes do you expect based on your interpretation? Select all that apply and explain your rationale.
a. Decreasing the Fio2 to 0.40 b. Increasing the VT to 850 mL c. Increasing the PEEP to 10 cm d. Increasing the rate on the ventilator to 16/min e. Changing to continuous mandatory ventilation
11. Evaluate each statement about caring for P.R. or a similar patient receiving mechanical ventilation with an endotracheal tube (ETT). Enter T for true or F for false. State why the false statements are incorrect.
_____1. Give muscle-paralyzing agents to keep P.R. from “fighting the vent.”
_____2. Check ventilator settings at the beginning of each shift and then hourly.
_____3. When suctioning the ETT, each pass should not exceed 15 seconds.
_____4. Assign experienced UAP to take vital signs every 2 to 4 hours.
_____5. Perform a respiratory assessment once per shift.
_____6. Empty excess water that collects in the ventilation tubing back into the humidifier.
_____7. Keep a resuscitation bag at the bedside. _____8. Monitor the cuff pressure of the ETT every 8
hours. _____9. Silence ventilator alarms when in the room to
maintain a quiet environment. _____10. Change all ventilator tubings every 12 hours.
12. What are 3 evidence-based practices you will need to
implement to prevent ventilator-assisted pneumonia? 13. You hear the high-pressure alarm sounding on the mechanical
ventilator and see that P.R.’s Sao2 is 80%. What are potential causes of this problem?
14. You decide that P.R. needs to be suctioned. Place in order
the steps for safely performing in-line or closed suctioning. _____1. Hyperoxygenate the patient. _____2. Use 5 to 10 mL of saline to rinse the catheter
clear of secretions. _____3. Insert catheter until you meet resistance or the
patient coughs. _____4. Assess patient’s status and document
procedure. _____5. Put on clean gloves and face shield and attach
suction. _____6. Apply suction as you withdraw the catheter,
not exceeding 10 seconds. _____7. Reassess patient status and suction again as
needed.
Case study progress As P.R.’s primary nurse, you are responsible for her nursing care plan. Although the primary concern is her respiratory status, you are concerned about hydration, nutrition, oral hygiene, and skin integrity and decide to address each of these areas in P.R.’s plan of care.
15. Discuss 5 indicators you can use to assess her fluid status. 16. Write a nutrition-related outcome for P.R. 17. Describe 4 interventions that could assist in meeting P.R.’s
nutrition goals. 18. You plan to assess P.R.’s skin every 4 hours. Name 4 other
strategies that will help meet the expected outcome of maintaining skin integrity?
Case study progress Over the next few days, P.R. progressively regains adequate respiratory functioning.
19. What factors would be considered in deciding when P.R. is ready to be weaned from mechanical ventilation?
20. What are your responsibilities during the weaning process? 21. Which assessment finding during the weaning process would
indicate P.R. should be placed back on the ventilator? a. Sao2 of 94% b. Heart rate 92 c. Temperature 99.3° F (37.4° C) d. Respiratory rate 34
Case study outcome P.R. is easily weaned from the ventilator, and her respiratory function continued to improve. Unfortunately, she developed a urinary tract infection, experienced acute confusion for a few days, and had difficulty ambulating. She stayed 7 more days after being weaned before being discharged home.
Case Study 40 Name _________________________________ Class/Group _____________________________ Date ____________
Scenario G.S., a 56-year-old woman, was involved in a motor vehicle accident; a car drifted left of the center line and struck her head-on, pinning her
behind the steering wheel. She was intubated immediately after extrication and flown to your trauma center. Her injuries were extensive: bilateral flail chest, right hemothorax and pneumothorax, fractured spleen, multiple small liver lacerations, open fractures of both legs, and a cardiac contusion. She was taken to the operating room for repair of her injuries. There she received 36 units of packed red blood cells, 20 units of platelets, 12 units of fresh frozen plasma, and 18 L of lactated Ringer’s solution. G.S. was admitted to the ICU postoperatively, where she developed acute respiratory distress syndrome (ARDS).
1. What is ARDS? 2. What are the risk factors for developing ARDS? Which does
G.S. have? 3. With her extensive injuries, how was ARDS diagnosed? 4. Describe the collaborative care patients generally receive in the
ICU for ARDS.
Case study progress After a 3-week stay in ICU, G.S. is being transferred to your unit. The ICU nurse gives you the following report: “She is awake, alert, and oriented to person and place. Both legs remain casted from hip to toe. She can wiggle her toes on both feet. Heart tones are clear, last vital signs were 138/90, 88, 26, 99.3° F (37.4° C); bilateral radial pulses 3 +. All the surgical incisions are healed. She has bilateral chest tubes to water suction with closed drainage, both dressings are dry and intact. She has a duodenal feeding tube, a Foley catheter to down drain, and a left double-lumen PICC line. Urine output is good; urine is clear yellow. Her morning labs are still pending.”
5. What additional information do you need from the ICU nurse? 6. Describe the phase of ARDS G.S. is in. 7. What are the long-term complications of ARDS you need to
monitor for in G.S.?
Case study progress You complete your assessment of G.S. You note she is dyspneic and has fine crackles throughout all lung fields posteriorly and in both lower lobes anteriorly, and coarse crackles over the large airways. She has O2 on at 2 L per nasal cannula and her Spo2 is 94%.
8. What is the significance of the fine and coarse crackles? 9. The nurse from the previous shift charted the following
statement: “Fine and coarse crackles that clear with vigorous coughing.” Based on your knowledge of pathophysiology, determine the accuracy of this statement.
10. It is time to administer scheduled furosemide (Lasix) 60 mg intravenous push. What effect, if any, should furosemide have on G.S.’s breath sounds?
11. What action do you need to take before giving the
furosemide?
Chart View
Laboratory Results
Sodium 129 mmol/L
Potassium 3.0 mmol/L
Chloride 92 mmol/L
HCO3 26 mEq/L
BUN 37 mg/dL
Creatinine 2 mg/dL
Glucose 128 mg/dL
Calcium 7.1 mg/dL
12. Which lab values concern you, and why? 13. Given G.S.’s lab values, what action do you need to take
and why?
Case study progress The provider wants you to administer the furosemide and prescribes the following.
Chart View
Physician’s Orders
STAT magnesium (Mg) level Potassium chloride (KCl) 40 mEq IVPB Calcium gluconate 2 g in 100 mL NS IVPB over 3 hours
14. Why did the provider order a magnesium level? 15. G.S. has 1 available port to use on the PICC line. Outline a plan
for giving the potassium chloride and calcium gluconate. 16. What interventions do you need to perform to safely
administer IV potassium chloride? Select all that apply. a. Administer the infusion using an IV pump. b. Place G.S. on continuous electrocardiogram (ECG)
monitoring. c. Assess the patency of the PICC line before initiating
the infusion. d. Administer the potassium infusion over a period of
at least 2 hours. e. Invert the potassium-containing IV bag several
times before and during the infusion. 17. You go to prepare G.S.’s furosemide dose and find only
one 20-mg vial in the medication-dispensing system. The floor
stock is empty. The pharmacist tells you that it will be at least an hour before he can send the drug to you. What are your options?
18. While you are giving the furosemide, G.S. says, “This is so weird. A couple times this morning, I felt like my heart flipped upside down in my chest, but now I feel like there’s a bird flopping around in there.” What are 2 actions you should take next?
19. G.S.’s pulse is 66 and irregular. Her blood pressure is 92/70 and respirations are 26. She admits to being “a little lightheaded” but denies having pain or nausea. Your co- worker connects G.S. to the code cart monitor for a “quick look.” Interpret what you see.
(From Aehlert B. ECGs Made Easy. 4th ed. St. Louis, MO: Mosby/JEMS; 2011.)
20. Why is G.S. likely experiencing this dysrhythmia? 21. What will your next actions be?
Chart View
Arterial Blood Gases on 6 L O2 by Nasal Cannula
pH 7.30
Paco2 59 mm Hg
Pao2 82 mm Hg
HCO3 36 mEq/L
Spo2 91%
22. You increase her O2 to 6 L, and the provider orders a STAT set of ABGs. How would you interpret G.S.’s ABGs?
23. What are your nursing priorities at this time? 24. Describe 5 interventions you will perform over the next few
hours based on these priorities. 25. You notice that G.S. looks frightened and is lying stiff as a
board. How would you respond to this situation?
Case study outcome G.S.’s pulmonary status does not improve after the furosemide, and she continues to have frequent ventricular dysrhythmias despite receiving the electrolytes. The provider transfers G.S. back to the ICU, where she is found to have a pulmonary embolus. Unfortunately, 1 week later she throws another embolus and all attempts at resuscitation fail.
3
Mobility
Case Study 41 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario M.S., a 74-year-old woman, comes to your clinic for a complete physical examination. She has not been to a provider for 11 years because “I don’t like doctors.” Her only complaint today is “pain in my upper back.” She describes the pain as sharp and knifelike. The pain began approximately 3 weeks ago when she was getting out of bed in the morning and hasn’t changed at all. M.S. rates her pain as 6 on a 0- to 10-point pain scale and says the pain decreases to 3 or 4 after taking “a couple of ibuprofen.” She denies recent falls or trauma.
M.S. admits she needs to quit smoking and start exercising but states, “I don’t have the energy to exercise and, besides, I’ve always been thin.” She has smoked one to two packs of cigarettes per day since she was 17 years old. Her last blood work was 11 years ago, and she cannot remember the results. She went through menopause at the age of 47 and has never taken hormone replacement therapy. The physical examination findings are unremarkable other than moderate tenderness to deep palpation over the spinous process at T7. There are no masses or tenderness to the tissue surrounding the tender spot. No visible masses, skin changes, or erythema are noted. Her neurologic findings are intact, and no muscle wasting is noted.
1. An x-ray examination of the thoracic spine reveals a collapsed
vertebra at T7 and bone density changes in the spine. What could this result indicate?
2. The physician suspects osteoporosis. List 7 risk factors associated with osteoporosis.
3. Place a star or asterisk next to those risk factors specific to M.S.
Case study progress M.S. has never had an osteoporosis screening. She confides that her mother and grandmother were diagnosed with osteoporosis when they were in their early 50s.
4. What diagnostic test is most commonly used to diagnose osteoporosis?
5. M.S.’s diagnostic test revealed a bone density T-score of −2.7. How will this be interpreted?
6. M.S. receives a prescription for alendronate (Fosamax) 70 mg/wk. Which instructions are appropriate as you provide patient teaching to M.S. about this drug? Select all that apply.
a. “You can eat your breakfast along with this medication.”
b. “Take the medication with 8 ounces (236 mL) of water immediately on arising.”
c. “You can take this medication with your morning coffee or orange juice.”
d. “You need to sit or stand upright for at least 30 minutes after taking the medication.”
e. “If you experience any severe abdominal pain, vomiting, or jaw pain, notify your doctor immediately.”
7. M.S. asks whether she needs to take a calcium supplement. How do you answer her?
Case study progress M.S. asks you about foods that contain calcium. “I’d rather eat than take all these pills,” she states. You review food sources of calcium
with her.
8. Which foods are considered good sources of dietary calcium? Select all that apply.
a. Banana b. Chicken salad c. 8 ounces (226 grams) of yogurt d. 1 cup (236 mL) of cooked spinach e. Baked potato with margarine
Case study progress After reviewing her new prescription, you continue your teaching session about osteoporosis with M.S.
9. What nonpharmacologic interventions will you teach M.S. to prevent further bone loss?
10. M.S. begins to cry and says, “I cannot possibly stop smoking, change my diet, and exercise all at the same time.” You encourage M.S. to start working on one problem at a time. How should it be decided which problem M.S. should attempt first?
Case study progress One month later, M.S. comes in to the clinic and tells you that she stopped the Fosamax a week ago because it upset her stomach too much. The physician decides to start her on denosumab (Prolia), but asks M.S. to see her dentist first.
11. M.S. asks you why she needs to see a dentist before starting the new drug. Which problem may occur during therapy with denosumab?
a. Gingivitis b. Tooth loss c. Tooth decay (cavities) d. Osteonecrosis of the jaw
12. How is denosumab given?
Case study outcome M.S. receives her first injection of denosumab 1 month later and has no significant adverse effects. At her 3-month check-up, she tells you that she finally stopped smoking and was excited to note a 5-pound (2.25 kg) weight loss.
Case Study 42 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.C. is a 41-year-old man who comes to the emergency department with acute low back pain. He states that he did some heavy lifting yesterday, went to bed with a mild backache, and awoke this morning with terrible back pain, which he rates as a 10 on a scale of 1 to 10. He admits to having had a similar episode of back pain years ago “after I lifted something heavy at work.” J.C. has a medical history of peptic ulcer disease related to nonsteroidal antiinflammatory drug (NSAID) use. He is 6 feet tall (183 cm), weighs 265 pounds (120 kg), and has a prominent “potbelly.”
1. What questions would be appropriate to ask J.C. in evaluating the extent of his back pain and injury?
2. What observable characteristic does J.C. have that makes him highly susceptible to low back injury?
3. J.C. took piroxicam (Feldene) 20 mg until he developed his duodenal ulcer. What is the relationship between the two? What signs and symptoms would you expect if an ulcer developed?
Case study progress
All serious medical conditions are ruled out, and J.C. is diagnosed with lumbar strain. The nurse practitioner (NP) orders a physical therapy consultation to develop a home stretching and back- strengthening exercise program and a dietary consultation for weight reduction. The NP gives J.C. prescriptions for cyclobenzaprine (Flexeril) 10 mg tid for 3 days only, and celecoxib (Celebrex) 100 mg/day for 3 months. He receives the following instructions: heat applications to the lower back for 20 to 30 minutes four times a day (using moist heat from heat packs or hot towels), no twisting or unnecessary bending, and no lifting more than 10 pounds (4.5 kg). J.C. is instructed to rest his back for 1 or 2 days, getting up only now and then to move around to relieve muscle spasms in his back and strengthen his back muscles. He is given a written excuse to stay off work for 7 days and, when he returns to work, specifying the limitation of lifting no more than 10 pounds (4.5 kg) for 3 months. He is instructed to contact his primary care provider if the pain gets worse.
4. J.C. looks at the prescription for cyclobenzaprine and states, “I’m glad you didn’t give me that Valium. They gave me Valium last time and that stuff knocked me out.” How would you respond to J.C.?
5. Why do you think he was prescribed cyclobenzaprine instead of diazepam (Valium)?
6. J.C. states, “Well, I’m glad I’ll still be able to take my sleeping pill.” True or False? Explain.
Case study progress J.C. asks, “What is Celebrex? I hope it won’t do what that Feldene did to me years ago.”
7. Why do you think it was prescribed for J.C., considering his gastrointestinal (GI) history?
8. It has been over 5 years since his last episode of GI bleeding. Are there any other conditions you need to assess for before
J.C. begins to take the celecoxib? Explain. 9. Why would the NP prescribe an NSAID rather than
acetaminophen for J.C.’s pain? 10. A physical therapist teaches J.C. maintenance exercises he can
do on his own to promote back health. Describe 3 common exercises that would be included.
11. In addition to learning exercises, J.C. needs to learn
proper body mechanics for lifting and performing day-to-day activities. Which statement by J.C. indicates a need for further instruction?
a. “I will bend my knees when I lean forward.” b. “When lifting heavy boxes, I will bend at the
waist.” c. “I will not lift anything above the level of my
elbows.” d. “I will avoid standing in one position for a long
period of time.” 12. J.C. tells you that when his back hurts, he has trouble getting
comfortable when he goes to bed at night. What sleeping position would help him?
a. Prone position b. Supine with legs out straight. c. Side-lying with knees and hips flexed. d. Position of the body during sleep does not affect
back pain.
Case study outcome J.C. takes a week off from work to rest and uses warm compresses twice a day on his back. He returns to “light duty” at work for a period of 3 months.
Case Study 43 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario D.M., a 25-year-old man, hops into the emergency department (ED) with complaints of right ankle pain. He states that he was playing basketball and stepped on another player’s foot, inverting his ankle. You note swelling over the lateral malleolus down to the area of the fourth and fifth metatarsals, and pedal pulses are 3 + bilaterally. His vital signs (VS) are 124/76, 82, 18. He has no allergies and takes no medication. He states he has had no prior surgeries or medical problems.
1. In assessing D.M.’s injured ankle, what should you evaluate? 2. What will initial management of the ankle involve to prevent
further swelling and injury? 3. You note significant swelling over the fourth and fifth
metatarsals. How would you further evaluate this finding? 4. Which assessment finding would indicate that D.M. has a
fracture instead of a sprain? Select all that apply. a. Bruising b. Slight swelling c. Inability to bear weight d. Increased pain with movement e. Deformity or abnormal position of the ankle
Case study progress X-ray results are negative for fracture, and a second-degree sprain is diagnosed. The physician orders immobilization with an elastic bandage and an air stirrup brace, with instructions for crutches. The physician tells D.M. not to bear weight on his ankle for 2 days, then to use only partial weight bearing until the ankle heals.
5. Describe the technique for applying an elastic wrap. Give the rationale.
6. An hour after you apply the elastic wrap, D.M. states that his “toes are tingling” and his foot feels numb. What is the best
action at this time? 7. When instructing D.M. to use crutches, D.M. states that he
“likes it better” when the crutches rest under his arms while he walks with the crutches. Is this correct? Explain.
8. You instruct D.M. on using the three-point gait with the crutches. Which would be the correct first step for the three- point gait? Explain your answer.
a. Step first with the affected leg. b. Step first with the unaffected leg. c. Step first with both crutches and the affected leg. d. Step first with the affected leg and the crutch
opposite of the affected leg. 9. You are to instruct D.M. on application of cold, activity, and
care of the ankle. What would be appropriate instructions in these areas?
10. D.M. is given a prescription for ibuprofen tablets, 400 mg, every 6 hours as needed for pain. Explain the purpose of this drug.
11. You provide instructions about the use of ibuprofen. Using the Teach-Back method, you ask D.M. to teach you what he has learned. Which statement by D.M. indicates a need for more teaching?
a. “I will take these pain pills with food or a snack.” b. “I will not take aspirin while taking this medicine.” c. “It would not hurt if I have a few beers while taking
this.” d. “I will take no more than 2 pills every 6 hours if
needed for pain.”
Case study progress Six days later, D.M. hobbles into the ED and boldly informs you that he “did it again, only this time it was touch football.” He states that the pain pills worked so well, he thought it would be okay. You detect the odor of beer on his breath.
12. What are you going to do? 13. D.M.’s blood alcohol concentration (BAC) result is 0.06 mg%.
Interpret this result. Does this level reflect legal intoxication? 14. Are there any concerns about his alcohol consumption and his
prescription medicine? Explain. 15. You remove his sock and find a large hematoma forming on
the lateral aspect of an already swollen ankle. The ankle shows the color of a bruise that is several days old. You inquire about D.M.’s pain perception. He states, “It doesn’t feel too bad now, as long as I don’t walk on it, but I sure saw stars when it popped.” What is the significance of his statement?
Case study outcome D.M.’s ankle is fractured. His ankle is splinted for now with plans for a cast in a few days, after the initial swelling subsides. A referral to an orthopedic surgeon is obtained. You discuss his use of the pain medication and his drinking. He tells you that he did realize it could be harmful. He is now upset that it happened because he will not be playing any sports for some time.
Case Study 44 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario W.S., a 75-year-old man, was just admitted to an orthopedic surgery unit after undergoing right knee arthroplasty surgery. He is groggy but awake and states he is not in pain at this time. His right knee has a surgical dressing that is dry and intact. He has knee-high compression stockings on and is attached to sequential compression devices.
1. What is arthroplasty surgery of the knee? 2. What factors contribute to the decision to have knee
arthroplasty surgery? 3. What immediate assessments will you perform?
Chart View
Post-Op Orders
Ice pack to operative site for 30 minutes every 4 hr Cefazolin (Ancef) 1 gram IV q8hr × 2 doses Acetaminophen (OFIRMEV) 1000 mg IV q6hr × 2, then
acetaminophen 1000 mg PO q6hr Ketorolac (Toradol) 15 mg IV q8hr × 3 doses, then start
celecoxib (Celebrex) 100 mg PO q12hr Morphine 4 mg IV q4hr prn for moderate to severe pain Enoxaparin (Lovenox) 30 mg q12hr SubQ for 10 days Advance diet as tolerated Incentive spirometer Knee-high compression stockings SCDs Begin PT/OT Case Management referral
4. Which interventions are part of pain management? Explain the purpose for each one.
5. What measures are ordered to prevent deep vein thrombosis (DVT)? Explain the function of each one.
6. Describe how you will assess for a DVT. 7. What are other possible postoperative complications of knee
arthroplasty? 8. The UAP is assisting W.S. with positioning in the bed. Which
position would you intervene to correct? a. The knee is hyperextended. b. The knee is in a neutral position. c. The knee is not rotated internally or externally.
d. One pillow is placed under the lower calf and foot to encourage slight knee joint extension.
Case Study Progress W.S. tells you that his friend had knee surgery that was “ruined” by an infection, and he is worried about that happening to him.
9. What signs and symptoms would alert the nurse to a possible infection?
10. What is the most important intervention that can be done
to prevent infection? 11. W.S. comments that the compression stockings are so difficult
to put on, and asks you if they can be left on all the time. What would you teach W.S. about compression stockings? Select all that apply.
a. “These stockings can be worn 24/7.” b. “The stockings should be hand washed and air
dried daily.” c. “They should be applied before you get out of bed
in the morning.” d. “These stockings are used to strengthen the
muscles in your lower legs.” e. “We need to take them off daily to check the
condition of the skin on your legs and feet.” 12. Correct the incorrect statements in the previous question.
Case study progress The next morning, the physical therapist works with W.S. on getting out of bed and walking with a walker. W.S. tolerates the session well but is glad to get back into the bed after all the activity.
13. After his first PT session, you notice a small amount of drainage on W.S.’s knee dressing. Which is the best action at this time?
a. Remove the dressing b. Do nothing and continue to monitor c. Replace the dressing with a fresh dressing. d. Draw a circle around the drainage area, and
date/time it with your initials
Case study progress The next morning during your assessment, W.S. tells you that he wants to improve his walking, but he is afraid that the PT will “hurt too much.”
14. When is the best time for W.S. to receive his pain medication? Explain your answer.
15. What types of exercises can W.S. perform in between PT sessions?
16. W.S. tells the physical therapist that he cannot wait to take long walks again when he gets home. Which answer by the physical therapist is correct?
a. “Yes, that will be great exercise for you.” b. “That should be fine after a month of therapy.” c. “You will not be able to take long walks again now
that you’ve had this surgery.” d. “It takes time to reach your maximum strength and
endurance, from 6 months to a year.”
Case study outcome W.S. refused to go to a rehab facility and was discharged to his home with home health visits from a physical therapist and a nurse. He performed all the prescribed exercises, and his wife and daughter helped with his care. Within 3 months he was driving again and taking short walks in his neighborhood.
Case Study 45 Name _________________________________ Class/Group
_____________________________ Date _____________
Scenario H.K. is a 26-year-old man who tried to light a cigarette while driving and lost control of his truck. The truck flipped and landed on the passenger side. H.K. was transported to the emergency department with a deformed, edematous right lower leg and a deep laceration wound approximately 2 inches (5 cm) long over the deformity. Blood continues to ooze from the wound.
1. What further assessment will you make of the leg injury and what precautions will you take in making this assessment?
2. What is the most appropriate method for controlling bleeding at this wound site?
3. What is the best way to immobilize the leg injury before surgery?
4. From the information given, it is clear that H.K. is a smoker. List at least 3 issues related to his smoking that can complicate his care and recovery. What interventions could be instituted to counter these complications?
Case study progress H.K. is taken to surgery for open reduction and internal fixation (ORIF) of the tibia and fibula fractures. He returns with a full-leg fiberglass cast with windows over the areas of surgery.
5. Describe the assessment of a patient with a long leg cast involving trauma and surgery.
6. In assessing H.K.’s cast on the third day postoperatively, you notice a strong foul odor. Drainage on the cast is extending, and H.K. is complaining of pain more often and seems considerably more uncomfortable. Vital signs are 123/78, 102, 18, 102.2° F (39° C). What is your analysis of these findings, and what action is needed?
Case study progress H.K. returns to surgery. The wound over H.K.’s fracture site has become necrotic with purulent drainage. The wound is debrided and cultured and a posterior splint is applied. H.K. returns to his room with orders for wet-to-moist dressing changes. The physician suspects osteomyelitis and orders nafcillin (Unipen) and ciprofloxacin (Cipro). Contact precautions are implemented.
7. Why are 2 antibiotics ordered? 8. H.K. asks you about the isolation precautions. “Does this mean
I have something bad?” What is your best answer? a. “These are precautions that we use for every patient
who has surgery.” b. “These are precautions we are taking to help your
infection get better.” c. “This is an extremely serious infection; these
precautions will keep the infection from getting worse.”
d. “These precautions prevent the spread of the infection to other patients and to health care personnel.”
9. As you continue to assess H.K. over the following days, what evidence will you look for that antibiotics are effectively treating the infection?
10. Develop a teaching plan concerning the care of his cast. 11. After the teaching session, you use the Teach-Back method to
assess H.K.’s learning. You ask H.K.: “We have reviewed a lot of information on how to care for your cast. To make sure that I explained it well to you, please tell me three things you will do.” Which statements by H.K. indicates a good understanding of cast care? Select all that apply.
a. “I will not get the cast wet.” b. “I will keep plastic over the cast to protect it.” c. “I will call my doctor if I notice a bad odor or see
drainage.”
d. “I will keep my leg elevated above the level of my heart for the first 2 days.”
e. “I will use a long file if it gets itchy inside my cast to scratch my skin gently.”
12. What nutritional needs does H.K. have and why?
Case study progress To ensure pain management, H.K. is given hydromorphone (Dilaudid) 2 mg IV push every 4 hours prn pain. You prepare to give him the first dose.
13. Name this drug’s therapeutic category. 14. What signs and symptoms would you see if he were to have a
toxic or overdose reaction to the Dilaudid? Select all that apply.
a. Nausea b. Pruritus c. Dilated pupils d. Respiratory depression e. Central nervous system (CNS) depression
15. What is the first thing you will need to do if you note a toxic or overdose reaction to the Dilaudid?
16. What is the antidote for toxic opioid reactions? How is it administered?
Case study progress H.K. has no further complications with his leg wound and responds well to physical therapy. The discharge planner meets with him to discuss his posthospital care.
17. What issues would the discharge planner need to address with H.K.?
Case study outcome H.K. was discharged to his apartment, where he could stay with
financial help from his parents. He continued on oral antibiotics for another month. Friends drove him to physical therapy on their way to classes at the university and took him back on their way home. He managed well and went back to work while still in his cast.
Case Study 46 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario M.M., a 76-year-old retired schoolteacher, is postoperative day 2 after an open reduction and internal fixation (ORIF) for a fracture of his right femur. He has been on bed rest since surgery. At 0800, his vital signs (VS) are 132/84, 80 with regular rhythm, 18 unlabored, and 99° F (37.2° C), and Spo2 97% on room air. He is awake, alert, and oriented with no adventitious heart sounds. Breath sounds are clear but diminished in the bases bilaterally. Bowel sounds are present, and he is taking sips of clear liquids. He is receiving an intravenous (IV) infusion of D5 ½ NS at 75 mL/hr in his left hand, and orders are to change it to a saline lock this morning if he is able to maintain adequate oral fluid intake. He has orders for oxygen (O2) to maintain Spo2 over 92%, but he has been refusing to wear the nasal cannula. Pain is controlled with morphine sulfate 4 mg IV as needed every 4 hours, and he has ondansetron (Zofran) 4 mg IV every 4 hours as needed for nausea. He is receiving enoxaparin (Lovenox) 30 mg subcutaneously once daily, and taking docusate sodium (Colace) PO once daily.
At 1830 you answer M.M.’s call light and find him lying in bed breathing rapidly and rubbing the right side of his chest. He is complaining of right-sided chest pain and appears to be restless.
1. What will you do?
Case study progress You check his VS, with these results: BP 98/60; P 120; R 24. You note he is restless and slightly confused. The pulse oximeter reads 86%, so you start him on 6 L O2 by nasal cannula (NC). You identify faint crackles in the posterior bases bilaterally. The heart monitor on lead II shows nonspecific T wave changes.
2. Using situation, background, assessment, recommendation (SBAR), what information, based on the findings, would you provide to the physician when you call?
3. The physician asks you to transfer M.M. to the ICU and orders blood coagulation studies, arterial blood gases (ABGs) on room air, continuous pulse oximetry, STAT chest x-ray (CXR), and STAT 12-lead ECG. What information will the physician gain from each of these?
4. Why would the physician order ABGs on room air as opposed to with supplemental O2?
Case study progress You evaluate the room air ABG results.
Chart View
Arterial Blood Gases
pH 7.55
Paco2 24 mm Hg
HCO3 24 mEq/L (24 mmol/L)
Pao2 56 mm Hg
Sao2 86% (room air)
5. What is your interpretation of the ABGs, and what do you think the physician will order next, and why?
Case study progress The CXR image shows a small right infiltrate. The physician suspects an embolism and orders a STAT spiral CT scan of the lungs. The interpretation of the results reads “strongly suggestive of a pulmonary embolus (PE).”
6. What are the most likely sources of the embolus? 7. For each characteristic in the following list, note whether it is a
characteristic of a fat embolus (F), a blood clot embolus (BC) in the lungs, or both (B).
a. Altered mental status b. Decreased Sao2 c. Petechiae d. Chest pain e. Crackles f. Increased respirations and pulse
Case study progress The physician orders heparin using the Heparin Protocol listed below. M.M. weighs 76 kg.
Chart View
Heparin Protocol
Initial bolus: Give 80 units/kg. Initial infusion: 18 units/kg/hr.
Every 6 hours, check aPTT. Follow titration instructions:
a. PTT less than 55 seconds Give bolus of 80 units/kg and increase infusion rate by
4 units/kg/hr b. 55 to 69 seconds
Give 40 units/kg bolus and increase infusion rate by 2 units/kg/hr
c. 70 to 105 seconds NO change in rate
d. 106 to 140 seconds Decrease infusion rate by 2 units/kg/hr from previous
rate e. Greater than 140 seconds
i. Hold heparin infusion for 1 hour, then reduce infusion by 3 units/kg/hr
ii. Notify MD
8. How many units will M.M. receive for this bolus?
9. What is the rate (milliliters per hour) for the initial
infusion (round to the whole number)? The heparin solution is 25,000 units in 500 mL 0.45% NS.
10. After 6 hours, the lab calls you with a critical PTT result
of 155 seconds. Per the protocol, what action will you take? 11. The physician is considering administering an antidote to the
heparin. Which generic drug is considered an antidote to heparin therapy?
a. Atropine b. Vitamin K c. Protamine sulfate d. Potassium chloride
Case study progress The physician decides not to administer an antidote and orders the heparin to be held, with a second aPTT drawn in 2 hours. M.M. is monitored closely. After 2 hours, the aPTT is 95 seconds.
12. What is your evaluation of this aPTT level? 13. The physician resumes the heparin at a lower rate, and there
are no further issues with the lab results. The next day, the physician’s orders read, “Warfarin (Coumadin) 2.5 mg PO, PT/INR in a.m.; D/C heparin.” Do you have any concerns about these orders? Explain your answer.
14. List 3 priority problems related to the care of M.M. in his current situation.
15. Several days later you hear M.M. asking his son to bring in a “decent razor” because he is tired of having beard stubble. How would you address this issue?
16. Before M.M. goes home, the physician switches the oral anticoagulant to rivaroxaban (Xarelto), after the heparin drip is discontinued. You inform him that he will be on this medication for several months to prevent another occurrence of VTE. Which statements will you include in the teaching? Select all that apply.
a. “Take the Xarelto at the same time every day.” b. “There are no dietary restrictions while on this
drug.” c. “Watch for bleeding from your gums, nose, and
bowels.” d. “You will need to have blood work done on a
regular basis while on this drug.” e. “It’s a good idea to wear a medical alert bracelet or
necklace while on this drug.”
Case study progress M.M.’s condition has improved, and he has had several physical therapy sessions. He is not permitted to bear weight on his affected leg, but the physical therapist has encouraged him to exercise.
17. What types of exercises are recommended after this type of surgery?
Case study outcome M.M. is discharged to a rehabilitation facility to help him to regain strength after his surgery and illness. He is thankful that the surgery is over and hopeful to get back to his retirement activities soon.
Case Study 47 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.F., a 67-year-old woman, was involved in an auto accident and flown by emergency helicopter to your facility. She sustained a ruptured spleen, fractured pelvis, and compound fractures of the left femur. On admission (5 days ago) she underwent a splenectomy. Her pelvis was stabilized with an external fixation device 3 days ago, and yesterday her left femur was stabilized using balanced suspension with skeletal traction. She has a Thomas splint with a Pearson attachment on her left leg. She has 20 pounds (9 kg) of skeletal traction and 5 pounds (2.25 kg) applied to the balanced suspension. Her left femur is elevated off the bed at approximately 45 degrees. The lower leg is parallel to the bed and lies in a sling that the nurse adjusts on the frame, and the foot hangs freely. This morning, J.F. was transferred to your orthopedic unit for specialized care. You are the nurse assigned to care for her on the night shift.
1. You enter J.F.’s room for the first time. What aspects of the traction will you inspect?
2. What are characteristics of skeletal traction? Select all that apply.
a. Traction weights are usually 5 to 10 pounds (2.25 to 4.5 kg).
b. Traction weights range from 5 to 45 pounds (2.25 to 20 kg).
c. Used for short-term treatment, 48 to 72 hours. d. The primary goal is to align injured bones and
joints. e. Tape, boots, or splints are attached directly to the
skin. f. The primary goal is to reduce muscle spasms in the
injured extremity. g. Traction is applied using pins or wires that are
surgically inserted into the bone. 3. When inspecting the skeletal pin sites, you note that the skin is
reddened for an inch (2.5 cm) around the pin on both the medial and lateral left leg. What does this finding indicate, and what action will you take?
Case study progress You perform a neurovascular assessment and note the following findings: Left foot pale, temperature slightly cooler than right foot. Right foot color pink. Capillary refill less than 3 seconds on both sides. Edema + 1 on left foot and lower leg; no edema on right leg. Dorsalis pedis palpable and equal on both feet. Sensation equal on both sides. Able to dorsiflex feet and rotate ankles freely. Rates pain in left femur as a 5 out of 10.
4. Your institution uses electronic charting. Based on the assessment just described, which of the following systems would you mark as abnormal as you document your neurovascular assessment? Mark abnormal findings with an “X” and provide a brief narrative note.
☐ Skin color: ☐ Skin temperature: ☐ Capillary refill: ☐ Edema: ☐ Peripheral pulses: ☐ Sensation: ☐ Motor function:
☐ Pain: 5. What other key points of the assessment will you document in
the patient’s record? 6. An hour later, you check on J.F. and find her body in the lower
75% of the bed and her left upper leg at an exaggerated angle (more than 45 degrees). The knot at the end of the bed is caught in the pulley, and the 20-pound (9 kg) weight is dangling just above the floor. What are you going to do?
7. When you lift J.F., you notice that her sheets are wet. You decide to change J.F.’s linen. How would you accomplish this task?
8. J.F. tells you that she feels like she needs to have a bowel movement, but it is too painful to sit on the bedpan. How would you respond?
9. J.F. expels a few small, hard, round pieces of stool. What could be done to promote normal elimination?
Case study progress You ask J.F. whether she is ready for her bath, and she responds positively. You let her bathe the parts she can reach and engage her in a conversation as you attend to the rest of her body. While performing perineal care, you notice that the folds of skin around her perineal area are reddened and excoriated.
10. What is the likely cause of the problem and what needs to be done to encourage healing?
11. You ask J.F. what she is doing to exercise while she is confined to the bed. She looks surprised and states that she isn’t doing anything. What activities can J.F. engage in while on bed rest?
12. You realize that maintaining skin integrity is a challenge in J.F.’s case. What measures will you take to prevent skin breakdown?
Case study progress Although J.F. is recovering nicely, she is becoming increasingly
withdrawn. You enter her room and find her crying. She tells you that she is all alone here, that she misses her family terribly. You know that her son is flying into town tomorrow but will only be able to stay a few days.
13. What can be done so that J.F. benefits from her family support system?
Case Study Outcome J.F. remains in the hospital for several weeks, then is discharged to a rehabilitation center. She talks to her grandchildren every other night via social media on her new electronic device. She is looking forward to an upcoming visit with them.
Case Study 48 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario K.B. is a 16-year-old girl who fell while skiing. She briefly lost consciousness but is now alert and oriented. She was transported down the hill by the ski patrol after being stabilized and then was flown to the hospital. She has a fractured right femur and humerus. She will be admitted to your unit after an open reduction and internal fixation (ORIF) of the femur fracture and casting of her leg and arm.
1. You are taking the report from the postanesthesia care unit (PACU) nurse. K.B. is awake and taking ice chips. What information will you document on the admission form?
2. How will you use this information in planning your immediate assessment and care of K.B. on admission?
Chart View
Physician’s Orders
Vital signs per routine for postop patient Continuous pulse oximetry Neurologic checks every 4 hours Turn, cough, and deep breathe and incentive spirometer every
2 hours while awake Heat pack and elevate right lower extremity and right upper
extremity Neurovascular checks every 1 hour NPO IV fluids NS at 100 mL/hr Morphine sulfate 5 mg IV every 4 to 6 hours prn
3. For each order listed in the chart, state whether the order is appropriate or not and state why.
Case study progress K.B. is settled into her room and begins to complain of pain (7/10) in her leg and arm. She weighs 65 kg. You note that the ordered dose of morphine sulfate was given 2 hours ago. Your drug reference states that the appropriate dose is 0.05 to 0.1 mg/kg every 2 to 4 hours.
4. Is this dose safe and therapeutic for your patient?
5. The morphine for injection comes in a concentration of
2 mg/mL. How much will you draw up and have a second RN double-check? Indicate the amount on the syringe.
Case study progress After K.B. has been on the unit for 6 hours, you identify the following changes in her assessment data: K.B. is difficult to arouse, but when awake she is able to identify who and where she is; PERRLA 1 + with slower reaction time than earlier; color pale, pink; skin cool and clammy; heart rate 126, respiratory rate 28, temperature (oral) 37.2 ° C (99° F); Spo2 90%. The findings of the neurovascular checks of the affected extremities are unchanged.
6. What will your immediate nursing interventions include? 7. K.B.’s Glasgow Coma Scale score begins to decline from 15 to
11. What are possible reasons for changes in her neurologic status?
8. What would you document about this incident?
Case study progress K.B. is transferred to the pediatric intensive care unit (PICU) and treated for changes in her neurologic status. The next day her surgeon determines that her condition is stable and has her transferred back out to the pediatric unit. It is now 36 hours after surgery. K.B. suddenly begins to complain of extreme pain in her lower right leg. She had pain medication 2 hours ago and rates her pain as 10/10.
9. Which of these findings are early signs of compartment syndrome? Select all that apply.
a. Edema b. Paresthesia c. Macular rash
d. Increased pain e. Diminished pedal pulse f. Capillary refill less than 2 seconds
10. You page the orthopedic surgeon. Use SBAR (situation, background, assessment, recommendation) to address patient status.
11. K.B.’s cast is split, and her foot pulses are restored. K.B. and her parents are extremely anxious. What education and support will be provided to K.B. and her parents?
Case study progress K.B.’s status continues to improve. Physical and occupational therapists work with her on transfers and performing activities of daily living. She has many questions about how she will be able to go to school and resume her normal routine.
12. Recognizing K.B.’s developmental and cognitive stage, which of the following statements best supports your approach to discharge teaching?
a. Adolescents are capable of thinking in concrete terms only.
b. Family acceptance is more important than peer acceptance.
c. Adolescents can anticipate future implications of current decisions.
d. Adolescents are preoccupied with the immediate situation rather than future events.
13. A new cast was applied several days later. Safety is an
important issue for K.B. Describe what issues need to be addressed in discharge teaching in reference to safety?
14. The multidisciplinary team is made aware of K.B.’s progress in discharge rounds. Discuss how the following disciplines will be incorporated into her follow-up care after discharge: Discharge planning, PT, OT, dietitian, and hospital educator.
Case study outcome K.B. is discharged to home on postoperative day 5 with homebound schooling ordered, PT and OT ordered, and follow-up with orthopedics in 2 weeks.
Case Study 49 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working in the emergency department when M.C., an 82- year-old widow, arrives by ambulance. Because M.C. had not answered her phone since noon yesterday, her daughter went to her home to check on her. She found M.C. lying on the kitchen floor, incontinent of urine and stool, and stating she had pain in her right hip. Her daughter reports a medical history of hypertension, angina, and osteoporosis. M.C. takes propranolol (Inderal), denosumab (Prolia), and hydrochlorothiazide, and uses a nitroglycerin patch. M.C.’s daughter reports that her mother is normally very alert and lives independently. On examination, you see an elderly woman, approximately 100 pounds (45 kg), holding her right thigh. You note shortening of the right leg with external rotation and a large amount of swelling at the proximal thigh and right hip. M.C. is oriented to person only and is confused about place and time, but she is able to say that her “leg hurts so bad.” M.C.’s vital signs (VS) are 90/65, 120, 24, 97.5° F (36.4° C), Spo2 89%. She is profoundly dehydrated. Preliminary diagnosis is a fracture of the right hip.
1. Considering her medical history and that she has been without her medications for at least 24 hours, explain her current VS.
2. Based on her history and your initial assessment, what 3 priority interventions would you expect to be initiated?
3. M.C.’s daughter states, “Mother is always so clear and alert. I
have never seen her act so confused. What’s wrong with her?” What are 3 possible causes for M.C.’s disorientation that should be considered and evaluated?
Case study progress X-ray films confirm the diagnosis of intertrochanteric femoral fracture. Knowing that M.C. is going to be admitted, you draw admission labs and call for the orthopedic consultation.
4. What lab and diagnostic studies will be ordered to evaluate M.C.’s condition, and what critical information will each give you?
5. You insert an indwelling catheter and take careful note of the amount and appearance of M.C.’s urine. Why?
6. What are the 5 Ps that should guide the assessment of M.C.’s right leg before and after surgery?
7. In evaluating M.C.’s pulses, you find her posterior tibial pulse and dorsalis pedis pulse to be weaker on her right foot than on her left. What could be a possible cause of this finding?
8. You carefully monitor M.C.’s right extremity for compartment syndrome. Which are characteristics of compartment syndrome? Select all that apply.
a. Pallor of the extremity b. Warmth of the extremity c. Petechiae over the extremity d. Numbness and tingling of the extremity e. Pain on passive stretch of the muscle traveling
through the compartment 9. In planning further care for M.C., list 4 potential complications
for which M.C. should be monitored and the reason for each. 10. M.C. keeps asking about “peaches.” No one seems to be
paying attention. You ask her what she means. She says Peaches is her little dog, and she’s worried about who is taking care of it. How will you answer?
Case study progress M.C. is placed in Buck’s traction and sent to the orthopedic unit until an open reduction and internal fixation (ORIF) can be scheduled. Oxycodone-acetaminophen (Percocet 2.5/325) q4hr prn is ordered for severe pain and acetaminophen (Tylenol) 650 mg q4hr prn, for mild or moderate pain. She is placed on enoxaparin (Lovenox) 30 mg subQ bid. M.C.’s cardiovascular, pulmonary, and renal status is closely monitored.
11. As you assess the traction, you check the setup and M.C.’s comfort. Which are characteristics of Buck’s traction? Select all that apply. Explain your answers.
a. Weights need to be freely hanging at all times. b. The weights can be lifted manually as needed for
comfort. c. Weights used for Buck’s traction are limited to 5 to
10 pounds (2.25 to 4.5 kg). d. Pin site care is an essential part of nursing
management for Buck’s traction. e. A Velcro boot is used to immobilize the affected leg
and connect to the weights. 12. What assessment is the priority when a patient is in Buck’s
traction? 13. Percocet can cause constipation. What will you do to prevent
constipation? 14. Between her admission at 1500 and the next day, she
receives four doses of Percocet and one dose of acetaminophen (Tylenol). At 1300, she develops a fever of 101° F (38.3° C), and the physician writes an order to give acetaminophen (Tylenol), 650 mg PO every 4 hours for temperature over 100.5° F (38.1° C). Is there a concern with this order?
Case study outcome After an uneventful postoperative course, M.C. is transferred to a
skilled-care facility for physical and occupational therapy rehabilitation.
Case Study 50 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario E.B., a 69-year-old man with type 1 diabetes mellitus (DM), is admitted to a large regional medical center complaining of severe pain in his right foot and lower leg. The right foot and lower leg are cool and without pulses (absent by Doppler). An arteriogram demonstrates severe atherosclerosis of the right popliteal artery with complete obstruction of blood flow. Despite attempts at percutaneous catheter- directed thrombolytic therapy with alteplase (tissue plasminogen activator [tPA]) over 48 hours and surgical thrombectomy, the foot and lower leg become necrotic. Finally, the decision is made to perform an above-the-knee amputation (AKA) on E.B.’s right leg. E.B. is recently widowed and has a son and daughter who live nearby. In preparation for E.B.’s surgery, the surgeons wish to spare as much viable tissue as possible. Hence, an order is written for E.B. to undergo 5 days of hyperbaric therapy for 20 minutes bid.
1. What is the purpose of hyperbaric therapy?
Case study progress As you prepare E.B. for surgery, he is quiet and withdrawn. He follows instructions quietly and slowly without asking questions. His son and daughter are at his bedside, and they also are very quiet. Finally, E.B. tells his family, “I don’t want to go like your mother did. She lingered on and had so much pain. I don’t want them to bring me back.”
2. You look at his chart and find no advance directives. What is your responsibility?
3. What is your assessment of E.B.’s behavior at this time? 4. What are some appropriate interventions and responses to
E.B.’s anticipatory grief?
Case study progress E.B. returns from surgery with the right residual limb dressed with gauze and an elastic wrap. The dressing is dry and intact, without drainage. He is drowsy and has the following vital signs: 142/80, 96, 14, 97.9° F (36.6° C), Spo2 92%. He is receiving a maintenance IV infusion of D5 NS at 125 mL/hr in his right forearm.
5. The surgeon has written to keep E.B.’s residual limb elevated on pillows for 48 hours; after that, have him lie in a prone position for 30 minutes, 3 to 4 times a day. In teaching E.B. about his care, how will you explain the rationale for these orders?
6. In reviewing E.B.’s medical history, what factors do you notice that might affect the condition of his residual limb and ultimate rehabilitation potential?
Case study progress You have just returned from a 2-day workshop on guidelines for the care of surgical patients with type 1 DM. You notice that E.B.’s daily fasting blood glucose has been running between 130 and 180 mg/dL. You recognize that patients with blood glucose values even slightly above normal levels experience impaired wound healing. However, you also recognize that the risks related to hypoglycemia, such as falls, might outweigh the risk for impaired healing from elevated glucose levels.
7. Identify 4 interventions that would facilitate timely healing of E.B.’s residual limb.
8. What should the postoperative assessment of E.B.’s residual
limb dressing include? 9. You are reviewing the plan of care for E.B. Which care
activities can be safely delegated to the UAP? Select all that apply.
a. Checking E.B.’s vital signs b. Assessing E.B.’s IV insertion site c. Rewrapping the residual limb bandage d. Assisting E.B. with repositioning in the bed e. Asking E.B. to report his level of pain on a scale of 1
to 10 10. On the evening of the first postoperative day, E.B. becomes
more alert and begins to complain of pain. He states, “My right leg is really hurting; how can it hurt so bad if it’s gone?” What is your best response?
a. “That is a side effect of the medication.” b. “Are you able to rate that pain on a scale of 1 to
10?” c. “Don’t worry, that sensation will go away in a few
days.” d. “You can’t be feeling that because your leg was
amputated.” 11. What is causing E.B.’s pain? 12. A compression bandage was applied to E.B.’s residual limb
after surgery. The next day, it is removed so that the surgical site can be assessed. Which actions by the nurse are correct? Select all that apply.
a. Two elastic wrap bandages may be required. b. Use a figure-eight style of wrapping the residual
limb. c. Remove and reapply the bandage several times
daily. d. Apply the bandages very tightly to provide
support and reduce edema. e. E.B. must wear the bandage at all times, even
during physical therapy.
Case study progress The case manager is contacted for discharge planning. E.B. will be discharged to an extended care facility for strength training. Once he receives his prosthesis, he will receive balance training. After that, he will be discharged to his daughter’s home. A physical therapy and occupational therapy home evaluation are ordered. You have provided several sessions of teaching to E.B. and his daughter about care of the residual limb.
13. After your education sessions, you use the Teach-Back method to assess his understanding. Which statement by E.B. reflects a need for further instruction?
a. “I will apply an alcohol-based lotion to my limb twice a day.”
b. “I will perform range-of-motion exercises to all my joints daily.”
c. “I will inspect my limb daily for signs of skin irritation and infection, such as redness, drainage, and odor.”
d. “I will wash my limb every night with warm water and a bacteriostatic soap and dry it gently, allowing it to air dry for 20 minutes.”
14. Before E.B. goes home, you request the home health
agency to perform a home safety evaluation. How would you describe this evaluation to E.B.’s daughter?
15. What instructions should be given to E.B.’s daughter
concerning home safety? 16. What other discharge instructions should be given? Provide at
least three.
Case study outcome E.B. makes a smooth transition from the hospital to the rehabilitation facility and then to the daughter’s home. He was never able to adapt
to independent living, so he eventually moved into his daughter’s home.
Case Study 51 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario T.M. is a 3-year-old boy with cerebral palsy (CP) who has been admitted to your unit. He is scheduled for surgery tomorrow morning for a femoral osteotomy and tendon lengthening to stabilize hip joints and to help reduce spasticity. You are orienting the parents to the unit and have a nursing student assisting you.
1. After getting the family settled, you return to the nurses’ station and the nursing student asks you to explain what CP is and what might have caused it in this patient. How would you answer the student’s question?
2. The nursing student asks what the family might have noticed that would indicate CP in T.M. when he was a baby. Which findings will you include in your discussion with the student? Select all that apply, and state your rationale.
a. Leg scissoring b. Increased irritability c. Head lag at 5 months d. Use of pincer grasp at 9 months e. Ability to sit unassisted at 7 months f. Right hand preference at 12 months g. Positive Moro (startle) reflex at 2 months
Case study progress You and the nursing student finish a health history with the family and determine that T.M. has impaired vision corrected with glasses, a
speech impairment, a seizure disorder, and has had poor weight gain and feeding issues since birth. He has a skin-level feeding device (Mic- Key button) and receives supplemental tube feedings in addition to oral intake. He is not able to ambulate without braces and wears ankle-foot orthotics (AFOs). He receives physical, occupational, and speech therapy on an outpatient basis. T.M. is verbal and able to answer questions with simple phrases and responds to commands. He weighs 12 kg. The surgeon orders the following.
Chart View
Admission Orders
Baclofen (Lioresal) 5 mg every 8 hours PO Diazepam (Valium) 2 mg twice a day PO Lamotrigine (Lamictal) 60 mg twice a day PO Diet as tolerated; NPO for solids and hold tube feedings at
midnight; clear fluids until 4 a.m. Place IV on admission and begin D5 ½NS at 10 mL/hr, increase
rate to 45 mL/hr at midnight VS every 4 hours
3. Explain the rationale for each order. 4. Calculate T.M.’s maintenance fluid requirements. Do the IV
fluids ordered meet this requirement? Show your work. 5. You ask T.M.’s mother about his history of seizures. She states
that he has not had seizures since his medication doses were adjusted several months ago. With this knowledge, which admission orders would you question?
Case study progress T.M. returns to your unit the next afternoon from the postanesthesia care unit (PACU). He is in a bilateral long leg hip spica cast, has an indwelling catheter, and has a family-controlled patient-controlled
analgesia (PCA) device for pain control. You assess T.M. and chart the following findings.
Chart View
Postoperative Assessment
Neur ol o gi c
Awake and alert, verbalizes, and responds to commands. Periods of agitation and restlessness.
Respi ra to ry
RR 25. Bilateral breath sounds, equal, clear, good air exchange. O2 saturation 98% on room air.
Cardi o v as cu la r (C V)
IV line to right forearm infusing D5 ½NS at 45 mL/hr. IV site is clean and dry, no signs of irritation or infiltration. HR 85. Temperature 36.8° C (98.2° F) (axillary).
Gastr oi nt es ti n al ( G
Positive bowel sounds; taking sips of juice PO; Mic-Key button to abdomen (left upper quadrant) clamped. Mic-Key site clean, no signs of breakdown.
I)
Genit o ur in ar y ( G U )
8 French Foley catheter intact and secured, draining yellow clear urine to collection bag. Diaper to spica cast opening.
Neur o m us cu la r
Bilateral long leg hip spica casts with hip abductor bar intact. Toes warm to touch; able to move, unable to palpate pedal pulses due to cast. Cap refill less than 2 seconds.
Pain T.M. occasionally whines and frowns but is comforted by parents. PCA is Y- connected to IV and infusing morphine at 0.01 mg/kg/hr continuous and 0.015 mg/kg per dose PCA with 15-minute lockout.
Psyc h os oc ia l
Parents at bedside active in care.
6. What are your top 5 priorities while providing nursing care to T.M. postoperatively? Outline how you will you address each.
7. Score T.M. on the FLACC pain scale. Why is the FLACC scale an appropriate tool?
Each of the five categories—(F) Face, (L) Legs, (A) Activity, (C) Cry, (C) Consolability—is scored from 0 to 2, which results in a total score between 0 and 10.
8. Which nonpharmacologic interventions would be age appropriate for T.M.? Select all that apply.
a. Use guided imagery b. Read a favorite book c. Offer a favorite DVD or video d. Use bubbles to “blow the hurt away” e. Teach T.M. about pain and its relationship to the
procedure f. Encourage “positive self-talk,” such as, “I will feel
better when the cast is off.”
Case Study Progress T.M.’s condition is stable throughout the day, and the surgeon writes the following orders:
“Patient can PO ad lib. Resume home schedule of 520 mL PediaSure via G-tube from 10 p.m. to 6 a.m. Remove indwelling urinary catheter.”
9. Place the steps for setting up a feeding with a Mic-Key button in the correct order.
a. _____ Clean the skin-level device with alcohol b. _____ Wash hands and apply gloves c. _____ Place the correct amount of PediaSure in the
feeding bag with overfill for priming d. _____ Insert extension set with secure lock, feeding
and medication ports in to Mic-Key
e. _____ Start the feeding f. _____ Attach the feeding bag to the pump and start
“auto prime” g. _____ Attach feeding bag tubing to extension set
feeding port 10. Calculate the hourly rate at which you will set the pump. 11. What nursing interventions and teaching will you include for
T.M. and his family as you discontinue the indwelling urinary catheter?
Case study progress T.M.’s condition continues to improve, and you provide discharge education. T.M.’s mother asks how she will care for his cast when he gets home. You discuss with her the care of a synthetic spica cast.
12. Which statements by T.M.’s mother would indicate that further education is needed? Select all that apply.
a. “I need to keep his feet elevated when I get him home.”
b. “If he has an itch, it is okay to use a knitting needle to scratch under the cast.”
c. “Because T. uses pull-up diapers, I will need to use plastic tape to protect the cast opening.”
d. “It is okay if I give him a tub bath. Because it is a synthetic cast, I can dry it with a blow dryer.”
e. “I need to check the toes on his feet several times a day for the first week or so to see if they are warm and he is able to wiggle them.”
13. What other information should you include in your discharge teaching?
14. The UAP, who is also a nursing student, offers to review the hospital “home medication” form with Mrs. M. True or False? This is an appropriate delegation of tasks. Explain your answer.
Case study outcome T.M.’s parents verbalize understanding of the discharge instructions. T.M. is discharged to home with a wheelchair and a home-health follow-up. He will return to the orthopedic surgeon in 2 weeks.
Case Study 52 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working evenings on an orthopedic floor. One of your patients, J.O., is a 25-year-old Hispanic man who was a new admission on day shift. He was involved in a motor vehicle accident during a high-speed police chase on the previous night. His admitting diagnosis is status post (S/P) open reduction internal fixation (ORIF) of the right femur, multiple rib fractures, sternal bruises, and multiple abrasions. He speaks some English. He is under arrest for drug trafficking. He has one wrist shackled to the bed and a guard stationed inside his room. He says people are “coming to get him” because they think he is working with a rival group. Hospital security is aware of the situation.
Your initial assessment reveals stable vital signs (VS) of 116/78, 84, 16, 98.6° F (37° C). His only complaint is pain, for which he has a patient-controlled analgesia (PCA) pump. Lungs are clear to auscultation. His abdomen is soft and nontender. He is receiving IV D5 LR through the proximal port of a left subclavian triple-lumen catheter at 75 mL/hr; the remaining two ports are locked. The right femur is connected to 10 pounds (4.5 kg) of skeletal traction. The dressing is dry and intact over the incision site.
1. What complications is J.O. at risk for because he has rib fractures and sternal bruising?
2. Outline the assessment you need to perform to detect these
complications. 3. Which findings would you expect when performing his
respiratory assessment? a. Continuous pain, with slow, shallow respirations b. Pain on inspiration, with deep, rapid respirations c. Pain on expiration, with slow, shallow respirations d. Pain on inspiration, with shallow, rapid
respirations 4. J.O. has an antiembolism stocking ordered for his left leg. What
is the rationale for putting a stocking only on this leg? 5. What other measures would be instituted as part of
venous thromboembolism (VTE) prevention? 6. J.O. has an indwelling catheter inserted to drain his urine.
What would you assess for in relation to the indwelling catheter?
7. J.O. has not had a cigarette since the accident and is irritable. Is J.O. a good candidate for nicotine replacement therapy? Give your rationale.
8. Because of the threat made on J.O.’s life and his vulnerable situation, what precautions should the nursing unit take to protect him?
Case study progress The nurse in the emergency department phones to tell you that J.O.’s immunization status could not be determined when he arrived, but he did not receive a tetanus immunization. When you ask J.O. the date of his last tetanus shot, you find out that he was born and raised in Mexico and immigrated to the United States 5 years ago. He does not know whether he has ever had a tetanus shot. You inform the provider, and she orders diphtheria/tetanus toxoid 0.5 mL IM and tetanus immune globulin (HyperTET) 250 units deep IM.
9. Why is J.O. getting two injections? 10. When you give J.O. the tetanus injections, you find J.O. in the
position shown in the illustration. Are any of these findings of concern to you? If so, how would you fix it?
11. While assessing the leg distal to the fractured femur, you find his toes are slightly cool to the touch. Why does this concern you?
12. What assessment do you need to complete? 13. J.O.’s assessment is negative for any further signs and
symptoms of an evolving complication. What do you think
your best course of action is?
Case study progress At 2100, J.O.’s guard summons you to his room. J.O. is pale, slightly confused, and reporting chest pain and dyspnea. Vital signs are 90/60, 120, 28, 100.0° F (37.8° C), and Spo2 of 84%. His pulse is weak, and there are petechiae on his chest.
14. What do you expect is occurring and why? 15. Explain the pathophysiology of this complication and the
reason J.O. is at risk for experiencing this complication. 16. List the priority actions you should take next and the reason
for each.
Chart View
Arterial Blood Gases on 2 L Nasal Cannula
pH 7.32
Paco2 53 mm Hg
HCO3 22 mEq/L (22 mmol/L)
Pao2 84 mm Hg
17. Interpret J.O.’s ABG results.
Case study progress The provider comes and examines J.O. She writes the following orders, then leaves, saying she will be back in 1 hour to check on J.O.
Chart View
Physician’s Orders
Oxygen (O2) to maintain Spo2 of 90% Increase IV D5 LR to 125 mL/hr ECG monitoring Repeat ABGs in 1 hour CBC with differential and serum lipase now STAT chest x-ray (CXR) Methylprednisolone (Solu-Medrol) 12 mg IV push now Furosemide (Lasix) 60 mg IV push now Digoxin 0.25 mg IV push now
18. Describe a plan for implementing these orders in order of priority.
Chart View
Arterial Blood Gases on 10 L Face Mask
pH 7.29
Paco2 56 mm Hg
HCO3 22 mEq/L (22 mmol/L)
Pao2 74 mm Hg
19. J.O. is placed on O2 at 10 L via face mask. ABGs are redrawn after 1 hour. Interpret the results.
20. What intervention do you expect based on your interpretation of these values?
Case study progress The provider returns to reexamine J.O. Because J.O.’s status is deteriorating despite receiving O2 and the IV medications, the provider decides to transfer J.O. to the ICU for ventilator support.
21. You go with J.O. on the transfer to the ICU. Outline the report you would give the ICU nurse.
Case study outcome J.O. recovers for several weeks in the hospital before being transferred to jail to await trial. Shortly before his trial date, he is found stabbed to death in his cell. Although there is an investigation, the murder weapon is never found, and no one is ever charged in his death.
Case Study 53 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario D.V., a 32-year-old man, is being admitted to the medical floor from the neurology clinic with symptoms of multiple sclerosis (MS). D.V. has experienced increasing urinary frequency and urgency over the past 2 months. D.V. recently had two brief episodes of eye “fuzziness” associated with diplopia and flashes of brightness. He has noticed ascending numbness and weakness of the right arm with the inability to hold objects over the past few days. Now he reports rapidly progressing weakness in his legs along with blurred, patchy vision.
1. MS is associated with scattered, patchy demyelination of the sheath around nerves in the brain and spinal cord. What does myelin do? What is demyelination?
2. MS is characterized by remissions and exacerbations. What happens to the myelin during each of these phases?
3. Is D.V. too young to get MS? What is the cause of MS? 4. Outline the subjective and objective assessment data associated
with MS. Place a star next to those D.V. has. 5. The neurologist orders an MRI scan of the brain and spine.
What role does this test play in diagnosing MS?
6. How will the neurologist determine whether D.V. has MS? 7. What are the overall goals of collaborative care for a patient
with MS? 8. D.V. asks, “If this turns out to be MS, how will I be treated?”
How would you respond? 9. D.V. is started on interferon beta-1a (Avonex) 30 mcg
intramuscularly each week. What teaching do you need to provide regarding interferon therapy?
10. The neurologist also orders 500 mg methylprednisolone
(Solu-Medrol) IV daily. What do you need to do to administer this medication safely? Select all that apply.
a. Begin the infusion before 0900 each day b. Reconstitute with 8 mL of benzyl alcohol c. Use the solution within 60 minutes of reconstitution d. Administer a total dose of 8 mL of reconstituted
solution e. Deliver the dose over 30 minutes using IV pulse
administration
11. Because D.V. is experiencing urinary frequency and urgency, the neurologist orders oxybutynin. In addition to medication teaching, what will you teach him to do to assist in controlling urinary symptoms?
12. When planning D.V.’s care, what goal is the most appropriate goal for the clinical problem of activity intolerance related to muscle weakness?
a. “D.V. is free of trauma related to muscle weakness.”
b. “D.V. will maintain muscle strength in his arms and legs.”
c. “D.V. can identify three factors that aggravate muscle weakness.”
d. “D.V. will participate in daily activities as desired without fatigue.”
13. As part of your teaching plan, you want D.V. to be aware of situations or factors that are known to exacerbate symptoms. List 4.
Case study progress After testing is complete, D.V. is diagnosed with MS. He confides in you that he has been depressed since his parents’ divorce and the onset of these symptoms. He tells you that he knows his girlfriend has been unfaithful, but he is afraid of being alone. He is afraid if he tells her about his MS diagnosis, she will leave him.
14. What are you going to do with this information? 15. You are concerned with D.V.’s psychological status,
particularly the negative feelings he expresses regarding himself and the concerns he has voiced. Write a nursing outcome addressing this issue and identify independent nursing actions you would implement.
16. In view of his personal history and current diagnosis, what 2 critical psychosocial issues require monitoring in his follow-up visits?
17. What community resources might D.V. find helpful?
Case study outcome D.V. takes advantage of his time with a psychiatric nurse specialist,
joins a local MS support group, and tells his girlfriend to move out. He later marries a woman from the support group.
Case Study 54 Name _________________________________ Class/Group _____________________________ Date ___________
Scenario C.B. is a single, self-employed 54-year-old man. Three weeks ago, he saw his primary care provider because of symptoms of fatigue, myalgia, fever, and chills, which were accompanied by a hacking cough. He was diagnosed with viral influenza. Today he has weakness, numbness, and tingling of both lower extremities, which is progressing into his upper body. His brother brought him to the emergency department after recognizing the seriousness of his illness. The attending physician immediately suspects Guillain-Barré syndrome (GBS).
1. Describe the cause of GBS. 2. What factors in C.B.’s history support a diagnosis of GBS? 3. Describe the clinical manifestations of GBS. 4. How is GBS diagnosed, and what tests would you expect to be
performed? 5. What is your immediate concern for C.B. and why?
6. What assessment findings would tell you this is occurring? 7. Which set of arterial blood gases would be consistent with the
presence of this complication? a. pH 7.50, Pco2 52 mm Hg b. pH 7.35, Pco2 40 mm Hg c. pH 7.25, Pco2 60 mm Hg d. pH 7.51, Pco2 31 mm Hg
8. Which assessment finding, if present, would require your
immediate intervention? a. Diaphoresis b. Slurred speech c. Facial flushing d. Urinary retention
Case study progress Shortly after arrival, C.B. becomes completely paralyzed and requires endotracheal intubation and mechanical ventilation. He is transferred to the neurologic ICU for further support.
9. What are the goals of medical management in GBS? 10. Describe the collaborative care patients generally receive in the
ICU for GBS. 11. What are the overall goals of nursing care for C.B. at this time? 12. The attending physician states C.B. will begin either IV
immune globulin or plasmapheresis. What is plasmapheresis? 13. You are concerned about the possibility of disuse syndrome
related to C.B.’s paralysis. Describe an outcome of nursing care for C.B., and 4 independent nursing interventions you would implement to meet that outcome.
14. How would performing passive ROM exercises benefit C.B. from a cardiovascular perspective?
a. ROM will help prevent C.B. from developing contractures.
b. Keeping his muscles active will assist in maintaining muscle tone.
c. ROM is an effective way to help prevent VTE. d. The stretching motion accompanying ROM will
decrease C.B.’s pain. 15. Name 5 interventions you would implement to meet the
expected outcome of maintaining skin integrity. 16. What is foot drop? How can it be prevented? 17. How would C.B.’s nutritional needs be met? 18. What evaluative parameters would you use to determine
whether C.B.’s nutritional needs were being met? 19. What interventions can you implement to help decrease C.B.’s
fear and anxiety? Select all that apply. a. Speak calmly to him when providing care. b. Administer continuous intravenous sedation. c. Limit visitors only to immediate family members. d. Continually reassure him that his needs are being
met. e. Use a communication system that allows C.B. to let
his needs be known. 20. C.B.’s brother asks how long C.B. will be paralyzed. How
should you respond?
Case study outcome After staying in the ICU for 8 days, C.B. is transferred to a special ventilator unit of an extended care facility because he shows no signs of improvement in respiratory muscle strength. After several weeks, he progressively regains neurologic function and is weaned from the ventilator. He is able to go home with his brother 5 months after the initial admission.
4
Digestion
Case Study 55 Name_________________________________ Class/Group ______________________________ Date ___________
Scenario T.H., a 57-year-old stockbroker, has come to the gastroenterologist for treatment of recurrent mild to severe cramping in his abdomen and blood-streaked stool. You are the RN doing his initial workup. Your findings include a mildly obese man who demonstrates moderate guarding of his abdomen with both direct and rebound tenderness, especially in the left lower quadrant (LLQ). His vital signs are 168/98, 110, 24, 100.4° F (38° C); he is slightly diaphoretic. T.H. reports that he has periodic constipation. He has had previous episodes of abdominal cramping, but this time the pain is getting worse.
Past medical history reveals that T.H. has a “sedentary job with lots of emotional moments,” he has smoked a pack of cigarettes a day for 30 years, and he had “two or three mixed drinks in the evening” until 2 months ago. He states, “I haven’t had anything to drink in 2 months.” He denies having regular exercise: “just no time.” His diet consists mostly of “white bread, meat, potatoes, and ice cream with fruit and nuts over it.” He denies having a history of cardiac or pulmonary problems and has no personal history of cancer, although his father and older brother died of colon cancer. He takes no medications and denies the use of any other drugs or herbal products.
1. Identify 4 general health risk problems that T.H. exhibits.
2. Identify a key factor in his family history that might have profound implications for his health and present state of mind.
3. Identify 3 key findings on his physical examination and indicate their significance.
Case study progress The physician ordered a complete blood count (CBC), complete metabolic profile, and a CT scan of the abdomen with contrast. Based on the radiology and lab results, physical examination findings, and history, the physician diagnoses T.H. as having acute diverticulitis and discusses an outpatient treatment plan with him.
4. What is diverticulitis? What are the consequences of untreated diverticulitis?
5. While the patient is experiencing the severe crampy pain of acute diverticulitis, what interventions would you perform to help him feel more comfortable?
Case study progress T.H. is being sent home with prescriptions for metronidazole (Flagyl) 500 mg PO q6hr and ciprofloxacin (Cipro) 500 mg PO q12hr.
6. For each medication, state the drug class and the purpose for T.H.
7. Given his history, what questions must you ask T.H. before he takes the initial dose of metronidazole? State your rationale.
8. Which are symptoms of a disulfiram-type reaction? Select all that apply.
a. Headache b. Flushed skin c. Constipation d. Bradycardia e. Abdominal cramps f. Nausea and vomiting
9. When teaching T.H. about the metronidazole prescription,
which instructions need to be included? Select all that apply. a. Take the medication with or after meals. b. This medication might cause a metallic taste. c. If his urine turns reddish brown, notify the doctor
immediately. d. Avoid all alcohol-containing products while on this
medication. e. Take the medication exactly as scheduled, without
skipping doses. f. Some tingling or numbness might be felt in the
hands, which is an expected effect. 10. What specific information would you want to know
before T.H. starts the antibiotics? 11. What are the signs and symptoms of an allergic reaction? 12. T.H. asks you if he can take a laxative for his occasional
constipation. What is your answer? 13. T.H. asks you about his diet. “I’m confused. I was always told
that I needed to be eating a high-fiber diet, which is difficult for me. But the doctor just told me that I need to be on a low- fiber diet for now, so now I’m confused. Which is it supposed to be?” How will you answer his question?
Case study progress You discuss ways to manage while recovering. To help T.H. work through his dietary concerns, you obtain a referral to a registered dietitian.
14. What measures do you think the dietitian will discuss with T.H. to avoid recurrent diverticulitis once his acute symptoms have resolved? Name at least 5.
15. You discuss the need to avoid increased intraabdominal pressure. What are ways that he can avoid increasing intraabdominal pressure and why is this important?
Case study outcome T.H. returns for a checkup 14 days later; all signs and symptoms of diverticulitis are gone. He is working on his lifestyle changes, including smoking cessation, and reports he is walking 30 minutes every day.
Case Study 56 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.V., a 56-year-old delivery truck driver, has been taken to the emergency department (ED) because he was experiencing chest pain. It started just after he had a quick lunch at a food truck. He told the paramedic that he often has chest pain but that it goes away when he “takes a swig of antacid,” but this time the pain did not stop. On arrival he was given another dose of antacid and sublingual nitroglycerin, and the chest pain stopped. The first set of cardiac enzymes and basic metabolic profile (BMP) were drawn, and a 12-lead ECG was done. He weighs 275 pounds (125 kg), is 5 ft, 5 inches (165 cm) tall, and tells the nurse he has been overweight all his life. He said he’s had the chest pains for about 2 years but did not go to get checked because they always went away when he took antacids and he was too busy with work to go to a doctor. He works late hours, “lives on coffee,” and grabs fast food when he has time to eat. He smokes 1.5 to 2 packs of cigarettes a day, has a beer every evening once he is home, and usually finishes a 6 pack on the weekends. Vital signs: T 98.9° F (37.2° C), P 110, R 14, BP 148/98. The test results are listed below.
Chart View
Test Results
1. Review the test results and explain any abnormalities. 2. Six hours later, the second set of cardiac enzymes was normal.
Do you think J.V. has had a myocardial infarction (MI)? Defend your answer.
Case study progress After noting the ECG results and the normal second set of cardiac enzymes, the ED provider tells J.V. that the “chest pain” was more likely gastrointestinal (GI) in origin. J.V. was discharged from the ED with a referral to the hospital’s GI clinic with a possible diagnosis of GERD. One week later, at the GI clinic, he is examined by the GI nurse practitioner (NP). The NP tells J.V. that she thinks he has GERD, but the diagnosis will be confirmed by an upper endoscopic examination. The upper endoscopy is scheduled for 0700 on Tuesday of the following week.
3. What is GERD, and what causes it? 4. List the signs and symptoms of GERD. 5. Which of these are potential risk factors for GERD? Select all
that apply. Place an asterisk (*) by the ones that pertain to J.V. a. Obesity b. Alcohol use c. Caffeine use d. Cardiac history e. Cigarette smoking
6. J.V. has self-treated his pain with over-the-counter antacids for a few years. What concerns are there with this long-term self- treatment?
7. Describe the upper endoscopy procedure J.V. will undergo.
8. J.V. has several questions about the upper endoscopy. The nurse provides teaching about the procedure, required preparation, and what to expect afterward. Which statement by J.V. indicates a need for further teaching?
a. “I will be wide awake during the procedure.” b. “I will not eat or drink anything after midnight.” c. “I will not take any antacid the morning of this
test.” d. “This test will help the doctor figure out why I have
so much heartburn.”
Case study progress The upper endoscopy is performed successfully. The gastroenterologist tells J.V. and his daughter that the GERD diagnosis is confirmed, and that he has severe esophageal erosion but no visible ulcers. In addition, a gastric mucosal biopsy was sent for Helicobacter pylori. His postprocedure blood glucose level was 122 mg/dL.
9. What is H. pylori, and how is it treated? 10. H. pylori can be detected with other diagnostic testing. Which
tests are potential diagnostic tests for H. pylori? Select all that apply.
a. Urine test b. Stool culture c. Urea breath test d. Stool antigen test e. Serum or whole antibody tests
11. Which nursing actions are appropriate for delegation to the UAP after the procedure?
a. Taking J.V.’s vital signs. b. Assessing J.V.’s level of consciousness. c. Reviewing J.V.’s point-of-care glucose results. d. Providing postop instructions to J.V. and his
daughter.
Case study progress J.V. was started on omeprazole (Prilosec) 20 mg every morning. The following week, J.V. has a follow-up appointment with the GI nurse practitioner. It turns out that the testing for H. pylori is negative, but he is told that his symptoms are caused by GERD and he will need to make some lifestyle changes in addition to taking the omeprazole for 6 months.
12. What is the mechanism of action of omeprazole? a. It neutralizes gastric acidity. b. It coats the stomach and provides relief of
symptoms. c. It partially blocks histamine-2 receptors and
reduces gastric acid secretion. d. It inhibits the proton pump, resulting in
irreversible blocking of all gastric acid secretion. 13. The nurse has provided teaching regarding the omeprazole.
Which statement by J.V. indicates a correct understanding of therapy with a proton pump inhibitor (PPI) such as omeprazole?
a. “I will take it at night just before bedtime.” b. “I will take the capsule with breakfast every day.” c. “I will take it first thing in the morning, 30 to 60
minutes before breakfast.” d. “I will open the capsule and chew the contents
thoroughly to help it work better.” 14. J.V. asks the nurse, “Why do I have to take this fancy
medicine? The antacid made my heartburn go away. Isn’t that enough?” How will you answer J.V.?
15. List at least 6 lifestyle modifications that J.V. can make to reduce the symptoms of GERD.
Case study outcome After 4 months, J.V. lost almost 40 pounds and is determined to lose at least 40 more. He stopped smoking “cold turkey” and has reduced his
beer intake to once on the weekend. His daughter has helped him with his meal-planning, and he now brings his lunch and snacks with him instead of stopping for fast food. He is happy with his weight loss, how he is feeling, and the amount of money he has saved by not buying his lunches and the cigarettes.
Case Study 57 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario M.R. is a 56-year-old general contractor who is admitted to your telemetry unit directly from his internist’s office with a diagnosis of chest pain. On report, you are informed that he has an intermittent 2- month history of chest tightness with substernal burning that radiates through to the mid-back off and on, in a stabbing fashion. Symptoms occur after a large meal, with heavy lifting at the construction site, and in the middle of the night when he awakens from sleep with coughing, shortness of breath, and a foul, bitter taste in his mouth. Recently he has developed nausea, without emesis, that is worse in the morning or after skipping meals. He reports having “heartburn” three or four times a day. When this happens, he takes a couple of Rolaids or Tums. He keeps a bottle at home, at the office, and in his truck. Vital signs (VS) at his physician’s office were BP 130/80 lying and 120/72 standing, 100, 20, 98.6° F (37° C), Spo2 92% on room air. A 12-lead ECG showed normal sinus rhythm with a rare premature ventricular contraction (PVC).
1. Outline the common causes of chest pain. 2. What mnemonic can you use to help you better evaluate his
pain? 3. What other history is important for you to obtain?
Case study progress M.R. indicates that usually the chest pain is relieved by his antacids, but this time they had no effect. A “GI cocktail” consisting of Mylanta and viscous lidocaine given at his physician’s office briefly helped decrease symptoms.
4. What tests can be done to determine the source of his problems?
Case study progress M.R. has smoked one pack of cigarettes a day for the past 35 years, drinks 2 or 3 beers on most nights, and has noticed a 20-pound (9 kg) weight gain over the past 10 years. He feels “so tired and old now.” M.R. has dark circles under his eyes and complains of constant daytime fatigue. His wife is even sleeping in another bedroom because he is snoring so loudly. He also reinjured his lower back a month ago at work, lifting a pile of boards, so his physician prescribed ibuprofen (Motrin) 400 mg twice a day for 4 weeks.
5. Which factors in M.R.’s life are likely contributing to his chest pain and nausea? Explain how.
Case study progress M.R. explains that 6 months ago his physician prescribed ranitidine (Zantac) 150 mg PO at bedtime for heartburn, and that it helped a little, but that it never really “did the job,” so he stopped taking it. Now he keeps a bottle of Tums or Rolaids in his truck and at his bedside “because I always seem to need them.”
6. Why do you think the ranitidine did not help M.R.?
Case study progress M.R.’s 12-lead ECG and the first set of cardiac enzymes were normal. The chest x-ray showed no abnormalities. Room air Spo2 is 94% and
breathing is unlabored. Other lab results are listed in the chart.
Chart View
Admission Laboratory Test Results
WBC 6000/mm3 (6 × 109/L)
Hgb 15.0 g/dL (150 g/L)
Hct 47%
Platelets 220,000/mm3 (220 × 109/L)
Na 140 mEq/L (140 mmol/L)
K 3.7 mEq/L (3.7 mmol/L)
BUN 18 mg/dL (6.4 mmol/L)
Creatinine 1.0 mg/dL (88 mcmol/L)
Lipase 20 units/L
Amylase 32 units/L
PT/INR 12.0 sec/1.0
Urea breath test positive
7. What is the significance of the urea breath test result? 8. Are there any concerns with the other lab results?
Case study progress Suddenly, M.R. begins to complain of nausea; as you hand him the emesis basin, he promptly vomits coffee-ground emesis with specks of bright red blood. VS remain stable.
9. What concerns do you have about the coffee-ground emesis? 10. How do you confirm that the emesis contains blood?
Case study progress You ask the charge nurse to contact the gastrointestinal (GI) consulting physician to explain the recent events while you stay with M.R. The gastroenterologist gives several orders and states he will be there in 30 minutes. The orders are as follows.
Chart View
Physician’s Orders
Nothing by mouth (NPO) status for emergent esophagogastroduodenoscopy (EGD)
Repeat CBC STAT O2 by nasal cannula; titrate O2 to maintain Spo2 over 94% Type and crossmatch (T&C) 2 units packed red blood cells
(PRBCs), and hold Start a pantoprazole (Protonix) drip at 8 mg/hr, preceded by a
40-mg bolus IV over 2 minutes Insert a Salem Sump nasogastric tube (NGT) and start a gastric
lavage with 100 mL normal saline (NS) Insert 2 large-bore IVs and start NS at 100 mL/hr
11. Place the previous orders in order of priority. 12. Explain the rationale for each of the preceding orders.
Case study progress The gastroenterologist performs the EGD and finds erosive esophagitis Los Angeles (LA) class B, a moderately sized hiatal hernia, diffuse erosive gastritis, and an ulcer in the antrum of the stomach that is oozing blood. The duodenal bulb shows a normal endoscopic appearance. During the EGD, the bleeding is stopped with cautery. Biopsy specimens of the gastric mucosa are obtained, and his bleeding ulcer is attributed to the NSAIDs (i.e., ibuprofen). He is kept NPO until the next morning to allow sufficient hemostasis of the cauterized
site. Clear liquids are allowed at breakfast. M.R. tolerates the liquid diet without any nausea and vomiting and is discharged to home the next day with the following instructions:
• Advance diet slowly, as tolerated, to mechanical soft. • Take pantoprazole 40 mg PO q am before breakfast • Amoxicillin 1 gram PO twice daily for 2 weeks • Clarithromycin extended-release 1 gram once daily for 2
weeks • Sucralfate 1 gram 4 times a day (before meals and bedtime) for
3 months • Make a follow-up appointment in 6 to 8 weeks with physician • Stop all aspirin and over-the-counter or herbal pain relief
medications, especially NSAIDs (ibuprofen, naproxen, and so on)
• Stop or limit alcohol intake and smoking
13. M.R. has prescriptions for 4 different drugs. You are providing teaching about the timing of the various drugs. Help M.R. map out a schedule for taking his new medications with regard to his meals. Explain your reasons for the times provided.
14. What is the purpose of the antibiotics? 15. After discussing lifestyle modifications for controlling acid
reflux with M.R., which statement by M.R. indicates a further need for teaching?
a. “I will stop smoking.” b. “I will stop drinking alcohol.” c. “I will avoid eating 2 to 3 hours before my
bedtime.” d. “I will wait 30 minutes before lying down or sitting
in my recliner after meals.”
Case study outcome M.R. goes home and vows to stop smoking, stop drinking alcohol, and
take better care of himself. He calls his primary care physician to schedule a sleep study because of his snoring and cuts back his working hours. The biopsies were positive for H. pylori bacteria, and his symptoms disappeared after 2 weeks of antibiotic therapy. He will remain on the pantoprazole for another 3 months.
Case Study 58 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario C.G. is admitted to your medical-surgical unit from the emergency department. He is 65 years old and presented with indigestion, loss of appetite (especially to meat), and a 30-lb (13.6 kg) weight loss over the last 6 months. He also reports that he has been having feelings of fullness that were only relieved by belching and vomiting. Other symptoms reported are abdominal pain, nausea, vomiting, and dysphagia. He has a history of smoking (20 pack-years), gastric ulcers, asthma, and pernicious anemia. He reports regular alcohol use of 3 to 4 beers each day. He reports, “I haven’t had anything to drink in 2 weeks because of my stomach.” He reports a family history of COPD, hypertension, Crohn’s disease, and colon cancer. He denies any allergies or any previous hospitalizations.
1. Identify 4 health risk problems you have identified while reviewing C.G.’s admission information.
2. What are some possible medical diagnoses that will be considered, based on this initial assessment?
3. What diagnostic tests or exams would you anticipate being ordered? Select all that apply.
a. Chest x-ray b. Hemoglobin A1C c. Liver function tests
d. Renal function tests e. Complete blood count f. Thyroid function tests g. CT scan of the abdomen h. Comprehensive metabolic panel i. Upper GI endoscopy and barium studies
Case study progress After reviewing the test and pathology results, the physician has diagnosed C.G. with gastric cancer. Although he is upset by the news, C.G. states, “I am happy we caught it early and can cure it!”
4. How are the symptoms of gastric cancer related its disease progression?
Chart View
Laboratory Results
Hgb 7.3 g/dL (73 g/L)
Hct 27%
5. What is the significance of C.G.’s hemoglobin and hematocrit in relation to his diagnosis?
6. What condition in C.G.’s medical history could contribute to his anemia? Explain your rationale.
7. Which of these goals are appropriate pretreatment interventions for the patient with gastric cancer? Select all that apply.
a. Treatment of anemia b. Eliminating infection c. Toleration of high-residue diet d. Replacement of blood volume e. Correction of nutritional deficits
Case study progress After discussing his diagnosis, C.G. and his medical team have decided to perform surgical removal of the tumor. The treatment team spends several days improving his nutritional status by consulting nutrition services, encouraging several small meals per day and toleration of liquid supplements. He then undergoes a total gastrectomy and is admitted to the postsurgical unit. Postoperative care orders include nutrition consult, wound care consult, nasogastric tube (NGT) to low intermittent wall suction, and IV replacement of vitamins C, D, K, and B.
8. What is a total gastrectomy? 9. You note another postoperative order for cyanocobalamin, 100
mcg/day IM. What is this drug, and what is its purpose? 10. C.G. asks the nurse to explain why he needs to take all of the
dietary supplements if the cancer is now gone. What teaching will you provide?
11. Explain the rationale for the NGT setting of “low intermittent suction” for this patient.
12. Postoperatively the patient has an NGT in place. The nursing student assigned to your patient comes to you and reports that the NGT has not drained any secretions in the last 2 hours. What response will you provide to the nursing student?
Case study progress On postoperative day 3, C.G. is started on small amounts of clear liquids by mouth. He is tolerating the liquids without discomfort when suddenly, on postop day 7, C.G. begins to complain of severe abdominal pain and nausea. His VS are BP 96/68, P 117, R 24, T 102.1° F (38.9° C).
13. What condition do you anticipate based on C.G.’s symptoms? 14. What tests should the nurse expect to be ordered for
evaluation of C.G.’s condition? Select all that apply. a. CT abdomen
b. X-ray of the abdomen c. Upper GI endoscopy d. Upper GI series with gastrografin e. Complete blood count with differential
Case study progress The UAP reports that the patient’s VS are now BP 84/58, P 125, R 28, T 101.8° F (38.8° C), and Spo2 85%. The physician is notified, and you receive orders for oxygen, an IV fluid bolus, and broad-spectrum antibiotics. C.G. is transferred to the intensive care unit for management of a suspected anastomotic leak with development of a duodenal stump fistula.
15. Which of these conditions are an indication that the antibiotic treatment is unsuccessful in managing the leak and fistula? Select all that apply.
a. Hemodynamic instability b. Decreased abdominal pain c. Hyperactive bowel sounds d. Increased body temperature e. Pain during abdominal palpation
16. For each intervention for an anastomotic leak with fistula that is listed, answer “Yes” if it is an appropriate intervention or “No” if it is not. For the “No” answers, explain the reason they are incorrect.
a. Administration of IV fluids b. Clamping of the NGT tube c. Administration of IV antibiotics d. Acid suppression of the GI tract
17. The interventional radiologist is consulted to perform a percutaneous drainage procedure. What is the treatment goal of percutaneous drain placement?
Case study outcome C.G. was started on IV antibiotics, and a percutaneous drain was
placed. His condition continued to deteriorate, and he was ultimately found to have acute abdomen and peritonitis with worsening sepsis. He was taken to the OR for laparoscopy with peritoneal washing. Postoperatively, he remained intubated and continued to receive IV antibiotic and fluid therapy. On postop day 2 after the laparoscopy, C.G. was found to be in septic shock and was started on IV vasopressors and IV fluids. His condition continued to deteriorate and progressed to cardiac arrest. After resuscitation efforts, C.G. succumbed to his condition secondary to severe septic shock from the anastomotic leak and peritonitis.
Case Study 59 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are on duty in the intermediate care unit and scheduled to take the next admission. The emergency department (ED) nurse calls to give you the following report: “This is Barb in the ED, and we have a 62-year-old man, K.L., with lower GI bleeding. He is a sandblaster with a 12-year history of silicosis. He is taking 40 mg of prednisone per day. During the night, he developed severe diarrhea. He was unable to get out of bed fast enough and had a large maroon-colored stool in the bed. His wife ‘freaked’ and called the paramedics. He is coming to you. His vital signs (VS) are stable—110/64, 110, 28, Spo2 93%—and he’s a little agitated. His temperature is 98.2° F (36.8° C). He has not had any stools since admission, but his rectal examination was guaiac positive and he is pale but not diaphoretic. We have him on 5 L O2/NC. We started a 16-gauge IV with LR at 125 mL/hr. He has an 18- gauge Salem Sump to continuous low suction; that drainage is guaiac negative. We have done a CBC with differential, chem panel, coagulation times, a T&C for 4 units, ABGs, and a UA. He’s all ready for you.”
1. How do you prepare for the patient’s arrival? 2. What are common causes of lower GI bleeding? 3. Given K.L.’s history, what do you think significantly
contributed to the GI bleeding? 4. What other signs and symptoms would you ask him about? 5. Compare and contrast among melena, hematochezia, and
occult blood in the stool.
Case study progress K.L. arrives on your unit. As you help him transfer from the ED stretcher to the bed, K.L. becomes very dyspneic and expels 800 mL of maroon stool.
6. What immediate complication concerns you most? 7. What are the first 3 actions you should take?
Case study progress K.L. reports that he is feeling nauseated. VS are 92/58, 116, 32, Spo2 93%. The provider orders an IV fluid bolus of 500 mL 0.9% normal saline and 2 units packed red blood cells (PRBCs) STAT.
8. What other interventions do you need to do? 9. What assessment indicators would you monitor in K.L.?
10. In caring for K.L., which activities can be safely delegated to UAP? Select all that apply.
a. Applying a pulse oximetry monitor b. Measuring his VS every 15 minutes c. Assessing K.L.’s peripheral circulation d. Monitoring K.L.’s hemoglobin and hematocrit
levels e. Emptying the Foley catheter collection bag each
hour f. Obtaining consent from K.L. for the blood
transfusions
Chart View
Arterial Blood Gases
pH 7.47
Paco2 33 mm Hg
Pao2 65 mm Hg
HCO3 23 mEq/L (23 mmol/L)
Spo2 91%
Complete Blood Count
WBCs 4300/mm3 (4.3 × 109/L)
RBCs 4.0 million/mm3 (4 × 1012/L)
Hemoglobin (Hgb) 7.8 g/dL (78 g/L)
Hematocrit (Hct) 23%
Platelets 208,000/mm3 (208 × 109/L)
11. K.L.’s ED lab results are sent to you. Interpret his ABGs. What do they tell you?
12. Discuss K.L.’s Hgb and Hct results. 13. You are preparing to administer the first of the 2 units of
PRBCs. Evaluate each of the following statements about the safe administration of blood. Enter T for true or F for false. Tell why the false statements are incorrect.
_____1. Prime the correct tubing and filter with normal saline.
_____2. Verify K.L.’s identification with the secretary in the endoscopy suite
_____3. Obtain baseline vital signs before starting the
transfusion _____4. Begin the transfusion at a rate of 125 mL/hr _____5. Take K.L.’s vital signs 30 minutes after starting
the transfusion _____6. Complete the transfusion within 6 hours of
receiving the unit
Case study progress The provider discusses K.L. with the gastroenterologist, who schedules K.L. for an immediate colonoscopy. You go with K.L. to the endoscopy suite and help the endoscopy nurse in giving him IV midazolam (Versed) and morphine sulfate during the procedure.
14. Why is K.L. receiving midazolam and morphine sulfate? 15. What is the priority nursing responsibility during the
procedure? a. Reorienting K.L. as needed b. Monitoring K.L.’s IV fluid intake c. Assessing K.L.’s VS and oxygen saturation d. Documenting K.L.’s response to the procedures
Case study progress During the colonoscopy, K.L. begins passing large amounts of bright red blood. He becomes paler and more diaphoretic and begins to have an altered level of consciousness.
16. Name 3 immediate interventions you need to do.
Case study progress The gastroenterologist finds the site of the bleeding and cauterizes the affected vessels. There is no further evidence of active bleeding. K.L. is transferred back to the unit and care continued with fluids and blood products to stabilize his condition. He received one dose of IV esomeprazole in endoscopy and is placed on twice-daily therapy.
17. Describe the ongoing assessment you need to obtain. 18. What assessment data would lead you to determine K.L.’s
condition was stabilizing? 19. Which finding would warrant your immediate intervention?
a. Palpable splenomegaly b. Hypoactive bowel sounds c. Complaints of abdominal cramping d. Orthostatic change in BP of 20
20. What is the expected outcome associated with giving esomeprazole?
21. Later, when he seems to be feeling better, K.L. tells you he is really embarrassed about the mess he made for you. How are you going to respond to him?
22. K.L. is being prepared for discharge. What do you need to address in your teaching with K.L.?
Case study outcome The gastroenterologist concludes that the GI hemorrhage was prednisone induced. Because the prednisone was being used to suppress the progression of silicosis, the provider will try to decrease his maintenance dose of prednisone while monitoring his respiratory status.
Case Study 60 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario S.G. is a 6-month-old girl who is scheduled for sequential repair of her cleft lip (cheiloplasty) and palate (palatoplasty). She has recently been adopted from China and her medical history is unknown. S.G. is scheduled for her cleft lip repair, and Mrs. G. brings her to the same- day surgery unit the week before for her preoperative workup. As
you do her workup, you recognize that care of the child with clefting uses a multidisciplinary approach.
1. Discuss the health problems for which these children are at risk and who on the craniofacial team would address each issue.
2. List at least 4 reasons why would it be important to include a social worker and/or psychologist to the craniofacial team following this infant?
3. S.G. weighs 6.5 kg. Plot this finding on the Centers for Disease Control and Prevention (CDC) growth chart (see http://www.cdc.gov/growthcharts/data/who/GrChrt_Girls_24LW_9210.pdf Which statement best summarizes your findings?
a. S.G.’s weight falls below the 5th percentile. b. S.G.’s weight is between the 10th and the 25th
percentile. c. S.G.’s weight is between the 50th and the 75th
percentile. d. S.G.’s weight is above the 95th percentile.
4. What information from her health history is important to obtain from her mother to plan her perioperative care? Select all that apply. Explain your rationale.
a. Adoption status b. Immunization status c. Gross motor milestones d. Current method of feeding e. Parent’s employment status f. Current known health status
5. Choose the lab tests that you expect to be obtained preoperatively. Discuss the rationale for your choices.
a. CHEM-7 b. Urinalysis c. Stool sample for fat content d. Arterial blood gases (ABGs) e. Complete blood count with differential
Case study progress The lab test results and findings of S.G.’s preoperative workup are normal, and she is scheduled for her cheiloplasty.
6. What will you include in your preoperative teaching to S.G.’s parents?
7. Determine S.G.’s daily fluid maintenance requirements. How can her parents ensure this intake and determine adequate hydration status?
Case study progress S.G. returns to the unit after her cheiloplasty. The surgeon notes on the chart that surgical glue was used to close the incision. You note standing postoperative orders to clean with normal saline and apply antibiotic ointment three times per day.
8. True or False? You would call the surgeon to question this order. Explain your answer.
9. S.G. also has an order for acetaminophen 120 mg rectally
or PO every 4 to 6 hours as needed for pain. Is the ordered dose safe and therapeutic?
10. Pain management is essential for healing. Which instructions should be given to the parents before S.G. is discharged? Select all that apply. Discuss your rationale for each.
a. Administer pain medication with a teaspoon. b. You may add the pain medication to S.G.’s formula
to help her take it more easily. c. Use distraction like a music box in the crib to act as
an adjunct to pain medication. d. Give pain medication around the clock, every 4 to 6
hours for the first 24 to 48 hours after surgery. e. Provide diagrams to show parents how much pain
medication to give with an oral medication syringe. 11. S.G.’s parents are advised that S.G. will return 6 months later
for the palatoplasty. They are concerned about the delay between surgeries. What will your response be?
Case study progress S.G. returns to your unit 6 months later for her cleft palate repair (palatoplasty).
12. Which nursing interventions are appropriate as you plan her care? Select all that apply. Discuss your rationale for each.
a. Use elbow restraints as needed. b. Maintain strict intake and output. c. Administer pain medications as ordered. d. Oral suction with a plastic oral suction catheter as
needed. e. Clear fluids; advance as tolerated. Patient may use
a straw. f. Position patient side-lying or on abdomen
postoperatively. 13. S.G. has a normal recovery and is being discharged. When
giving her parents discharge instructions, what will you advise them concerning diet and signs and symptoms to report?
Case study outcome S.G. is discharged to home with instructions for follow-up with the surgeon and multidisciplinary team.
Case Study 61 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario As a nurse on a gastrointestinal (GI) unit, you receive a call from an
affiliate outpatient clinic notifying you of a direct admission with an estimated time of arrival of 60 minutes. The clinic nurse gives you the following information: A.G. is an 82-year-old woman with a 3-day history of intermittent abdominal pain, abdominal bloating, and nausea and vomiting (N/V). A.G. moved from Italy to join her grandson and his family only 2 months ago, and she speaks very little English. All information was obtained through her grandson. Her medical history includes colectomy for colon cancer 6 years ago and ventral hernia repair 2 years ago. She has no history of coronary artery disease, diabetes mellitus, or pulmonary disease. She takes only ibuprofen (Motrin) occasionally for mild arthritis. Allergies include sulfa drugs and meperidine. A.G.’s tentative diagnosis is small bowel obstruction (SBO) secondary to adhesions. A.G. is being admitted to your floor for diagnostic workup. Her vital signs are stable, she is receiving an IV infusion of D5 ½NS with 20 mEq KCl at 100 mL/hr, and 2 L oxygen by nasal cannula.
1. Based on the nurse’s report, what signs of bowel obstruction does A.G. have?
2. Are there other signs and symptoms of a bowel obstruction that you should observe for while A.G. is in your care?
3. While A.G. is on the way, you secure the hospital’s interpreter service on the telephone. A.G. arrives on your unit with her grandson. You admit A.G. to her room and introduce yourself as her nurse. As her grandson introduces her, she pats your hand. You know that you need to complete a physical examination and take a history. What will you do first?
4. Before you begin your examination, the grandson, an attorney, tells you that elderly Italian women are extremely modest and might not answer questions completely. He says he wants to stay in the room during the examination. How will you proceed?
5. What key questions must you ask this patient while you have the use of an interpreter?
6. For each characteristic listed, specify whether it is a
characteristic of small bowel obstruction (SBO), large bowel obstruction (LBO), or both (B).
_____a. Persistent abdominal cramping _____b. Colicky, cramping pain at frequent intervals _____c. Upper or epigastric abdominal distention _____d. Distention in the lower abdomen _____e. Obstipation _____f. Ribbon-like stools _____g. Nausea and early, profuse vomiting, which may
contain fecal material _____h. Minimal or no vomiting _____i. Severe fluid and electrolyte imbalances
7. What is obstipation? 8. During your examination, you note that she does not have
muscle guarding or rebound tenderness on palpation. Is this important? Explain your answer.
9. A.G. vomits during your examination. Which indicates an obstruction that is more distal?
a. The emesis contains bile. b. There is a minimal amount of emesis. c. The emesis is foul-smelling and fecal. d. The emesis is mostly mucus and clear liquid.
Case study progress The physician orders the insertion of a Salem Sump nasogastric tube (NGT). You insert the NGT into A.G. and connect it to intermittent low wall suction.
10. How will you check for placement of the NGT? 11. List, in order, the structures through which the NGT must pass
as it is inserted. 12. A.G.’s grandson asks you, “What is that blue thing at the end
of the tube? Shouldn’t it be connected to something?” How do you answer?
13. Which are appropriate nursing actions for a patient with an
NGT? Select all that apply. a. Provide frequent oral care. b. Check the nares around the tube for signs of
irritation. c. Apply a petroleum-based lubricant on the skin
around the tube. d. Pull the tube tightly and pin to the patient’s gown
to prevent movement. e. Tape the tube to the nose so it does not pull on the
nares or cause ulceration. f. Obtain an order for a topical antiseptic spray (i.e.,
Chloraseptic) if she has a sore throat. 14. You note that A.G.’s NGT has not drained in the last 3 hours.
What can you do to facilitate drainage? 15. The NGT suddenly drains 575 mL; then drainage slows down
to about 250 mL over 2 hours. Is this an expected amount? 16. You enter A.G.’s room to initiate your shift assessment. A.G.’s
abdomen seems to be more distended than yesterday. How would you determine whether A.G.’s abdominal distention has changed?
Case study progress After 24 hours, A.G.’s symptoms are unrelieved. She reports continued nausea, cramps, and sometimes strong abdominal pain; her hand grips are weaker; and she seems to be increasingly lethargic. You look up her latest lab values and compare them with the admission data.
Chart View
Laboratory Test Results
Test Admission Hospital Day 3
Sodium 136 mEq/L (136 mmol/L) 130 mEq/L (130 mmol/L)
Potassium 3.7 mEq/L (3.7 mmol/L) 2.5 mEq/L (2.5 mmol/L)
Chloride 108 mEq/L (108 mmol/L) 97 mEq/L (97 mmol/L)
Carbon dioxide 25 mEq/L (25 mmol/L) 31 mEq/L (31 mmol/L)
BUN 19 mg/dL (6.8 mmol/L) 38 mg/dL (13.6 mmol/L)
Creatinine 1 mg/dL (88.4 mcmol/L) 2.2 mg/dL (194.5 mcmol/L)
Glucose 126 mg/dL (7.0 mmol/L) 65 mg/dL (3.6 mmol/L)
Albumin 3.0 g/dL (30 g/L) 3.1 g/dL (31 g/L)
Protein 6.8 g/dL (68 g/L) 4.9 g/dL (49 g/L)
17. Which lab value is of most concern to you? Why? Are there others that are also of concern? Explain.
18. What measures do you anticipate to correct in each of the imbalances described in Question 17?
Case study outcome In view of A.G.’s continued deterioration, the surgeon meets with the patient and her family and they agree to surgery. The surgeon releases an 18-inch (46 cm) section of proximal ileum that had been constricted by adhesions. Several areas look ischemic, so these are excised, and an end-to-end anastomosis is done. A.G. tolerates the procedure well. Her recovery is slow but steady. A.G. goes home in the care of her grandson and his wife on the seventh postoperative day. Discharge plans include a home health nurse, home health aide, in-home physical therapy, and dietitian consultation. The grandson is included in the plans.
Case Study 62 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario C.W., a 36-year-old woman, was admitted several days ago with a diagnosis of recurrent inflammatory bowel disease (IBD) and possible small bowel obstruction (SBO). C.W. is married, and her husband and 11-year-old son are supportive, but she has no extended family in the state. She has had IBD for 15 years and has been taking mesalamine (Asacol) for 15 years and prednisone 40 mg/day for the past 5 years. She is very thin; at 5 feet 2 inches (157 cm), she weighs 86 lbs (39 kg) and has lost 40 lbs (18 kg) over the past 10 years. She averages 5 to 10 loose stools per day. C.W.’s life has gradually become dominated by her disease, with anorexia, lactase deficiency, profound fatigue, frequent nausea and diarrhea, frequent hospitalizations for dehydration, and recurring, crippling abdominal pain that often strikes unexpectedly. The pain is incapacitating and relieved only by a small dose of diazepam (Valium), oral electrolyte solution (Pedialyte), and total bed rest. She confides in you that sexual activity is difficult: “It always causes diarrhea, nausea, and lots of pain. It’s difficult for both of us.” She is so weak she cannot stand without help. You indicate complete bed rest on the nursing care plan.
1. Identify 6 priority problems for C.W. 2. Considering C.W.’s weakness, chronic diarrhea, and lower-
than-desired body weight, what nursing interventions need to be implemented to minimize skin breakdown? Name at least 6.
3. What is the mechanism of action of the mesalamine (Asacol) in relation to the IBD?
a. It increases bulk and moisture content in the stool. b. It relaxes the smooth muscle of the intestines, thus
reducing motility. c. It slows intestinal motility, prolonging transit time
of intestinal contents. d. It blocks prostaglandin production, thus
diminishing inflammation in the colon.
Case study progress C.W.’s condition deteriorates. On the third day after admission she experiences intractable abdominal pain and unrelenting nausea and vomiting. C.W. is taken to the operating room because of probable SBO and is readmitted to your unit from the postanesthesia care unit. During surgery, 38 inches (96 cm) of her small bowel was found to be severely stenosed, with 2 areas of visible perforation. Much of the remaining bowel is severely inflamed and friable. A total of 5 feet (152 cm) of distal ileum and 2 feet (61 cm) of colon have been removed, and a temporary ileostomy was established. She has a Jackson-Pratt (JP) drain to bulb suction in her right lower quadrant (RLQ), and her wound was packed and left open. She has 2 peripheral IV lines, a Salem Sump nasogastric tube (NGT), and a Foley catheter. Her vital signs (VS) are 112/72, 86, 24, 100.8° F (38.2° C) (tympanic). You attach her NGT to low-continuous wall suction per the postoperative orders.
4. You begin a thorough postoperative assessment of C.W.’s abdomen. What does your assessment include? List the steps in the order in which the assessment should be completed.
5. A nursing student enters C.W.’s room and auscultates her abdomen. She looks at you and excitedly announces that she hears good bowel sounds. You take the opportunity to teach her the proper method of auscultating bowel sounds on a patient who has NGT to low-continuous wall suction. How would you correct her error?
6. Four hours later, you measure the drainage from the JP tube. Look at the following figure and state how much drainage you obtained.
7. What else will you note about the drainage? 8. Describe the proper method for reestablishing suction on the JP
drain after you have emptied the bulb container. 9. C.W. asks you, “I know why I have the pouch. Why do I have
to have this other little tube?” How will you explain the purpose of the JP drain?
Case study progress It is 4 days after C.W.’s surgery. During the routine dressing change, you note a small pool of yellow-green drainage in the deepest part of the wound. You obtain an order for a wound culture.
10. How will you obtain a culture specimen from C.W.’s wound? 11. What information do you need to send to the lab with the
wound culture specimen? 12. You obtain a wound culture specimen, complete the dressing
change, obtain a full set of VS, note a temperature of 100.4° F (38° C), and assess increased tenderness in C.W.’s abdomen. What orders do you anticipate receiving once you notify the surgeon of C.W.’s condition?
13. As you assess C.W.’s stoma and drainage, what would indicate that they are healthy? Select all that apply.
a. The stoma will be level with the skin. b. The stoma will be in the shape of a donut. c. The drainage will be thick and dark brown. d. The skin around the stoma should be intact. e. The stoma will be a uniform medium cherry red. f. The stoma will be light pink, and an occasional dark
spot might appear. 14. Will any aspect of C.W.’s history significantly affect the wound
healing process? If so, how? 15. The surgeon tells you she will be there to examine C.W. As
you tell C.W. that her doctor is coming to talk to her, C.W. says that she feels something wet running down her side. You find some leakage of intestinal drainage onto the skin. What should you do?
Case study progress You change the ileostomy appliance before the surgeon arrives. C.W. is evaluated, and it is determined that she has developed peritonitis, and needs to return to surgery for exploratory laparotomy. The surgery revealed another area of perforated bowel and generalized peritonitis. Another 12 inches (30.5 cm) of ileum were resected. The peritoneal cavity was irrigated with normal saline (NS) and 3 drainage tubes were placed: a Jackson-Pratt (JP) drain to bulb suction, a rubber catheter to irrigate the wound bed with NS, and a sump drain to remove the irrigation fluid. The initial JP drain remains in place. A right subclavian triple-lumen catheter was also inserted.
16. A few hours later, C.W. is still experiencing pain from the peritonitis as well as from the surgical incision. Which position
may help to make her more comfortable? a. Lying on her left side b. Lying on her right side c. Supine with legs extended d. Head of bed slightly elevated, with knees flexed
17. C.W. has been on NPO status since the surgery. The surgeon orders total parenteral nutrition (TPN) at a rate of 50 mL/hr. What is the purpose of these orders?
18. The pharmacy delivers C.W.’s first bag of TPN. You have an order to stop the maintenance IV infusion after starting the TPN. What is the purpose of this order?
19. During the night shift the TPN solution bag becomes nearly empty, and the night nurse discovers that the next bag of TPN has not been prepared. The hospital pharmacy does not prepare TPN during the night shift. What does the nurse need to do next?
a. Hang a bag of D5W when the TPN is finished. b. Hang a bag of D10W when the TPN is finished. c. Convert the line to a saline lock until the TPN
solution is ready. d. Slow the TPN rate to 10 mL/hr until the next TPN
bag can be prepared.
Case study progress You discuss your concerns about C.W.’s nutritional status with C.W.’s surgeon. She agrees to request a consultation from a registered dietitian (RD). After gathering data and making several calculations, the RD makes recommendations to the surgeon. The TPN orders are adjusted, C.W. begins to gain weight slowly, and her wound shows signs of healing.
20. You discuss with the RD what specific digestive difficulties C.W. is likely to face. What problems might C.W. be prone to develop after having so much of her bowel removed?
21. The RD talks with C.W. about her dietary needs. You attend
the session so you will be able to reinforce the information. What basic information is the RD likely to discuss with C.W.?
Case study outcome C.W. is successful in her battle with peritonitis. Gradually tubes are removed as she grows stronger with TPN and time. C.W. learns how to change her ostomy appliance and is discharged to home. She attends an enterostomal support group on a regular basis.
Case Study 63 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario Mr. and Mrs. B. arrive in the emergency department (ED) with their 6- week-old infant, S.B. As the triage nurse, you ask the couple why they have brought S.B. to the ED. Mrs. B. states, “My baby breastfed well for the first couple of weeks but has recently been throwing up all the time, sometimes a lot and really forcefully. He looks skinny and is hungry and fussy all the time.” You determine that the couple is homeless and has been living out of their car for the past month. S.B. has had no primary care since discharge after delivery.
1. What additional information will you need to obtain from Mr. and Mrs. B.?
Case study progress Your primary assessment of the infant reveals the following: S.B. is alert and fussy and consoles with a bottle of Pedialyte (per physician orders). His anterior fontanel is slightly depressed and posterior fontanel cannot be palpated. You auscultate regular breath sounds at a rate of 30 breaths/min. No adventitious sounds. Pulse oximetry is 98% on room air. Heart rate is 190 with regular rate and rhythm. Brachial
and pedal pulses are + 3 and equal. Abdomen is round and nontender to palpation. Positive bowel sounds. Diaper is dry. S.B. moves all extremities and there are no rashes noted. Rectal temperature is 37.2° C (98.9° F). There is a quarter-sized flat red area on occiput that “has been there since he was born” according to the mother. Slight “tenting” noted.
You transport S.B. to radiology, and he vomits a large amount of clear fluid. Patient returns to the room in his mother’s arms, awake and alert. The mother appears anxious and states, “I don’t know what’s wrong with my baby! Why can’t you people tell me anything?”
2. How do you respond to the mother? 3. Your institution uses electronic charting. Based on the
assessment described, which of the following systems would you mark as abnormal as you document your findings? Mark abnormal findings with an “X,” and provide a brief narrative note.
☐ Neurologic: ☐ Respiratory: ☐ Cardiovascular: ☐ Gastrointestinal: ☐ Genitourinary: ☐ Musculoskeletal: ☐ Skin: ☐ Psychosocial: ☐ Pain:
4. The emergency physician orders a complete blood count, complete metabolic profile, urinalysis, blood pH, and x-rays. The physician suspects dehydration and metabolic alkalosis secondary to hypertrophic pyloric stenosis. Which lab findings would you expect with metabolic alkalosis?
a. Na: 128 mEq/L (128 mmol/L), K: 2.6 mEq/L (2.6 mmol/L), Cl: 90 mEq/L (90 mmol/L), HCO3: 30 mEq/L (30 mmol/L)
b. Na: 130 mEq/L (130 mmol/L), K: 5.7 mEq/L (5.7
mmol/L), Cl: 94 mEq/L (94 mmol/L), HCO3: 22 mEq/L (22 mmol/L)
c. Na: 130 mEq/L (130 mmol/L), K: 3.9 mEq/L (3.9 mmol/L), Cl: 98 mEq/L (98 mmol/L), HCO3: 17 mEq/L (17 mmol/L)
d. Na: 148 mEq/L (148 mmol/L), K: 4.1 mEq/L (4.1 mmol/L), Cl: 108 mEq/L (108 mmol/L), HCO3: 13 mEq/L (13 mmol/L)
5. What is the underlying cause of S.B.’s diagnosis of metabolic alkalosis?
6. Which clinical manifestations might you find with metabolic alkalosis? Select all that apply.
a. Tetany b. Hyperthermia c. Increased respiratory rate d. Increased risk for seizures e. Neuromuscular irritability
7. What additional assessment findings might reflect the consequences of frequent prolonged vomiting in the infant?
Case study progress S.B. is diagnosed with hypertrophic pyloric stenosis, admitted to the pediatric unit, is NPO, and scheduled for surgery.
8. S.B.’s parents are concerned that their living situation contributed to S.B.’s diagnosis. How would you respond to their concerns?
9. Mr. and Mrs. B. have questions about the necessity of surgery and question what is going to be done next. What are your responsibilities as you respond to Mr. and Mrs. B.’s concerns?
Chart View
Preoperative Orders
Vital signs q4hr Strict intake and output (I&O) 30 mL Pedialyte q3hr PO Place IV and begin D5⅓NS at 50 mL/hr Nasogastric (NG) tube placed to low continuous wall suction Daily weights
10. Which preoperative orders would you question? 11. Which interventions can be delegated to unlicensed assistive
personnel (UAP)? Select all that apply. a. Assessing for NG tube placement every shift b. Reminding parents to save diapers to be weighed c. Teaching parents the rationale for NG tube
insertion d. Assisting parents in holding infant without
removing NG tube e. Obtaining VS every 4 hours and reporting any
abnormal findings to the RN 12. You note that your patient was hypokalemic and the
fluids you hung per orders do not include potassium. You contact the surgeon to clarify. You receive the following order: “Change IV to D5⅓NS with 20 mEq KCl at maintenance.” You obtain the new fluids and hang per orders. True or False: This is an appropriate nursing action. Explain your answer.
Case study progress S.B. returns to your unit after a pyloromyotomy. Mrs. B. is concerned about when she will be able to resume breastfeeding and what they need to do for their baby.
13. What postoperative teaching would you provide to them?
Case study outcome
S.B. progresses well and is tolerating normal breastfeeding within 48 hours with minimal vomiting. He is discharged with follow-up in 2 weeks with the parents’ new primary care provider. A social worker has helped Mr. and Mrs. B. obtain temporary housing and apply for available insurance and local resources.
Case Study 64 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are a nurse on an inpatient psychiatric unit. J.M., a 23-year-old woman, was admitted to the psychiatric unit last night after assessment and treatment at a local hospital emergency department for “blacking out at school.” She has been given a preliminary diagnosis of anorexia nervosa. As you begin to assess her, you notice that she has very loose clothing, she is wrapped in a blanket, and her extremities are very thin. She tells you, “I don’t know why I’m here. They’re making a big deal about nothing.” She appears to be extremely thin and pale, with dry and brittle hair, which is very thin and patchy, and she constantly complains about being cold. As you ask questions about weight and nutrition, she becomes defensive and vague, but she does admit to losing “some” weight after an appendectomy 2 years ago. She tells you that she used to be fat, but after her surgery she did not feel like eating and everybody started commenting on how good she was beginning to look, so she just quit eating for a while. She informs you that she is eating lots now, even though everyone keeps “bugging me about my weight and how much I eat.” She eventually admits to a weight loss of “about 40 pounds (18 kg) and I’m still fat.”
1. Using Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V) criteria, how is the diagnosis of anorexia
nervosa determined? 2. Identify 8 clinical signs or symptoms of anorexia nervosa. Place
a star or asterisk next to those that J.M. has. 3. What other disorders might occur along with anorexia
nervosa? Name at least 4. 4. How does bulimia nervosa differ from anorexia nervosa? 5. Name 5 behaviors that J.M. or any other patient with anorexia
may engage in other than self-starvation. 6. What common family dynamics are associated with anorexia
nervosa?
Case study progress You review her admission lab studies. An electrocardiogram (ECG) has also been ordered.
Chart View
Admission Laboratory Work
Sodium 135 mEq/L (135 mmol/L)
Potassium 3.4 mEq/L (3.4 mmol/L)
Chloride 99 mEq/L (99 mmol/L)
Magnesium 1.5 mEq/L (0.62 mmol/L)
Blood urea nitrogen 18 mg/dL (6.4 mmol/L)
Creatinine 1.0 mg/dL (88.4 mcmol/L)
Hemoglobin 11 g/dL (110 g/L)
Hematocrit 35%
7. Which lab results are of concern at this time? Explain your answers.
8. What clinical symptoms of anorexia nervosa, if present, should
have the highest priority? Explain your answers.
Case study progress J.M.’s ECG results show normal sinus rhythm with no ST segment or other changes. You meet with J.M. to formulate a plan of care.
9. Which of these are appropriate nutrition interventions for J.M.? Select all that apply.
a. Do not prompt her to eat. b. Discuss food choices with her. c. Allow her to eat alone during mealtimes. d. Have normal conversations during meals. e. Allow her to select her menu on her own. f. Weigh her each morning after voiding, with her
back to the scale. g. Restrict her from returning to her room or a
restroom without staff supervision after meals. 10. List at least 6 psychologic aspects of the plan of care for J.M.
Case study progress After 3 weeks, you are providing discharge teaching for J.M. You ask her whether she is ready to go home. J.M. states, “I’ll be so glad to get out of this place. I’m so fat and ugly. I need to lose 10 pounds (4.5 kg). I bet I can do it in just a couple of days. Otherwise, I don’t want to live anymore.”
11. What will you discuss with the provider before any further discharge teaching or plans?
12. You report J.M.’s statements to the provider. What actions do you expect the provider to take?
13. What medications may help J.M. with resolution of both her anorexia nervosa and her depression?
14. Which statements by J.M. would indicate successful treatment? Select all that apply.
a. “I just have to stay skinny to feel good.”
b. “When you say I look ‘healthy’ I feel fat.” c. “Lately I’ve been feeling a little better about
things.” d. “I am looking forward to going out with my
friends again.” e. “It’s up to me to take care of my body by eating
enough food.”
Case study outcome After 2 weeks, J.M. has gained 5 lbs (2.25 kg) and seems to be more willing to eat. She still expresses fears of “getting fat,” but she states that she is ready to go home and back to school. The provider arranges for J.M. to participate in an outpatient partial hospitalization program that specializes in eating disorders. J.M. expresses interest in meeting others with the same problems.
Case Study 65 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working on the postoperative surgical unit and admitted S.B., a 42-year-old woman with a history of morbid obesity, hypertension, sleep apnea, and diabetes mellitus. She underwent a laparoscopic Roux-en-Y procedure. For the past year, she had tried to lose weight with diet and exercise, but the progress was minimal. Her preoperative weight was 298 pounds (135 kg), and she is 5 feet, 5 inches (165 cm) tall.
1. What is BMI? Calculate S.B.’s BMI and specify the degree of obesity her BMI reflects.
2. What is the Roux-en-Y procedure? What are the intended outcomes of this surgery?
3. Using arrows, specify the direction of food passage and the direction of digestive juices after Roux-en-Y gastric bypass surgery.
4. In preparing the room for S.B.’s admission, what
equipment would you ensure is in place to eliminate embarrassment and promote patient safety? Explain your
rationale.
Case study progress S.B. is admitted to the bariatric unit and positioned in a bariatric bed. Postoperative orders include placing the nasogastric (NG) tube on low continuous suction. S.B.’s family asks, “How can she eat if this tube is in her nose?”
5. What education will you need to offer the patient and family about the need for the NG tube and delivery of nutrition?
6. How much volume is the gastric pouch able to hold after a Roux-en-Y surgery?
a. 10 to 15 mL b. 15 to 30 mL c. 30 to 50 mL d. 50 to 100 mL
Chart View
Post-Op Orders
1000 mL normal saline with thiamine 100 mg, folic acid 1 mg, and multivitamins 10 mL, once daily to infuse at 125 mL/hr
Famotidine (Pepcid) 20 mg IVP twice daily
Head of bed at 30 degrees
Ambulate every 4 hours
Out of bed to chair twice daily
Incentive spirometry
7. What is the purpose of the IV infusion? 8. What type of medication is famotidine, and what is its
purpose?
9. What is the purpose for raising the head of the bed 30 degrees?
Case study progress On postoperative day 2, S.B. is refusing to get out bed to ambulate or to transfer to the bedside recliner. She is requesting to lie in bed with the head of bed flat.
10. List at least 4 interventions you should encourage for the immobile patient with risk for postsurgical complications.
11. What are the risks associated with immobility and bed rest after surgery?
12. What education should you give to S.B. about the importance of using the incentive spirometer (IS)?
13. You are giving S.B. instructions on how to use the IS. Which statements are correct about the proper use of the IS? Select all that apply.
a. “Incentive spirometry should be done every hour.” b. “If able, sit in the chair or as far up in bed as
possible to use the IS.” c. “Place the mouthpiece in your mouth, but there
should not be an airtight seal.” d. “After each set of deep breaths using the IS, cough
to make sure your lungs are clear.” e. “Breathe in slowly and as deeply as possible, until
you see the piston reach the goal amount for volume.”
f. “After breathing in, hold the breath and the piston in place for 3 to 5 seconds and then release the breath.”
Case study progress On postoperative day 3, S.B. has been out of bed to the chair once and has ambulated in the hall twice. She has been using the IS based on your instructions and has been able to meet her volume goal. Suddenly, S.B. reports that she is not able to achieve the IS goals and is
having increased abdominal pain. The UAP takes vital signs and reports them as follows: BP 100/76, P 113, R 12, T 101.4° F (38.6° C).
14. What is the nurse’s priority assessment? 15. What information would the nurse document while assessing
the surgical incision? 16. Based on the patient’s vital signs, what does the nurse suspect? 17. The surgical incision showed no drainage or other abnormal
findings. Which tests would the nurse expect to be ordered? Select all that apply, and explain your answers.
a. Lactic acid b. Chest x-ray c. Urine culture d. Blood cultures e. Abdominal CT scan f. Liver function panel g. CBC with differential
Case study progress The lab results all come back within defined limits for the patients, but the cultures are pending. S.B. has been able to achieve adequate pain control and has been more mobile. Her temperature is down to 98.7° F (37.1° C). The NG tube was removed, and she is now taking a full liquid diet and advancing as tolerated. You overhear the patient state, “I have probably lost 15 pounds (6.8 kg) already because of the surgery. I can eat whatever I want now.”
18. How would you address this comment? What education should you offer the patient about gastric bypass and weight loss?
19. Once S.B. begins eating regularly, what complication should the nurse anticipate and assess for?
20. Which nutrient deficiencies are common with this type of surgery? Select all that apply.
a. Iron
b. Calcium c. Vitamin C d. Magnesium e. Cobalamin (B12)
Case study outcome The dietitian follows up with S.B. and discusses healthy eating practices and smart food choices. They develop a plan and goals for managing and maintaining S.B’s weight loss. S.B. was discharged home with home health care, home physical therapy, and nutritional services. After 8 months, S.B. successfully lost 88 lbs (40 kg) after gastric bypass surgery and is an active member of a local bariatric surgery support group.
Case Study 66 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are a nurse working on a surgical unit and take the following report from the registered nurse in the emergency department. “We are sending you a patient with rule out small bowel obstruction and/or food blockage. Dr. N., the gastrointestinal specialist, is on his way in to see the patient. D.S. is a 68-year-old obese man who has had a sudden onset of severe abdominal cramping, distention, and nausea and vomiting; he denies passing of flatus or stool within the past 12 hours. Past medical history includes heart failure, hypertension, colon cancer, and ulcerative colitis. He underwent a total colectomy 6 years ago and had an enterocutaneous fistula 4 years ago. Lab samples have been drawn, and the results will be sent to your floor. We started an IV and placed a Salem Sump nasogastric tube (NGT). His vital signs are 143/76, 82, respirations 26 and slightly labored, and 101.1° F (38.4° C). He is on his way up.”
1. Given that D.S. previously had a total colectomy, would he have a colostomy or an ileostomy? Explain your answer.
2. What would you expect to see if D.S.’s ostomy has normal function?
Case study progress After D.S. is settled into his room, the NGT and IV line are functioning well, and he receives pain medication, you begin your admission assessment. His abdomen is extremely large, firm to touch, with multiple scars and an ileostomy pouching system in his right lower quadrant (RLQ).
3. Describe 3 common complications of an ileostomy. 4. D.S.’s past medical history of fistula, combined with the
probability of blockage or obstruction, places him at an increased risk for which problems?
5. As you assess the stoma, you look for signs that it is healthy. Which assessment findings are characteristics of a healthy stoma? Select all that apply.
a. The stoma is dry. b. The stoma is moist. c. The stoma is pale pink in color. d. The stoma is flat against the skin. e. The stoma is cherry red to dark pink in color.
6. What stoma changes would you report immediately to the physician? Name at least 4.
7. Why are transparent ostomy pouches recommended for postoperative patients or for patients who are hospitalized?
8. True or False: The stoma will present visual clues of D.S.’s bowel blockage or obstruction. Explain your answer.
Case study progress D.S. continues to complain of abdominal pain and cramping and becomes increasingly restless. You notice that the abdomen behind and around his stoma and pouch appears larger when compared with
the other side of his abdomen.
9. How would you assess for a possible peristomal hernia? 10. Why is a peristomal hernia a problem?
Case study progress You note the ostomy pouch has liquid brown effluent along the lateral edge of the wafer. You check to see that the pouch is properly attached to the wafer and discover that stool is indeed leaking from under the barrier. D.S. apologizes for not bringing any supplies with him, stating, “My ostomy nurse told me to always carry extra supplies for times like this.” Right now, D.S. cannot remember what size he needs. You note he is wearing a two-piece system with a plastic ring- flange that attaches to the pouch with a matching ring.
11. How will you determine the correct pouching size and system?
Case study progress You finish your general head-to-toe assessment and order the appropriate pouching products for D.S. You take clean towels, washcloths, and underpads into his room, along with a hamper for soiled linens. You gather scissors, Skin-Prep, and adhesive remover to assist with the pouching change.
12. As you return to his room, you review the steps for changing an ostomy pouch. What are the steps you will need to follow?
Case study progress You have gathered all needed supplies, and D.S. is as comfortable as possible. You begin the pouching change. Using the adhesive remover, with the push-pull method, you gently remove the wafer. As you lift the wafer, you note that the peristomal skin has severe erythema directly encircling the stoma. There is denudation (partial- thickness breakdown) at the medial stoma-skin edge.
13. How should the skin around the stoma look? 14. In general, there are 4 different causes of erythema or skin
breakdown. Identify 2. 15. After you discover the reddened skin, how will you proceed
with the ostomy care? 16. As you clean the site, D.S. tells you, “You need to scrub that
with strong soap! It’s dirty!” How do you reply to D.S.? 17. As you plan care for D.S. for the shift, which activities may be
performed by UAP? Select all that apply. a. Empty ostomy bag. b. Provide skin care around the ostomy. c. Assess and document stoma appearance. d. Measure liquid contents from ostomy bag. e. Teach ostomy care and skin care to the patient and
caregiver.
Case study progress The next day, D.S.’s vital signs return to normal and his abdomen is less distended. The ileostomy is steadily draining greenish-brown liquid stool. The NGT is removed, and D.S. is started on sips of clear liquids. When you go to check his ileostomy pouch, D.S. tells you, “I know I’ve had this a long time, but I still can’t stand to look at this thing. My wife usually helps me with it, and I hate that.”
18. What will you suggest for D.S. at this time?
Case study outcome D.S. is discharged from the hospital and has no further complications. He and his wife now attend the local ostomy support group.
5
Urinary Elimination
Case Study 67 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working in an extended care facility when M.Z.’s daughter brings her mother in for a week’s stay while she goes on a planned vacation. M.Z. is an 89-year-old widow with a 4-day history of nonlocalized abdominal discomfort, incontinence, new-onset mental confusion, and loose stools. Her most current vital signs are 118/60, 88, 18, 98.4° F (37.4° C). The medical director ordered a postvoid catheterization, which yielded 100 mL of cloudy urine that had a strong odor, and several lab tests on admission. Urine culture and sensitivity (C&S) results are pending; the other results are shown in the chart.
Chart View
Laboratory Test Results Complete metabolic panel (CMP): Within normal limits except for the following results:
BUN 25 mg/dL (8.9 mmol/L)
Sodium 131 mEq/L (131 mmol/L)
Potassium 3.2 mEq/L (3.2 mmol/L)
White blood cell count 11,000/mm3 (11 x 109/L)
Urinalysis
Appearance Cloudy
Odor Foul
pH 8.9
Protein Negative
Nitrites Positive
Crystals Negative
WBCs 6 per low-power field
RBCs 3
1. What condition do the lab reports point toward? 2. Which assessment findings are typical of an older adult with
the condition in Question 1? a. Fever b. Hematuria c. Bladder spasms d. Nonlocalized abdominal discomfort
3. Considering her history and lab results, what other condition is a possibility?
4. The medical director makes rounds and writes orders to start an IV of D5 NS at 75 mL/hr. Because M.Z. is unable to take oral medications, the medical director orders ciprofloxacin (Cipro) 400 mg q12hr IV piggyback (IVPB). Are the type of fluid and rate appropriate for M.Z.’s age and condition? Explain.
5. While the IVPB ciprofloxacin is being administered, which adverse effects might occur? Select all that apply.
a. Nausea b. Headache
c. Drowsiness d. Hypotension e. Restlessness f. Tendon rupture
6. You enter the room to start the IV infusion and find that the UAP had taken M.Z. to the bathroom for a bowel movement. M.Z. asks you to help her, and, as you open the door, you observe her wiping herself from back to front. What do you need to do at this time?
7. Later that day, M.Z. has difficulty voiding, and palpation of the bladder reveals distention. A bedside bladder scanner indicates at least 250 mL of urine in the bladder. A Foley catheter is ordered and inserted. Because M.Z. has been having diarrhea, what special instructions should you give the UAP assigned to give basic care to M.Z.?
Case study progress The next day, you are the nurse assigned to M.Z.’s care. You notice that the UAP emptying the gravity drain is not wearing personal protection devices. You observe that the drainage port of the drainage bag was contaminated during the process because the UAP allowed it to touch the floor.
8. What issues need to be considered in protecting M.Z.’s
safety? Describe your actions in working with the UAP. 9. As you assess M.Z., you notice that her catheter tubing is not
secured. Why does the tubing need to be secured? Where is the correct place for the catheter tubing?
Case study progress On the third day after M.Z.’s admission, the urinary C&S results are as follows: E. coli, more than 100,000 colonies, sensitive to ciprofloxacin, trimethoprim-sulfamethoxazole, and nitrofurantoin.
10. What changes, if any, will be made to the antibiotic therapy? 11. The UAP reports that M.Z.’s 8-hour intake is 520 mL and the
output is 140 mL. Identify 2 possible reasons that could account for the difference and explain how you would assess each.
Case study progress Further monitoring of M.Z.’s urine output reflects adequate output amounts. After a week, M.Z. has completed her antibiotic therapy. Her mental status has cleared, the Foley catheter has been discontinued, and she is voiding without difficulty. She is ready for discharge.
12. What instructions should you discuss with the daughter? 13. She needs to notify the primary care physician if her mother
develops which problems? Name at least 6.
Case study outcome The diarrhea subsides, and M.Z.’s urine is more clear and normal in appearance. She goes back to her daughter’s home after a week and is more alert.
Case Study 68 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working in the emergency department (ED) when M.B., a 72- year-old man, comes in and states he is unable to void. His initial vital signs (VS) are 168/92, 88, 20, 98.2° F (36.8° C).
1. Are M.B.’s VS appropriate for a man of his age? If not, offer a rationale for the abnormal readings.
2. Given M.B.’s statement, what would you expect to find during your initial assessment?
Case study progress While you are taking M.B.’s history, he tells you he is generally in good health and leads an active life. His current medications include finasteride (Proscar) 5 mg/day and vitamin supplements. He reports that he has been unable to void for 12 hours and is very uncomfortable. He asks you to help him.
3. Which of these statements best describes the therapeutic effect of the finasteride?
a. It reduces urinary flow. b. It strengthens the detrusor muscle. c. It reduces the size of the prostate gland. d. It causes relaxation of the urinary sphincter.
4. What do you need to know about the history of his use of the finasteride?
5. If you are going to administer the finasteride, what
precautions are necessary? 6. What are your priorities for this patient? 7. After examining M.B., the ED physician asks you to insert an
indwelling urethral Foley catheter. What will you include in M.B.’s teaching before placing the Foley?
8. You have just finished providing peri-care and are preparing to insert the Foley catheter. Put in order the steps to follow when inserting a Foley catheter, with 1 being the first step:
____a. Apply sterile gloves. ____b. Anchor the catheter to the patient’s inner thigh. ____c. Ensure that the drainage bag is secured to the
bed, below the level of the bladder. ____d. Position and drape the patient. ____e. Cleanse the urethral meatus, following the
proper procedure for a male patient.
____f. Open lubricant container, antiseptic container. Most catheter manufacturers no longer recommend testing the balloon.
____g. Inflate the balloon fully with the amount of fluid recommended for the catheter.
____h. Gently insert the catheter 7 to 9 inches (17 to 22.5 cm) or until urine flows into the catheter tubing, then insert catheter at least 1 inch further.
____i. Perform hand hygiene. ____j. Lubricate catheter. ____k. Open the catheterization kit and place the
underpad, if present, under the patient. 9. After two unsuccessful attempts to advance the catheter into
the bladder, you stop. What is your next intervention? Why? What could be causing this problem?
10. The ED physician successfully inserts the indwelling catheter with the use of the type of catheter illustrated in the accompanying figure. What type of catheter is this, what is its advantage in this situation, and how is it inserted?
11. As the physician begins to inflate the catheter balloon, M.B. winces in pain and states, “Ouch, you’re hurting me!” What happened, and what will the physician do?
12. You watch the urine drain into the bag and note that the amount is approaching 500 mL. What do you do at this time?
13. After the catheter is in place, the ED physician writes orders to discharge M.B. with instructions to see his primary care provider (PCP) on the following day. It is your responsibility to give discharge instructions. Outline your care plan.
14. The next day, M.B. is seen by his PCP, who changes M.B.’s
medication to alfuzosin (Uroxatral). The catheter will be discontinued 2 days later. What teaching is essential regarding this new medication?
a. Alfuzosin needs to be taken in the morning. b. M.B. needs to take each dose on an empty stomach. c. This medication might cause fainting when he first
starts taking it. d. M.B. can stop taking the alfuzosin once the urinary
symptoms subside. 15. You provide teaching on managing episodes of urinary
retention. You use the Teach-Back technique and ask M.B. to teach back the concept he has learned. Which statement by M.B. indicates a need for further teaching?
a. “A warm shower may help me urinate.” b. “I will drink small amounts of water throughout
the day.” c. “I will limit alcoholic drinks to 1 per day if I have
any.” d. “I will drink large amounts of water at mealtimes
to help me urinate.”
Case study outcome M.B. is discharged but continues to have difficulty emptying his bladder. He is referred to a urologist who eventually recommends surgery for an enlarged prostate gland.
Case Study 69 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario N.H., an 89-year-old widow, recently experienced a left-sided cerebrovascular accident (CVA). She has right-sided weakness and
expressive aphasia with minimal swallowing difficulty. N.H. has a medical history of a minor left-sided CVA 2 1/2 years ago, chronic atrial flutter, and hypertension. She has lived with her daughter’s family in a rural town since her previous stroke. Since admission to an acute care facility 5 days ago, N.H. has gained some strength, has become oriented to person and place, and is anxious to begin her rehabilitation program. She is transferred for rehabilitation to your skilled nursing facility with the orders shown in the chart.
Chart View
Admission Orders
Hydrochlorothiazide 25 mg/day PO Digoxin 0.125 mg/day PO Warfarin (Coumadin) 5 mg/day PO Acetaminophen 325 mg q6hr PO prn for pain Zolpidem (Ambien) 5 mg PO at bedtime prn for sleep Diet: Mechanical soft, low sodium with ground meat Foley catheter to gravity drainage, and then begin bladder
training Referrals for speech therapy, occupational therapy, and
physical therapy to evaluate and treat swallowing, communication, and functional abilities
1. What lab orders would you anticipate as a result of this specific list of orders? With each response, describe your rationale.
Case study progress A week later, at the interdisciplinary care conference, you report that bladder training is progressing and recommend removing the catheter if N.H.’s mobility and communication abilities have progressed sufficiently. The group and N.H. agree that she is ready for the Foley catheter to be removed.
2. Identify 3 problems that N.H. is at risk for developing after catheter removal and describe specific interventions for each problem.
Case study progress Two days after the Foley catheter is removed, you observe that N.H.’s urine is cloudy and concentrated and has a strong odor, even though the volumes voided have been adequate.
3. What are your immediate actions?
Case study progress N.H. is started on sulfamethoxazole 800 mg/trimethoprim 160 mg (Bactrim DS) 1 tab PO bid × 10 days for a urinary tract infection (UTI). However, 2 days later, N.H. is in the bathroom and she is very upset. She has just voided; there is blood on the toilet, and the water is bright red with blood. You help the UAP clean N.H. and help her into bed.
4. Describe your assessment steps. 5. Identify at least 2 potential causes for N.H.’s hematuria. 6. Using SBAR, what information would you provide to the
physician when you call?
Case study progress N.H.’s physician changes her antibiotic to oral ciprofloxacin (Cipro) and holds the warfarin for 2 days. Two days later, N.H.’s UTI is responding to antibiotics and she has had no further bleeding in the urine. You want to prepare her and her daughter for eventual discharge.
7. You have provided teaching about preventing a recurrent UTI to N.H. and her daughter. You use the Teach-Back technique to confirm understanding. Which statement by N.H.’s daughter indicates an adequate understanding of the information provided?
a. “She needs to limit how much water she drinks each day.”
b. “When Mom uses the toilet she needs to wipe from back to front.”
c. “She needs to try to urinate every 2 to 3 hours and not delay it if she needs to go.”
d. “If she thinks she might be getting an infection, I will mention it at her next appointment.”
8. You discuss with N.H.’s daughter how certain foods and drinks may irritate the bladder and should be avoided. These foods include which of the following? Select all that apply.
a. Bananas b. Chocolate c. Spicy foods d. Citrus juices e. Caffeinated beverages
9. You talk with N.H.’s daughter about her understanding of caregiving responsibilities for her mother. What kind of questions do you ask to assess whether she is capable of taking care of her mother since her mother’s health has declined? List at least four.
Case study outcome N.H.’s right-sided weakness and expressive aphasia do not resolve. Her daughter takes N.H. home and, with the help of her sister, nieces, and a home health aide, they have adjusted well to living together.
Case Study 70 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario S.M. is a 68-year-old man who is being seen at your clinic for routine
health maintenance and health promotion. He reports that he has been feeling well and has no specific complaints, except for some trouble “emptying my bladder.” Vital signs at this visit are 148/88, 82, 16, 96.9° F (36.1° C). He had a complete blood count and complete metabolic panel completed 1 week before his visit, and the results are listed in the chart.
Chart View
Laboratory Test Results
Sodium 140 mEq/L (140 mmol/L)
Potassium 4.2 mEq/L (4.2 mmol/L)
Chloride 100 mEq/L (100 mmol/L)
Bicarbonate 26 mEq/L (26 mmol/L)
BUN 19 mg/dL (6.8 mmol/L)
Creatinine 0.8 mg/dL (72 mcmol/L)
Glucose 94 mg/dL (5.2 mmol/L)
RBC 5.2 million/mm3 (5.2 x 1012/L)
WBC 7400/mm3 (7.4 x 109/L)
Hgb 15.2 g/dL (152 g/L)
Hct 46%
Platelets 348,000/mm3 (348 x 109/L)
Prostate-specific antigen (PSA) 4.23 ng/mL (4.23 mcg/L)
Urinalysis Within normal limits
1. What can you tell S.M. about his lab work? 2. What is the significance of the PSA result? 3. What other specific examination will S.M. need to have along
with the PSA test?
Case study progress While obtaining your nursing history, you record no family history of cancer or other genitourinary problems. S.M. reports frequency, urgency, and nocturia × 4; he has a weak stream and has to sit to void. These symptoms have been progressive over the past 6 months. He reports he was diagnosed with a “large prostate” a number of years ago. Last month, he began taking saw palmetto capsules but had to stop taking them because “they made me sick.”
4. Why did S.M. try taking the saw palmetto, and why do you think he stopped taking it?
5. S.M. is curious why his enlarged prostate would affect his urination. He is concerned that he has prostate cancer. What would you teach him?
Case study progress The primary care provider (PCP) performs a digital rectal examination (DRE) and asks for a post-void residual (PVR) urine test.
6. Which findings from the DRE indicate BPH? Select all that apply.
a. Prostate is firm. b. Prostate feels nodular. c. Prostate feels spongy. d. Prostate feels smooth. e. Prostate is symmetrically enlarged.
7. You use a bedside bladder scanner and document that S.M. voided 60 mL and his PVR is 120 mL. You report the PVR to the PCP. What is the significance of his PVR?
8. Which of these are considered risk factors for BPH? Select all that apply.
a. Aging b. Obesity
c. Smoking d. High cholesterol levels e. Lack of physical activity f. History of urinary tract infections
9. Commonly used medications for BPH are 5-alpha-reductase inhibitors, such as finasteride (Proscar), and alpha-blocking drugs, such as tamsulosin (Flomax). How do these drugs differ?
10. The PCP orders tamsulosin (Flomax) 0.4 mg/day PO. You enter S.M.’s room to teach him about this medication. What side effects will you tell S.M. about? Select all that apply.
a. Diarrhea b. Dizziness c. Headache d. Heartburn e. Dry mouth f. Orthostatic hypotension
11. S.M. asks, “Will this condition affect my relationship with my wife?” What should you tell him?
12. What would you expect S.M. to report if the medication was successful?
Case study progress S.M. returns in 6 months to report that his symptoms are worse than ever. He has tried several different medications, but medication management failed, and he is told that surgical intervention is necessary.
13. What surgical options are available to S.M.? Describe at least 3.
Case study outcome S.M. chose an outpatient procedure. He did well postoperatively and was discharged to home.
Case Study 71 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario G.W., a 34-year-old African American man, presents with increasing right knee swelling. He states that the swelling has gotten worse over the past 2 weeks and on presentation is now having difficulty ambulating. He reports taking over-the-counter ibuprofen 200 mg tablets at least 4 to 8 tablets per day for nearly 1 year for persistent back and knee pain. He has not seen his primary care physician (PCP) in nearly 2 years. G.W. also complains of weakness, fatigue, decreased urine output, and joint pain and stiffness. He also tells you that when he does urinate, it looks “rusty.” His vital signs are as follows: BP 210/100, P 86, R 24, T 98.7° F (37.1° C).
1. What are the health risks associated with taking ibuprofen for an extended period?
2. What specific questions would you ask G.W. based on his reported symptoms?
Case study progress G.W. tells you that a few years ago he was diagnosed with high blood pressure, but he did not like the medication’s side effects, so he stopped taking it. He said that he was told that he had “kidney problems” but never kept the appointments to check his kidneys. After further assessment, the nurse finds that the abdomen appears firm, round, and distended with edema. He has + 2 edema on his ankles and shins bilaterally. He reports decreased urine output; on admission urine is dark and rust-colored. G.W. is alert and oriented to person, place, time and situation. He is lethargic but easily arousable and coherent. His blood work shows a BUN of 35 mg/dL (12.5 mmol/L), serum creatinine of 4.7 mg/dL (415 mcmol/L), albumin 1.2
g/dL (12 g/L), and H&H 7.1 g/dL (71 g/L) & 23.5%. The results of his urinalysis are listed here:
Chart View
Urinalysis
Appearance Clear
Color: Rust
Odor: Aromatic
pH 6.2
Protein 14 mg/dL
Glucose Negative
White blood cells 5
WBC casts Many
Red blood cells 10
RBC casts Many
3. The physician suspects glomerulonephritis. Which assessment findings and lab results support this diagnosis?
4. What risk factors, if any, does G.W. have for developing glomerulonephritis?
5. Differentiate acute and chronic glomerulonephritis. Which one does G.W. have? Defend your answer.
6. What diagnostic tests are used to confirm the diagnosis of glomerulonephritis?
7. G.W. asks you, “What is glomerulonephritis? Do I have a kidney infection?” Which answer is correct?
a. “No, you have had an allergic reaction to the ibuprofen.”
b. “Yes, glomerulonephritis is a chronic infection of
the kidneys.” c. “Yes, you had a bladder infection that led to a
kidney infection.” d. “No, glomerulonephritis is an inflammation of a
section of the kidneys.”
Case study progress The nephrologist is consulted and the results of a renal biopsy confirm the diagnosis of chronic glomerulonephritis. G.W. received a furosemide (Lasix) drip, and had a total urine output of 450 mL in the next 24 hours. G.W.’s BP has improved but remains elevated at 198/102. The nephrologist ordered lisinopril 5 mg PO once daily, IV methylprednisolone (Solu-Medrol) and cyclophosphamide 2 mg/kg PO daily.
8. How does lisinopril work to reduce blood pressure? a. Increases the heart rate. b. Increases preload and afterload. c. Causes systemic vasoconstriction. d. Prevents the conversion of angiotensin I to
angiotensin II. 9. What nursing considerations are important when giving
lisinopril? 10. What are the expected outcomes of furosemide (Lasix)
therapy? Select all that apply. a. Diuresis of excess fluid b. Reduced blood pressure c. Decreased BUN and creatinine levels d. Increased systemic vascular resistance e. Increased water, sodium, and potassium excretion
11. What do you need to monitor while G.W. is on a furosemide (Lasix) infusion?
12. Which findings would indicate potential adverse effects of a furosemide (Lasix) infusion? Select all that apply.
a. Tinnitus
b. Dizziness c. Weakness d. Dry mouth e. Increased blood pressure
13. Cyclophosphamide comes in 50 mg tablets. G.W. weighs
110 pounds (50 kg). How many 50 mg tablets will he receive for each daily dose of cyclophosphamide?
14. Discuss at least 3 nursing interventions that are important while the patient is on cyclophosphamide therapy.
Case study progress Orders for G.W. include fluid restriction and a “renal diet.” The dietitian visits G.W. to discuss the changes to his diet.
15. Which of these reflect a renal diet? Select all that apply. a. High protein diet b. Reduced salt intake c. Increased potassium intake d. Reduced phosphorus intake e. Taking calcium supplements
16. Discuss the rationale behind the fluid restriction and renal diet.
Case study outcome After 3 days, G.W.’s creatinine and BUN remained elevated with continued hypertension, edema, and decreased urine output. He was started on hemodialysis for management of renal function and the Solu-Medrol was changed to PO prednisone. He remained in the hospital for 3 weeks before being transferred to a rehabilitation facility.
Case Study 72 Name _________________________________ Class/Group
_____________________________ Date _____________
Scenario K.B. is a 32-year-old woman being admitted to the medical floor for fatigue and dehydration. While taking her history, you discover that she has diabetes mellitus (DM) and has been insulin dependent since the age of 8. She has undergone hemodialysis (HD) for the past 2 years because of end-stage renal disease (ESRD). Your initial assessment of K.B. reveals a pale, thin, slightly drowsy woman. Her skin is warm and dry to the touch with poor skin turgor, and her mucous membranes are dry. Her vital signs are 140/88, 116, 18, 99.9° F (37.7° C). She tells you she has been nauseated for 2 days so she has not been eating or drinking. She reports severe diarrhea. The following blood chemistry results are back.
Chart View
Laboratory Test Results
Sodium 145 mEq/L (145 mmol/L)
Potassium 6.0 mEq/L (6.0 mmol/L)
Chloride 93 mEq/L (93 mmol/L)
Bicarbonate 27 mEq/L (27 mmol/L)
BUN 48 mg/dL (17.1 mmol/L)
Creatinine 5.0 mg/dL (442 mcmol/L)
Glucose 238 mg/dL (13.2 mmol/L)
1. What aspects of your assessment support her admitting diagnosis of dehydration?
2. Explain any lab results that might be of concern.
3. Identify 2 possible causes for K.B.’s low-grade fever.
Case study progress The rest of K.B.’s physical assessment is within normal limits. You note that she has an arteriovenous (AV) fistula in her left arm.
4. What is an AV fistula? Why does K.B. have one? 5. What steps do you take to assess K.B.’s AV fistula, and what
physical findings are expected? Explain. 6. As you continue the assessment, you notice that the UAP
comes in to take K.B.’s BP. The UAP places the BP cuff on K.B.’s left arm. What, if anything, do you do?
Case study progress K.B.’s admission CBC yields the following results:
Chart View
Laboratory Test Results
WBC 7600/mm3 (7.6 x 109/L)
RBC 3.2 million/mm3 (3.2 x 1012/L)
Hgb 8.1 g/dL (81 g/L)
Hct 24.3%
Platelets 333,000/mm3 (330 x 109/L)
7. Are these values normal? If not, what are the abnormalities? 8. K.B.’s physician notes that she is anemic, which most likely is
the cause of her increasing fatigue. Why is K.B. anemic?
Case study progress K.B. is sent for an HD treatment. Over the next 24 hours, K.B.’s nausea
subsides, and she is able to eat normally. While you are helping her with her morning care, she confides in you that she does not understand her diet. “I just get blood drawn every week and meet with the dialysis dietitian every month—I just eat what she tells me to eat. It’s so hard!”
9. Because K.B. is on HD and has DM, who would be the best resource to help her with her nutrition questions?
10. What are her special nutritional needs? Name at least 4 specific components of the diet recommended for K.B.
11. Which of these statements about fluid intake for dialysis patients is correct? Select all that apply.
a. There are no fluid restrictions for dialysis patients. b. Dialysis patients need to restrict fluid intake to
water only. c. Fluids are restricted to 600 mL plus the amount
equal to the previous day’s urine output. d. A fluid is anything that is liquid at room
temperature, such as coffee, popsicles, and ice cream.
e. Hypertension may occur if large amounts of fluid are retained between dialysis treatments.
12. Patients in renal failure have the potential to develop comorbid conditions. Identify 5 potential problems, determine how you would assess the problem, then delineate nursing interventions and patient education strategies for each.
Case study progress The following day, K.B. is discharged feeling much better and with a good understanding of her dietary restrictions. Her iron stores have been evaluated and found to be low. Her physician has instructed her to resume her preadmission medications, with the addition of ferrous fumarate oral suspension 100 mg PO bid between meals with water, if tolerated (or with meals if GI distress occurs) and epoetin (Epogen) to be given 3 times a week intravenously with dialysis. She is also given
a prescription for Nephrocaps vitamin supplements to be taken daily.
13. Explain the purpose of the new medications for K.B. 14. You spend some time with K.B. to explain the new
medications. Using the Teach-Back technique, you ask K.B. to explain what she has learned. Which statement by K.B. reflects need for further teaching?
a. “The liquid iron will cause my bowel movements to turn black or dark green.”
b. “I should dilute the liquid iron and drink it with a straw so that it won’t stain my teeth.”
c. “I won’t need to take the iron supplements as long as I get the Epogen during dialysis.”
d. “Hopefully I will feel less tired all the time when these medicines start building up my red blood cells.”
15. K.B. asks, “Why do I need a prescription for vitamins? I can just take something on sale at the drugstore, right?” How do you respond?
16. The ferrous fumarate suspension comes in a bottle that is
labeled 100 mg/5 mL. Indicate on the measuring cup how much medication will be used for each dose.
17. K.B. asks you, “I can just use a teaspoon to measure this
medicine when I’m at home, right?” What is your response? 18. In monitoring K.B.’s response to the epoetin, what adverse
effects would you expect? Select all that apply. a. Diarrhea b. Headache c. Arthralgia d. Drowsiness e. Tachycardia f. Hypertension
19. Which vital sign will you monitor carefully while K.B. is on epoetin therapy? Explain your answer.
20. During the following weeks, which lab result is most
important to monitor while K.B. is on the epoetin? Explain.
Case study outcome K.B. is discharged to home and goes to the local dialysis center 3 times a week. She also keeps appointments with the registered dietitian and reports that she is feeling much better.
Case Study 73 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are a registered nurse in the emergency department (ED). It is a hot summer day and S.R., a 25-year-old woman, comes to the ED with severe left flank and abdominal pain and nausea with vomiting. S.R. looks very tired, her skin is warm, and she is perspiring. She paces about the room doubled over and is clutching her abdomen. S.R. tells you the pain started early this morning and has been pretty steady for the past 6 hours. She gives a history of working outside as a landscaper and takes little time for water breaks. Her past medical history includes three kidney stone attacks, all occurring during late summer. Her abdomen is soft and without tenderness, but her left flank is extremely tender to touch. You place S.R. in one of the examination rooms and take the following vital signs: 188/98, 90, 20, 99° F (37.2° C). A voided urinalysis shows RBCs of 50 to 100 on voided specimen and WBCs of zero.
1. What could be the cause of the blood in her urine? How could you rule out some of these causes?
2. The physician orders an intravenous pyelogram (IVP). What questions do you need to ask S.R. before the test is conducted?
What blood test results do you need to check before she has an IVP?
3. S.R. states she had an allergic reaction during her last IVP and was instructed, “Don’t let anyone give you dye for any testing.” The physician cancels the IVP. What alternative test will be conducted?
Case study progress The noncontrast CT scan shows a left 2-mm ureteral vesicle junction stone.
4. What are the most common types of stones? Select all that apply.
a. Cystine b. Struvite c. Uric acid d. Calcium oxalate e. Calcium phosphate
5. What is the most likely cause of S.R.’s stone? 6. What is a possible complication if S.R.’s stone is not removed?
a. Trabeculation b. Hydronephrosis c. Nephrosclerosis d. Nephrotic syndrome
7. Identify 2 methods of treating a patient with a ureteral vesicle junction stone.
Case study progress S.R. was discharged with instructions to strain all urine and return if she experienced pain unrelieved by the pain medication or increased nausea and vomiting.
8. What specific instructions will you give S.R. about straining her urine, fluid intake, medications, and activity?
Case study progress S.R. returns to the ED in 6 hours with pain unrelieved by the pain medication and increased blood in her urine. She is being held in the ED until she can be transported to surgery.
9. What is the immediate plan of care for S.R.?
Case study progress A 2-mm calculus was removed by basket extraction. Pathologic examination reported the stone to be calcium oxalate.
10. If S.R. continues to form calcium oxalate stones, what recommendations would the physician make for S.R.?
11. Because S.R.’s stone has been reported as calcium oxalate, she is referred to a registered dietitian for guidance on a diet that will prevent further development of stones. Which statements are true regarding recommendations for S.R.’s diet? Select all that apply.
a. Decrease fat intake. b. Decrease sodium intake. c. Drink at least 3 to 4 liters of water each day. d. Avoid eating organ meats, bacon, citrus fruits, and
red wine. e. Avoid chocolate, spinach, tomatoes, dried fruits,
beans, sardines, and nuts. 12. After an education session, you use the Teach-Back technique
to assess S.R.’s understanding of her new dietary guidelines. Which statement by S.R. indicates a need for further teaching?
a. “I will avoid coffee, cocoa, and chocolate.” b. “I will not add salt to my food when cooking.” c. “I will drink at least 3 liters of water each day.” d. “I will increase my intake of milk and cheese
daily.”
Case study outcome
S.R. recovers from this most recent episode and continues to follow the protocol for fluid intake and dietary measures. One year later, she has yet to report a recurrence of stones.
Case Study 74 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working on a telemetry unit and have just received a transfer from the ICU. The 70-year-old male patient, T.A., is postoperative day 2 after three-vessel coronary bypass graft surgery. He has a history of hypertension, hyperlipidemia, and type 2 diabetes mellitus requiring insulin for the past 6 months to control glucose levels. The ICU nurse tells you that there were complications during surgery and he received 3 units of blood to treat hypotension. Since surgery, T.A. has experienced intermittent atrial fibrillation that is under control with amiodarone and metoprolol. The nurse voices concern his urine output seems to be decreasing.
1. Four hours after his admission to your floor, you note that T.A. has had a total urine output of 75 mL of dark amber urine. Why are you concerned?
2. You check the urinary catheter and tubing for obstructions and find none. What other assessments do you need to gather?
Case study progress You notify the surgeon of the decreased urine output. The surgeon orders a stat electrolyte panel and asks you to call with the results.
Chart View
Laboratory Test Results
Potassium 5.8 mEq/L (5.8 mmol/L)
Sodium 132 mEq/L (132 mmol/L)
Glucose 224 mEq/L (12.4 mmol/L)
BUN 86 mg/dL (30.7 mmol/L)
Creatinine 4.4 mg/dL (389 mcmol/L)
3. Interpret T.A.’s lab results. 4. What actions do you need to take because of the serum
potassium level?
Case study progress
Chart View
Medication Administration Record
Dopamine IV infusion at 2 mcg/kg/min Furosemide 80 mg IV push daily Sodium polystyrene sulfonate (Kayexalate) 1 gram PO twice
daily Sevelamer hydrochloride (Renagel) 800 mg PO with meals
5. The surgeon writes new orders. Identify the expected outcome associated with each medication he will be receiving.
6. T.A. weighs 164 lbs. The pharmacy-supplied IV bag reads
“dopamine 400 mg/250 mL.” Calculate the hourly rate for the dopamine infusion. Round to the tenth.
Case study progress The surgeon determines that T.A. is in the oliguric phase of acute
kidney injury (AKI). T.A. is sent to radiology for placement of a dialysis catheter.
7. What is the likely reason T.A. developed AKI? 8. The RIFLE criteria delineate the three stages of AKI based on:
a. Glomerular filtration rate (GFR) b. Serum creatinine and urine output c. Urine osmolality and specific gravity d. Blood pressure and BUN/creatinine ratio
9. You decide to assess T.A. for indications of AKI. What do these include?
10. What are your priority nursing problems right now? 11. The dialysis catheter is inserted into T.A.’s left subclavian
vein. You are preparing to give the IV furosemide and find that his only other IV access, a peripheral line, is the site of the dopamine infusion. What are your options?
12. T.A. asks if he is going to be on dialysis for the rest of his life. How would you respond?
13. T.A. is placed on a fluid restriction and a renal diet. T.A. asks how much he is going to be able to drink. What is your reply?
14. Briefly describe a renal diet. 15. What referral may be needed and why? 16. What are some interventions you can use to help T.A. be more
comfortable while on a fluid restriction? 17. As you plan your care of T.A. for the rest of the shift, identify
which aspects of his care you can delegate to the UAP. Select all that apply.
a. Measure vital signs every 2 hours b. Assist him with oral hygiene as needed c. Obtain T.A.’s glucose level before dinner d. Monitor T.A.’s lung sounds every 4 hours e. Obtain and record an accurate daily weight f. Evaluate T.A.’s I/O trends for the past 48 hours
18. You note that T.A.’s postoperative blood glucose levels range from 62 to 387 mg/dL (3.4 to 21.6 mmol/L). He comments,
“That’s funny, you’re giving me almost twice the amount of insulin that I give myself at home. I don’t understand why it’s not working.” How should you respond?
19. In addition to ongoing assessment, describe nursing
interventions to place in T.A.’s plan of care that are part of patient safety initiatives aimed at minimizing his risk for a VTE developing.
Case study progress The next morning, T.A. is scheduled for his first dialysis treatment at 0800.
20. What type of assessment data do you need to gather before his dialysis treatment?
21. Doses of IV amiodarone, metoprolol, and furosemide are scheduled for 0800. What should you do?
a. Give all three medications 1 hour before dialysis b. Hold all three medications and notify the surgeon c. Give the amiodarone and hold the metoprolol and
furosemide d. Hold all three medications and give them
immediately upon return 22. T.A. is off the unit 4 hours for therapy. When he returns, what
assessments do you need to make? 23. Shortly after his return, T.A. tells you he has a headache and
severe nausea. He is restless and slightly confused, and his BP is 180/102. What is the significance of these findings?
24. You page the surgeon. What will you do while waiting for a return call?
Case study outcome T.A. recovers from the episode of disequilibrium syndrome. During the rest of his hospitalization, he continues to have trouble maintaining fluid and electrolyte balance between his dialysis
treatments. He spends two weeks in a rehabilitation center before being discharged on dialysis and with home health. He eventually regains kidney function.
Case Study 75 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario W.V. is a 51-year-old man who lives with his wife and two teenage sons. W.V. developed chronic kidney disease 15 years ago after using a drug for migraine headaches that was later shown to cause severe nephrotoxicity. W.V. underwent hemodialysis for 5 years before receiving a cadaveric transplant, or a cadaver kidney. He recovered without complications, and his serum lab values returned to normal. He started immunosuppression therapy with prednisone and tacrolimus before his discharge to home.
1. Why are kidney transplants done? 2. What histocompatibility studies are usually done before a
transplant? Why are they important? 3. By what criteria was W.V. considered a suitable candidate for a
kidney transplant? 4. True or False? During transplant surgery, the old kidney is
surgically removed and the new one is sewn in its place. Defend your response.
5. Why is W.V. receiving prednisone and tacrolimus? 6. Name 4 ways in which W.V. might have difficulty adjusting
after an organ transplant. 7. If W.V.’s kidney is producing enough urine and he is feeling
well, why is ongoing lab monitoring necessary? 8. Why should W.V. be concerned about infection? 9. Which statement would show W.V. needs further teaching
regarding posttransplant care and immunosuppressant therapy?
a. “I should wash my hands often.” b. “I will need to have regular lab testing.” c. “I will call the doctor if I urinate less frequently.” d. “It will be nice to go to all of my grandkids’
activities now.”
Case study progress Today, W.V. reports to his provider for a 12-week follow-up. W.V. has gained 5 pounds since his last appointment 2 weeks ago.
Chart View
Vital Signs
Blood pressure (BP) 148/82
Pulse rate 88
Respiratory rate 24
Temperature 99.2° F (37.3° C)
Laboratory Test Results
Sodium 148 mmol/L (148 mmol/L)
Potassium 4.0 mmol/L (4.0 mmol/L)
Glucose 198 mg/dL (11.0 mmol/L)
Calcium 10.1 mg/dL (2.5 mmol/L)
Creatinine 2.2 mg/dL (194 mcmol/L)
Blood urea nitrogen (BUN) 42 mg/dL (15.0 mmol/L)
10. What is the possible significance of W.V.’s BP? 11. Interpret W.V.’s lab results.
Case study progress The provider suspects W.V. is experiencing acute rejection and orders a renal biopsy, which confirms a diagnosis of acute rejection.
12. What other signs and symptoms may be present with acute rejection?
13. Explain the pathophysiology of acute rejection. 14. What are the collaborative care options to save the kidney
when rejection is present? 15. The provider decides to add mycophenolate (CellCept) 1 gram
orally twice daily to W.V.’s immunosuppressive regimen. How does mycophenolate help protect W.V.’s kidney?
16. What do you need to teach W.V. about mycophenolate therapy?
17. Glipizide is prescribed for W.V.’s hyperglycemia. W.V. asks if this means he is now a diabetic. How would you answer him?
18. W.V. asks you if this means he is going to lose the kidney and go back on dialysis. How would you respond?
19. How can you best support W.V. and his family during this time?
Case study outcome W.V. does not experience any further episodes of acute rejection and within 6 months is able to be on lower doses of immunosuppressive therapy. With the lower level of immunosuppression, his elevated glucose resolves and he does not develop diabetes. His kidney continues to function well, and he says that despite a few challenges that come with being a posttransplant patient, “I feel better than I have in years.”
6
Intracranial Regulation
Case Study 76 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario L.C. is a 78-year-old man with a 3-year history of Parkinson disease (PD). He is a retired engineer, married, and living with his wife in a small farming community. He has 4 adult children who live close by. Since his last visit to the clinic 6 months ago, L.C. reports that his tremors are “about the same” as they were. However, further questioning reveals that he feels his gait is a little more unsteady and his fatigue is slightly more noticeable. L.C. is also concerned about increased drooling. Among the medications L.C. takes are carbidopa- levodopa 25/100 mg (Sinemet) and pramipexole (Mirapex) 0.5 mg, each three times daily. On the previous visit the Sinemet was increased from 2 to 3 times daily. He reports that he has become very somnolent with this regimen and that his dyskinetic movements appear to be worse just after taking his carbidopa-levodopa (Sinemet).
1. What is PD? 2. What is parkinsonism? 3. What are the clinical manifestations of PD? Underline the
symptoms L.C. has mentioned. 4. L.C.’s wife asks you, “How do the doctors know he really has
Parkinson disease? They never did a lot of tests on him.” How
is PD diagnosed? 5. L.C. asks, “Why don’t they give me a dopamine pill? Wouldn’t
that just fix everything?” Why is oral dopamine not a replacement therapy?
6. Why is levodopa given in combination with carbidopa? 7. Why did L.C.’s dyskinetic movements appear to be worse just
after taking carbidopa-levodopa? What changes to his medication therapy may be needed?
8. Because L.C. takes Sinemet, what serious adverse effect should you assess for in him?
a. Suicidal thoughts b. Permanent hearing loss c. Steven-Johnson syndrome d. Spontaneous tendon rupture
9. L.C.’s wife asks, “They can do surgery for everything else. Why can’t they do some kind of surgery to fix Parkinson disease?” How would you describe the surgical treatments available for patients with PD?
Case study progress After examining L.C., the provider decides not to hospitalize him but to decrease the dosage of Sinemet. He tells L.C. and his wife that he thinks L.C. is likely experiencing some advancement in his disease and says that it is time for some changes in L.C.’s care. The provider looks at you and asks you to coordinate the “usual referrals.”
10. What interprofessional team members would be involved in L.C.’s care and how?
11. What factors do you need to take into consideration when helping L.C. with these referrals?
12. L.C. is reporting an increase in drooling, and you are
concerned about his ability to swallow. What further assessment could you perform to determine whether L.C. is at immediate risk for aspirating?
13. What are 3 nutrition interventions that should be implemented for L.C.?
14. Because L.C. is reporting that his gait is more unsteady,
there is an increased risk for falls. Which suggestion could you offer to diminish this risk?
a. Only use a wheelchair to get around b. Use a bag or backpack to carry objects c. Stand as upright as possible and use a walker d. Keep the feet close together while ambulating
15. What are 3 suggestions you can make to L.C. to help manage fatigue?
16. You are giving instructions to L.C. and his wife about
ambulating safely. You determine that they understand the directions if they say that L.C. will:
a. Schedule his PT appointments in the evening b. Sit on a large, soft sofa with supportive pillows c. Use a step stool to obtain difficult-to-reach items d. When rising from a seat, rock back and forth to
start moving 17. As L.C.’s case manager, identify 5 things that you would need
to assess to determine whether L.C. could be cared for in his home.
Case study outcome L.C. starts a multifaceted speech, OT, and PT program for persons with Parkinson disease. After 8 weeks, his gait is steadier and he is using several strategies to manage his fatigue and drooling.
Case Study 77 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario N.T., a 79-year-old woman, arrives at the emergency department with expressive aphasia, left facial droop, left-sided hemiparesis, and mild dysphagia. Her husband states that when she awoke that morning at 0700, she stayed in bed, saying she had a mild headache over the right temple and was feeling weak. He went and got coffee, then thinking it was unusual for her to stay in bed, went back to check on her. He found she was having trouble saying words and had a left-sided facial droop. When he helped her up from the bedside, he noticed weakness in her left hand and leg and brought her to the emergency department. Her medical history includes atrial fibrillation, hypertension, and hyperlipidemia. A recent cardiac stress test was normal, and her blood pressure is under good control. N.T. is currently taking amiodarone, amlodipine (Norvasc), aspirin, simvastatin (Zocor), and lisinopril (Zestril). The provider suspects N.T. is having an acute cerebrovascular accident (CVA).
1. What role do diagnostic tests play in evaluating N.T. for a suspected CVA?
2. Explain how knowing the type of CVA is an important factor in planning care.
3. Which factor in N.T.’s history is the most likely contributor to her having a CVA and why?
4. The primary factor influencing the manifestations of a CVA is the:
a. Area of the brain affected b. Speed of onset of the CVA c. Amount of brain tissue affected d. Type of CVA the patient experienced
5. What are the common manifestations of a CVA? 6. How should you position N.T.? 7. Outline the focused assessment you need to obtain.
Case study progress
Your assessment findings are as follows: VS are 164/98, 94, 24, 97.2° F (36.2° C), Sao2 94% on room air. Her lungs are clear, and she is alert and oriented. She is able to follow simple commands, has PERRL with intact extraocular movements, and no vison loss. Her facial movements are asymmetrical, with left-sided drooping. Speech is slightly slurred, although it remains intelligible. She is unable to move her left arm and leg; sensation is intact. There is no ataxia; however, she is experiencing some visual and tactile neglect of the left side.
8. Complete the National Institutes of Health Stroke Scale (NIHSS) scores for each of N.T.’s symptoms.
Symptom Score
Alert
Knows month and age
Able to follow commands
Extraocular movements (EOMs) intact
No visual loss
Partial left facial paralysis
Left leg no movement
Left arm no movement
No ataxia
Sensation intact
Moderate aphasia
Neglect of left side
TOTAL SCORE
9. Based on your scoring, what level of CVA did N.T. experience? 10. There are a number of manifestations of a CVA. Match the
description of various losses with the term describing the loss:
_____A. Alexia 1. Total inability to communicate
_____B. Wernicke aphasia
2. Difficulty articulating words
_____C. Dysarthria
3. Inability to perform purposeful movements in the absence of motor problems
_____D. Apraxia 4. Sentences contain words that are irrelevant or non- existent
_____E. Agraphia 5. Loss of the ability to read
_____F. Agnosia 6. Inability to recognize familiar objects
_____G. Global aphasia
7. Loss of the ability to write
Case study progress A noncontrast CT scan confirms the diagnosis of a thrombolytic CVA. The provider writes the orders shown in the chart.
Chart View
Physician’s Orders
IV 0.9% NaCl at 75 mL/hr Activase (tPA) per protocol Stat CBC, PT/INR, CPK isoenzymes Neurologic assessment every hour Obtain patient weight VS every hour O2 at 2 L per nasal cannula (NC) NPO until swallowing evaluation
11. Outline a plan of care for implementing these orders. 12. Which interventions can you delegate to the UAP? Select all
that apply. a. Obtaining N.T.’s weight b. Obtaining a manual BP per protocol c. Initiating O2 therapy by nasal cannula d. Assisting N.T. in repositioning every 2 hours e. Performing N.T.’s neurologic checks every hour
13. What is the purpose of monitoring the CK isoenzyme levels? 14. The instructions on the tPA vials read to reconstitute with
50 mL of sterile water to make a total of 50 mg/50 mL (1 mg/mL). The hospital protocol is to infuse 0.9 mg/kg over 60 minutes with 10% of the dose given as a bolus over 1 minute. N.T. weighs 143 pounds. What is the amount of the bolus dose, in both milligrams and milliliters, you will give in the first minute? What is the amount of the remaining dose you will need to give?
15. Contraindications for beginning fibrinolytic therapy include which of the following? Select all that apply.
a. Systolic BP of 150 b. Worsening neurologic status c. Major surgery in the last 14 days d. Platelet count of less than 100,000 (100 x 109/L) e. Blood glucose of less than 50 mg/dL (2.8 mmol/L) f. Currently on warfarin with an INR of 1.4 g. History of myocardial infarction 3 months ago
16. What are your responsibilities during the administration of Activase (tPA)?
17. What signs and symptoms would alert you to the possible presence of an intracerebral hemorrhage during the tPA infusion?
Case study progress N.T. is admitted to the neurology unit. A second CT scan 24 hours
later reveals a small CVA in the right hemisphere. She is placed on aspirin, amiodarone, amlodipine (Norvasc), clopidogrel (Plavix), simvastatin (Zocor), and lisinopril (Zestril).
18. During the first 24 hours after Activase (tPA), the primary concern is controlling N.T.’s:
a. Glucose level b. Blood pressure c. Cardiac rhythm d. Oxygen saturation
19. Why was N.T. placed on clopidogrel (Plavix) post-CVA? 20. Because N.T. had a thrombolytic infusion, how many hours
had to pass before starting any anticoagulant or antiplatelet drugs?
21. Is there any benefit from continuing simvastatin? 22. While assessing N.T., you note the following findings. Which
one is unrelated to the CVA? a. Lethargy b. Headache c. Lumbar pain d. Blurred vision
23. As you walk into the nurses’ station, the charge nurse is coordinating the swallowing evaluation, including a modified barium swallow study and referral for a speech-language pathologist (SLP). Give the rationale for these orders.
24. If N.T.’s deficits are temporary, how long might it take before they completely reverse?
Case study outcome After spending 1 week on the neurology unit, N.T. is discharged to a rehabilitation center for continued therapy. Though she is still experiencing some mild deficits, she is able to go home after 6 weeks.
Case Study 78
Name _________________________________ Class/Group _____________________________ Date _____________
Scenario T.H. is a 55-year-old man with an 8-month history of progressive muscle weakness. Initially, he tripped over things and seemed to drop everything. He lost interest in activities because he was always exhausted. He sought medical care when his speech became slurred and he started to drool. During the initial evaluation, the provider noted frequent, severe muscle cramps, muscle twitching, and inappropriate, uncontrollable periods of laughter. After undergoing a series of tests, T.H. was diagnosed with amyotrophic lateral sclerosis (ALS). He is upset and bewildered about a disease that he has “never even heard of.” You are a home health nurse who is seeing T.H. for the first time.
1. How would you explain ALS to T.H.? 2. Who gets ALS? 3. How common is ALS? 4. What are the early manifestations of ALS? 5. What do patients with multiple sclerosis, myasthenia gravis,
and ALS have in common? a. Each is caused by a deficiency of essential
neurotransmitters b. Patients will experience a complete recovery after
several months c. The diseases place the patient at higher risk for
respiratory complications d. Manifestations include hyperactive deep tendon
reflexes and muscle twitching 6. T.H. has many questions. He asks you, “How long can I expect
to live?” How should you respond? 7. T.H. asks, “Will I lose my mind?” 8. T.H. then asks, “Are there any treatments for this?”
9. T.H. thinks a moment, then says, “How is the doctor even sure this is what I have?” What is your response?
10. As part of this initial visit, you will begin to coordinate care with speech, occupational, respiratory, and physical therapists, as well as a dietitian and a psychologist. Describe the role that each of these professionals will play in T.H.’s treatment.
11. Which actions will support communication among T.H.’s
care providers? Select all that apply. a. Maintaining one central medical record b. Designating the physician as the team leader c. Having open communication among team members d. Holding periodic team conferences to communicate
goals e. Inviting T.H. and his caregiver to take part in team
conferences 12. You hold a family meeting to recruit adequate help for the
caregiver—in this case, T.H.’s wife. Why is this important? 13. What are some suggestions you can give T.H.’s wife to help
her reduce caregiver strain? 14. How would you best determine whether T.H.’s wife was
experiencing caregiver strain? a. Ask how well T.H. thinks his spouse is caring for
him b. Assess the caregiving situation and health of T.H.
and his wife c. Evaluate his wife for any new symptoms of anxiety
and depression d. Determine whether his wife feels overwhelmed by
her responsibilities 15. T.H. asks you, “How will the end probably come for me?”
What should you tell him? 16. T.H. wants to know whether he “has to be put on a breathing
machine.” What factors will you take into consideration when deciding what to tell him?
17. Which legal document should T.H. formulate to describe his wishes about being placed on a “breathing machine”? Give your rationale.
a. Living will b. Living trust c. Standard will d. Health care power of attorney
Case study outcome T.H. stays at home and you continue to visit him weekly for the next 20 months. After aspirating, he develops pneumonia and after deciding not to be placed on mechanical ventilation, passes away surrounded by his family.
Case Study 79 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.G. is a 34-year-old woman who underwent an emergency cesarean delivery after a prolonged labor, during which she had a sudden change in neurologic functioning and had a tonic-clonic (grand mal) seizure. After delivery, J.G. had 2 more seizures and demonstrated dyskinesia, resulting in frequent falls when ambulating. She was diagnosed with a basal ganglion hematoma with infarct and started on phenytoin (Dilantin). Once the seizure disorder appeared to be under control, she was transferred to a rehabilitation facility for evaluation and 2 weeks of intensive physical therapy (PT). She is now home. She still has occasional falls but has had no seizures. She is receiving PT 3 times a week in her home. As case manager for J.G.’s health maintenance organization, you make a home visit with her and her family for evaluation of long-term follow-up care.
1. A seizure is not a disease in itself but a symptom of a disease. What is the term for chronically recurring seizures?
2. Does J.G. have epilepsy? 3. In addition to the brain injury, what are some other possible
conditions that could be contributing to J.G.’s lowered seizure threshold?
4. What is the pathophysiology of a seizure? 5. J.G. had tonic-clonic, or grand mal, seizures. Describe this type
of seizure. 6. They ask how phenytoin (Dilantin) works in preventing
seizures. How would you respond? 7. What factors are considered when determining which seizure
medication a patient should take? 8. J.G. tells you she is having trouble remembering to take
her medication. Why does this concern you? 9. What are some strategies you could suggest to J.G. and
her husband to help her with remembering to take the phenytoin?
10. You check the chart and note that J.G.’s last phenytoin level was 12.7 mcg/mL (50.3 mcmol/L). What action do you expect based on this level?
a. Because this level is on the border of therapeutic, notify the neurologist.
b. This level is dangerously high, and an immediate reduction in dose is necessary.
c. J.G. is at immediate risk for a seizure so she should go to the emergency department.
d. Because this level is within normal limits, J.G. would continue therapy as prescribed.
11. J.G. asks, “Will my blood levels stay under control as long as I take my medicine?” How would you answer her question?
12. J.G.’s husband asks if the phenytoin could harm his wife in any way. What general information would you review with them about phenytoin?
13. J.G. says that because she has not had a seizure since she was in the hospital, she questions how long she will have to continue taking the phenytoin. Which is your best response?
a. “Your seizures are cured only as long as you take the medication.”
b. “This medication might need to be continued for the rest of your life.”
c. “This medication can be stopped after you are seizure free for 6 months.”
d. “This medication will have to be taken only when you are experiencing stress.”
14. J.G.’s husband asks you what he should do if she has a
seizure at home. What should you teach him? 15. Her husband states that he is afraid for J.G. to take care of the
baby. What would you say to him? 16. What aspects of the home environment do you need to
inspect and why? 17. Describe safety measures you can teach J.G. that will
minimize her risk of injury should she have a seizure. 18. You would determine further teaching is needed
regarding modifying their home environment to reduce J.G.’s risk of falling if J.G. or her husband states:
a. “The decorative rugs are all going to be put into storage.”
b. “We will put some nonskid strips in the shower in the master bath.”
c. “We will keep the stairway free of clutter and turn the light on as needed.”
d. “J.G. will need some new socks to wear so she is not going barefoot indoors.”
Case study outcome
J.G. continued on the phenytoin for 14 months, and then she chose to stop taking it so she could have another child. She had no further seizures until after she delivered her next child, at which time she experienced a grand mal seizure. She resumed the phenytoin and has remained seizure-free.
Case Study 80 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.B. is a 58-year-old retired postal worker who has been on your floor for several days receiving plasmapheresis every other day for myasthenia gravis. About a year ago, J.B. started having difficulty chewing and swallowing, diplopia, and slurred speech, at which time he was placed on pyridostigmine (Mestinon). Before this admission he had been relatively stable. His other medical history includes hypertension controlled with metoprolol (Lopressor) and glaucoma treated with timolol (ophthalmic preparation). Recently J.B. had a sinus infection and was treated with ciprofloxacin (Cipro). On admission, J.B. was unable to bear any weight or drink fluids through a straw. There have been periods of exacerbation and remission since admission.
Chart View
Vital Signs
Blood pressure 170/68
Heart rate 118
Respiratory rate 32
Temperature 101.8° F (38.8° C)
1. You note that the UAP has just entered these vital signs into J.B.’s record. What is your immediate concern and why?
2. What action do you need to take based on this concern? 3. What other assessment findings would support this
complication being present? 4. What is the physiologic difference between a cholinergic crisis
and myasthenic crisis? 5. What medical treatment do you anticipate for J.B.? 6. What is your nursing priority at this time? 7. Based on this priority, what nursing interventions do you need
to perform? 8. Which actions do you need to implement to give
edrophonium safely? Select all that apply. a. Have IV atropine sulfate readily available. b. Place J.B. on continuous cardiac monitoring. c. Initiate precautions to prevent excessive bleeding. d. Give an as-needed antiemetic drug before injection. e. Monitor for any changes in his level of
consciousness. 9. J.B.’s wife asks you, “What may have caused my husband to
get worse, and why does he keep having these episodes?” What explanation should you give her?
Case study progress J.B.’s condition improves after receiving edrophonium and IV gamma globulin. Two days later, after he is stable, you sit down to discuss discharge plans with J.B. and his wife.
10. J.B.’s wife tells you she does not have a lot of information about myasthenia gravis (MG) and she would like to know more about it. What should you tell her?
11. They ask you to explain what to expect in terms of symptoms
as his illness progresses. What should you tell them? 12. J.B.’s wife asks, “How do they know my husband has
myasthenia gravis?” What should you tell her about how MG is diagnosed?
13. J.B.’s wife asks why he received plasmapheresis. Which statement best describes the purpose of this procedure? Plasmapheresis:
a. replaces affected blood with unaffected blood. b. decreases the production of antireceptor antibodies. c. reduces inflammation by infusing
immunoglobulins. d. removes circulating abnormal antibodies from the
blood. 14. J.B. wants to know when he will be able to go home. How will
you respond? 15. J.B.’s wife asks you what information they will need
before he goes home. What do you need to teach J.B. about taking pyridostigmine?
16. Outline other points you need to teach J.B. and his wife about managing myasthenia gravis.
17. You teach J.B. and his wife that the most effective means of preventing myasthenic and cholinergic crises is:
a. Doing all errands early in the day b. Eating three large, well-balanced meals c. Taking medications at the same time each day d. Doing muscle-strengthening exercises twice a day
18. How will you know that your teaching has been effective? 19. What community resources might J.B. and his wife find
helpful?
Case study outcome J.B. and his wife thank you for taking the time to sit down with them. They state that although they know they have a lot to deal with, and it won’t be easy, they feel that they are better prepared to cope with
myasthenia gravis having the information you shared.
Case Study 81 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario Z.O. is a 3-year-old boy with no significant medical history. He is brought into the emergency department by the emergency medical technicians after experiencing a seizure that lasted for 3 minutes. His parents report no previous history that might contribute to the seizure. On questioning, they state that they have noticed that he has been irritable, has had a poor appetite, and has been clumsier than usual over the past 2 to 3 weeks. Z.O. is admitted for diagnosis and treatment for a suspected brain tumor. A magnetic resonance imaging (MRI) scan of the brain shows a 1-cm mass in the posterior fossa region of the brain, and Z.O. is tentatively diagnosed with a cerebellar astrocytoma. The tumor appears to be contained, and the treatment plan will consist of a surgical resection, with a definitive diagnosis determined by histologic examination of tissue obtained during surgery. The type of tumor and grading will determine further treatment.
1. What are common presenting symptoms of a brain tumor? Select all that apply.
a. Pallor b. Ataxia c. Diarrhea d. Seizures e. Vomiting with eating f. Headaches, especially on awakening
2. Explain the reason that a brain tumor can cause the signs and
symptoms listed in Question #1. 3. Outline a plan of care for Z.O., describing at least 2 nursing
interventions that would be appropriate for managing fluid status, providing preoperative teaching, facilitating family coping, and preparing Z.O. and his family for surgery.
Case study progress Z.O. returns to the pediatric intensive care unit after surgery. He is arousable but cannot answer questions. His pupils are equal and reactive to light. He has a head dressing covering the entire scalp with small amount of serosanguinous drainage. His IV is intact and infusing as ordered through a new central venous line. His breath sounds are equal and clear, and SpO2 is 98% on room air. You get him settled in his bed and leave the room.
Chart View
Postoperative Orders
Vital signs every 15 minutes × 4, and then every 15 to 30 minutes until stable
Contact surgeon for temperature less than 36° C or over 38.5° C (96.8° F to 101.3° F)
Maintain NPO until fully awake; may offer clear liquids as tolerated
Maintain Trendelenburg position Reinforce bandage as needed Neuro checks every 8 hours Elbow restraints if needed
4. You check the postoperative orders written by the resident, which are listed in the chart. Which orders are appropriate, and which would you question? State your rationale.
5. You return to the room later in the shift to check on Z.O. Which
assessment findings would cause concern? Select all that apply and explain your answers.
a. Facial edema b. Heart rate 120 c. Decreased responsiveness d. Blood pressure 90/55 e. Increased clear drainage on dressing
6. Discuss some of the emotional issues Z.O.’s parents will experience during the immediate postoperative period.
7. Which actions are appropriate ways to assist the family during this time? Select all that apply.
a. Reassure them that everything will be fine. b. Tell them you understand how they are feeling. c. Ensure that they have as much privacy as possible. d. Encourage them to talk about their feelings, if they
can. e. Remind them that they need to care of themselves
to be able to care for their child. f. Ask them if they would like to talk with the hospital
chaplain and/or social worker.
Case study progress The health care team will create a treatment plan for Z.O. This plan will outline what types of treatments will be used, how often they will be administered, and the expected length of treatment. It will be customized based on Z.O.’s overall health, age, cancer type, and stage of cancer. The team will meet daily to weekly to update the ongoing treatment plan.
8. Which health care team members would you expect to be included in this interdisciplinary team? Select all that are appropriate and explain why you think they should be included.
a. Pharmacist b. Oncologist
c. Neurologist d. Hematologist e. Neurosurgeon f. General surgeon g. Oncology social worker h. Charge nurse and/or nurse caring for Z.O. i. Oncology nurse practitioner/clinical nurse specialist
Case study progress Z.O.’s wound and neurologic status are monitored, and he continues to improve. He is transferred to the oncology service on postoperative day 7 for initiation of chemotherapy.
9. Outline a plan of care that addresses common risks secondary to chemotherapy, describing at least 2 nursing interventions that would be appropriate for managing risks for infection, bleeding, dehydration, altered growth and nutrition, altered skin integrity, and body image.
10. The unlicensed assistive personnel (UAP) is in the room
caring for Z.O. Which safety observations would you need to address? Explain your answer.
a. UAP assists Z.O. out of bed to prevent a fall. b. UAP encourages Z.O. to use a soft toothbrush for
oral care. c. UAP applies the disposable probe cover to the
rectal thermometer. d. UAP applies hand gel before and after assisting
Z.O. to the restroom.
Case study progress On day 10, after initiation of chemotherapy, you receive the lab results shown in the chart.
Chart View
Laboratory Test Results
Hemoglobin (Hgb) 12.5 g/dL (125 g/L)
Hematocrit (Hct) 36%
White blood cells (WBCs) 7.5 × 103 cells/mm3
Red blood cells (RBCs) 4.0 million/mm3 (4 x 1012/L)
Platelets 80,000 × 103/mm3 (80 x 109/L)
Albumin 2.5 g/dL (3.6 mcmol/L)
Absolute neutrophil count (ANC) 75/mm3 (0.0075 x 109/L)
11. Which lab results are you concerned about, and why? 12. Z.O. has a 5-year-old sister. She has been afraid of visiting at
the hospital because her “brother might die.” Discuss a preschooler’s concept of death and strategies to help cope with the illness of a sibling.
Case study progress Postoperatively, Z.O. completed his initial course of chemotherapy in the hospital. He completed the cancer protocol he was treated under and was in remission with follow-up monitoring every 3 months. Four months later, he is experiencing new symptoms, including behavior changes and regression in speech and mobility. After extensive diagnostic testing, it is determined that his tumor has recurred.
13. Before the health care team decides on the new treatment goals and how to achieve them, what are some of the questions/issues you think should be addressed with the parents?
14. After a long discussion with Z.O.’s parents, the health care team suggests hospice care. List at least 4 of the goals of hospice care for this patient and family.
15. Pain control, supplemental nutrition and hydration, and resuscitation are common ethical dilemmas nurses face when caring for terminally ill children. Complete the following chart, describing the common reasons for providing and withholding care for Pain Control, Supplemental Nutrition and Hydration, and Resuscitation.
Case study outcome Z.O. dies at home just before his fourth birthday. The hospice nurse and chaplain help the family by providing support and comfort for all family members and assistance in dealing with funeral arrangements. In addition, they offer the family ongoing bereavement resources and services.
Case Study 82 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.H. is a 5-week-old infant brought to the emergency department (ED) by his mother, who speaks little English. Her husband is at work. The mother is young and appears frightened and anxious. Through a translator, Mrs. H. reports that J.H. has not been eating, sleeps all of the time, and is “not normal.”
1. What are some of the obstacles you need to consider, recognizing that Mrs. H. does not speak or understand English
well? 2. You perform your primary assessment and question Mrs. H.
with a translator. Which findings are abnormal and need to be reported? Select all that apply and state rationale.
a. High-pitched cry b. Pupils equal and + 3 c. Heart rate: 85 d. Positive Babinski reflex e. Refusal of PO intake per mother f. Anterior fontanel palpable and tense g. Temperature 36° C (96.8° F) rectally
3. Place an X where you would assess the Babinski reflex on an infant.
Case study progress J.H. is admitted to the medical unit with the diagnoses of meningitis and rule out sepsis. The ED physician gives the orders shown in the chart.
Chart View
Emergency Department Orders
CBC with differential Blood culture CMP UA Cerebrospinal fluid (CSF) for culture, glucose, protein, cell
count (after lumbar puncture) Ceftriaxone (Rocephin) 260 mg IV now (loading dose) Ampicillin 400 mg IV now and then every 6 hrs Acetaminophen 50 mg per rectum for irritability X 1 dose D5W 0.45% NS to infuse at 15 mL/hr
4. Prioritize the order of your interventions, with 1 being your first action and 7 being your last action.
_______1. Administer ceftriaxone and Ampicillin _______2. Place IV _______3. Straight catheterization for urine specimen _______4. Place on contact isolation and droplet
precautions _______5. Assist with lumbar puncture _______6. Administer acetaminophen _______7. Obtain blood culture, CMP
5. You have a difficult time placing the IV line, and the physician writes an order to give the ceftriaxone IM while you wait for the vascular access team to place the IV. Name the appropriate
site for an IM injection for an infant. 6. Before administering the ceftriaxone and Ampicillin, you
verify the dose with another RN. The therapeutic range is for Rocephin 100 mg/kg loading dose and then 80 to 100 mg/kg daily. The therapeutic range for Ampicillin is 200 to 400 mg/kg/day in 4 divided doses with a maximum daily dosage of 12 g/day. J.H. weighs 3.5 kg. Is the loading dose ordered for Rocephin safe? Is it therapeutic? Is the ordered dose for Ampicillin, if given every 6 hours, safe and therapeutic? Show your work.
7. Interpret J.H.’s lab findings, and explain the rationale for abnormal results.
Chart View
Laboratory Test Results Urinalysis
pH 7.2
Color Clear
Leukocytes Negative
Blood Tests
Hct 32%
HgB 10.5 g/dL (105 g/L)
WBC 22,000 cells/mm3 (22 x 109/L)
Sodium 136 mEq/L (136 mmol/L)
8. Interpret the CSF findings. Would you suspect bacterial or viral meningitis? Why?
Chart View
Cerebrospinal Fluid Analysis
CSF Clear
Gram stain Pending
Protein 300 mg/dL (elevated) (3.0 g/L)
Leukocytes (cell count) 1030 (elevated)
Glucose 40 mg/dL (decreased) (2.2 mmol/L)
9. What are the most common bacterial pathogens in this age group?
Case study progress J.H. is diagnosed with Escherichia coli meningitis. His medical care plan will include 21 days of antibiotic therapy with ceftriaxone. You are developing his nursing plan of care.
10. Outline a plan of care for J.H., describing at least 2 nursing interventions that would be appropriate for managing pain and infection, maintaining hydration, assisting with increased intracranial pressure (ICP), and teaching to review with his parents.
Case study progress Mrs. H., through her translator, asks you what could have caused her baby to be sick, given that he had an immunization when he was born. She asks whether he should get “more shots” so this won’t happen again. You reinforce to Mrs. H. that infants have immature immune systems, and they are vulnerable to infections until they have been fully immunized. Mrs. H. asks when J.H. will get more shots and what will they be.
11. According to the CDC immunization schedule, which immunizations will J.H. receive at 2 months? You can refer to the current immunization schedules posted at www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs- child-combined-schedule.pdf
a. Hib b. IPV c. OPV d. MMR e. DTaP f. Hep B g. Varicella h. Rotavirus i. Pneumococcal conjugate (PCV13)
12. What is the effect of hospitalization on J.H.’s growth and development?
13. J.H. is being discharged after 3 weeks of IV antibiotic therapy. What educational topics will be important to discuss with J.H.’s parents when he is discharged?
14. You are providing developmental teaching to Mrs. H. with a translator. Which milestones would be appropriate to anticipate at 2 months? Select all that apply.
a. Coos and gurgles b. Develops a social smile c. Able to purposely reach for toys d. Able to roll from stomach to back e. Able to see an object 4 to 5 feet away
Case study outcome J.H. is discharged to home with his parents. He will continue antibiotics by mouth for 1 week and receive a home health visit for infant care follow-up. The parents are to return him to his primary care provider in 1 week or call with any concerns.
Case Study 83
Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You admit L.M., a 2-month-old girl with a history of hydrocephalus and ventriculoperitoneal (VP) shunt placement 1 month earlier. Her parents report that she has been more irritable than usual, and for the past 3 days she has fed poorly and has had emesis 5 or 6 times every day.
1. Explain the pathophysiology of hydrocephalus and cerebrospinal fluid (CSF) imbalance.
2. Explain how the placement of a VP shunt helps the patient.
Case study progress You get L.M. settled on the unit and promptly perform her admission assessment.
3. A nursing student is assisting you with L.M.’s admission. Assessment of growth and development is an important part of patient assessment. Which of the nursing student’s statements is correct?
a. “We should not see any head lag.” b. “L. should be able to focus on objects that are near.” c. “We will assess her anterior fontanel because it
should be closed.” d. “I do not need to do a frontal occipital
circumference measurement because her sutures have fused.”
4. Your assessment includes the following findings. Indicate the abnormal findings with a * and state the possible rationale for each.
System Assessment and Vital Signs If Abnormal,
State Rationale
Weight 4.5 kg
Neurologic Irritable, awake, and fussy; difficult to console FOC: 44 cm, “increased 2 cm from measurement yesterday” per mother Anterior fontanel slightly bulging Unable to palpate posterior fontanel Pupils equal and reactive Shunt observed and palpated lightly behind (L) ear, no warmth, tenderness or drainage
Respiratory Bilateral breath sounds equal and clear Spo2 95% on room air Respiratory rate: 40
Cardiovascular Rectal temperature: 38.8° C Heart rate (HR): 182 Blood pressure (BP): 111/70 Pulses 2 + and equal bilaterally
Gastrointestinal Positive bowel sounds Emesis during examination Last feeding 6 hours ago
Genitourinary Last urine output 2 hours ago
Musculoskeletal Moves all extremities well Head lag noted
Skin Diaper rash noted
Abdominal incision with well approximated edges, no warmth, tenderness, or drainage
5. The doctors order a CT scan and lumbar puncture with a cell count, culture, Gram stain, glucose, and protein run on the CSF. What is the rationale for each procedure?
Case study progress It is determined that the VP shunt is infected and must be temporarily removed. L.M. is taken to surgery to have a left extraventricular drain (EVD) placed. She returns to your unit in stable condition. You get her settled back into her room and perform an assessment. You note that her EVD is intact and draining CSF. The dressing is clean and dry and intact under a sterile dressing.
6. True or False: The position of the EVD should be maintained at the level of the external auditory meatus (tragus). Explain your answer.
Chart View
Medication Administration Record (MAR)
Acetaminophen 15 mg/kg PO q4-6hr prn Morphine sulfate 0.05 mg/kg IV q4hr prn Enalapril (Vasotec) 5 mcg/kg PO q24hr Cefotaxime 150 mg/kg/day IV in divided doses q8hr Baclofen (Lioresal) 10 mg/kg/day PO q8hr Ondansetron (Zofran) 0.1 mg/kg IV now
7. Which medications are appropriate for L.M.’s diagnosis? Select all that apply and state the rationale for the ones you chose. Then, give a reason for those you feel are not appropriate.
8. You are preparing to give the first dose of antibiotic that is
ordered. Referring to L.M.’s medication administration record,
calculate the amount of the antibiotic that you will administer per dose. Show your work.
9. L.M. is very fussy, and you decide to medicate her for
pain. Calculate the amount of morphine L.M. will receive for pain per dose (do not round). Then calculate the amount you will draw up for the required dose, and mark the syringe appropriately (round to hundredths/two decimal places). The morphine is available in an injection solution of 2 mg/mL.
10. Which task can be appropriately delegated to the UAP? a. Changing the dressing on the surgical site b. Obtaining and charting a complete set of vital signs c. Performing the every-2-hour neurologic check d. Instructing the parents on changes in neurologic
status 11. In which position should L.M. be placed immediately
postoperatively unless ordered otherwise by the surgeon? a. Flat, left side-lying b. Flat, right side-lying c. Supine, Trendelenburg d. Supine, head of bed (HOB) 45 degrees
12. What points will you address while teaching the parents about the EVD system?
Case study progress Several days later, L.M.’s mother is changing L.M.’s diaper and she tells you that she is worried because L.M. has started having diarrhea
recently, and it is getting worse.
13. Based on the medications that L.M. is receiving, what is the most likely cause of the diarrhea? What is a possible concern you should consider, and what should your care plan include?
Case study progress L.M. responds well to the antibiotics, and her shunt is internalized 2 weeks later. She is released from the hospital after observation for 2 days.
14. While you are giving your discharge instructions, L.M.’s
mother states that she normally gives L.M. 1 mL of acetaminophen (Tylenol Elixir), 160 mg/5 mL, and asks whether this is the correct dose. L.M.’s current weight is 4.5 kg and the therapeutic range of acetaminophen dosage is 10 to 15 mg/kg PO q4-6hr. Which statement is most accurate?
a. “Tylenol should not be given to a child her age.” b. “This is a safe amount; you should continue to give
that dose every 4 hours.” c. “You should give 1.4 to 2.1 mL every 4 to 6 hours
based on her current weight.” d. “You can continue to give her that amount; you can
give her a dose every 2 hours.” 15. When giving discharge instructions for this 2 month old,
which guidelines/practices would help decrease the risk for a medication error occurring at home? Select all that apply. Then, give your rationale for why each answer is either appropriate or not.
a. L.M. may receive up to 6 doses of acetaminophen per day as needed.
b. Ask the pharmacist to give you an oral syringe to give the medication to L.M.
c. Give L.M. 1.4 to 2.1 mL every 4 to 6 hours as
needed, which is based on her weight at this time d. You should give L.M. 2 mL every 4 to 6 hours as
needed, which is based on her weight at this time. e. Give parents detailed medication instructions, such
as demonstration and return demonstrations, and picture-based-dosing instructions.
Case study outcome L.M. returns for her postoperative checkup 2 weeks later and is playful and alert. The neurologist will continue to monitor her closely with follow-up visits.
Case Study 84 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario The charge nurse tells you that you will be admitting a 1-hour-old infant, Baby Girl R., to the neonatal intensive care unit (NICU) with a myelomeningocele that was discovered in utero. Her aunt and father arrive shortly after her admission while the mother remains at the local medical center recovering from a cesarean delivery.
1. What is the rationale for doing a cesarean delivery for babies with myelomeningocele?
Case study progress While you are getting vital signs, the father tells you that he has been trying to research myelomeningocele on the Internet, but he is still confused, especially about the difference between myelomeningocele and meningocele.
2. Using lay terms, what would you tell the father about the pathophysiology of myelomeningocele? What is the difference between myelomeningocele and meningocele?
3. After your discussion with the family, which of the father’s statements would indicate a need for more teaching?
a. “My baby will need to lie on her stomach in her incubator.”
b. “I need to wash my hands carefully to prevent spread of germs.”
c. “My baby will probably not require surgery until she is a year old.”
d. “My baby’s malformation can also be referred to as spina bifida cystica.”
4. The father asks questions about the infant’s condition but does not look at his newborn. Which statements are correct? Select all that apply.
a. People grieve for the loss of a “normal newborn” differently.
b. Most new fathers are not interested in looking at their newborns.
c. It is apparent that he does not care about his newborn’s condition.
d. This is an abnormal reaction for a parent of a child born with a very visible physical defect.
e. Even though the myelomeningocele was diagnosed in utero, seeing the congenital anomaly or physical defect on his infant is very difficult.
Case study progress R. is in an open warmer. You document the information shown in the chart.
Chart View
Admission Data
Blood pressure 67/33
Pulse 173
Respirations 52
Axillary temperature 37.1° C (98.8° F)
Spo2 95%
Weight 3.5 kg
Frontal occipital circumference (FOC) 35 cm
5. Which assessment and monitoring data are abnormal for a 1- hour-old infant? Select all that apply.
a. Acrocyanosis b. Bilateral clubfeet c. Breath sounds clear d. Fontanelles soft and flat e. Pupils 2 cm, brisk reaction f. Sleepy, squirms and fusses during pupil check g. No reaction when pulse oximeter is placed on right
foot h. Pulses 2 + and capillary refill time less than 2 to 3
seconds 6. You are carefully assessing the sutures and fontanelles. True or
False: The posterior fontanel is joined by the temporal and parietal bones.
7. Explain the rationale for each order in the table.
Case study progress The next day Baby Girl R. is taken to the operating room. The anesthesiologist orders cefazolin (Ancef) 140 mg IV to be given 30 minutes before the surgery begins.
8. You add 10 mL of sterile water to the 1-g vial for a
concentration of 100 mg/1 mL. Calculate how many milliliters you will draw up for this dose. Shade in the dose on the syringe.
Case study progress Postoperatively, the postanesthesia care unit (PACU) nurse tells you Baby Girl R. did well during surgery and is ready to return to your unit. When she arrives, you and the unlicensed assistive personnel start putting on the monitors. R.’s father is present, and he asks you to give the baby some pain medication. The open warmer starts alarming
because the infant’s skin temperature is reading 35° C (95° F). You look to see whether the temperature probe has fallen off. You see that it is still on, but you notice that the suture from surgery is no longer intact. The oxygen monitor reads 71% saturation with an accurate waveform, and the pulse oximeter probe is correctly placed. The respiratory rate is 25 and heart rate is 102.
9. Which of the issues should you address first? Give rationale.
Case study progress Baby Girl R.’s condition stabilizes. Her temperature is 36.7° C (98.1° F) per skin probe. Respiratory rate and heart rate improve and her Spo2 is 98% on ¼ L of oxygen per minute via nasal cannula. The surgeon is at the bedside and opts to return her to the OR for revision of the incision.
Two nights later, you are caring for Baby Girl R. In report, you hear that the parents really want to hold their baby, but they have not yet done so because they are afraid of causing the suture to open again. They are currently at the bedside, and the infant is due for a feeding.
10. How can you help the parents become comfortable with holding their baby?
11. When you take the bottle into the room, you notice a growth chart next to the bed tracking the FOC measurement at least once per shift. Baby Girl R.’s FOC has increased to 36 cm. Using the appropriate WHO (World Health Organization) growth chart (www.who.int/childgrowth/standards/second_set/cht_hcfa_girls_p_0_13.pdf? ua=1) is the following statement True or False? The FOC is close to the 95th percentile and can be monitored less frequently because this is a normal finding. (Explain your answer.)
Case study progress Discharge teaching is an essential part of Baby Girl R.’s care. Teaching
and preparation of the family have been done since the diagnosis in utero and are ongoing issues.
12. Which topics would be important to include in discharge teaching for Baby Girl R.? Select all that apply.
a. Positioning b. Skin care and wound care c. Specialized feeding technique d. Maintenance of the Foley catheter e. Comfort measures and pain control f. Importance of multidisciplinary follow-up g. Signs and symptoms of when to call the physician h. Range-of-motion (ROM) exercises as appropriate
per PT i. Appropriate stimulation such as sitting in an infant
seat or swing
Case study outcome Baby Girl R. is followed closely in the Level 2 nursery/NICU. She stabilizes and is able to be discharged to home in 2 weeks with intensive discharge teaching and close multidisciplinary follow-up.
Case Study 85 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are the nurse on a medical unit taking care of a 50-year-old man, A.A., who was admitted 18 hours ago with peptic ulcer disease secondary to suspected chronic alcoholism. You enter A.A.’s room and find him having a generalized convulsive (tonic-clonic) seizure.
1. What is your immediate concern for A.A.? 2. List 5 things you would do in order of priority. 3. Given A.A.’s history, state 3 possible causes for his tonic-clonic
seizure.
Case study progress The rapid response team is called, and the provider gives the orders shown in the chart.
Chart View
Medication Administration Record
Thiamine (vitamin B1) 100 mg IM now 50% glucose, 1 50-mL IV bolus now Lorazepam (Ativan) 4 mg IV now over 2 to 5 minutes
4. Indicate the expected outcome for A.A. associated with each medication.
5. In what order would you give A.A.’s medications? Give your reason.
_____ Thiamine (Vitamin B1) _____ Glucose _____ Lorazepam (Ativan)
6. List your primary concern when giving lorazepam intravenously.
7. The lorazepam is supplied in a single-use vial. How many
milliliters will A.A. receive? Shade in the dose on the syringe.
8. What assessments do you need to make during his ongoing seizure activity?
Case study progress A.A.’s seizure activity does not subside. The provider orders an additional 4 mg of IV lorazepam without effect. Twenty minutes has now elapsed since you initially found A.A. having seizure activity.
9. What is the significance of this time lapse? 10. Define status epilepticus. 11. The provider decides to administer propofol (Diprivan) and
intubate A.A. to support his airway. What is propofol? Why is it being given to A.A.?
12. The provider also orders a phenytoin 15 mg/kg IV loading
dose at a rate of 50 mg/min. What is the reason for giving A.A. phenytoin?
13. A.A. weighs 143 pounds. How much phenytoin will you
administer? 14. As you prepare to administer the phenytoin, you see that
A.A. has D5W infusing at 75 mL/hr. Why does this concern you, and what are your options?
15. You accompany A.A. as the rapid response team transfers him to the ICU. During the transport, his seizure activity ceases. Using SBAR, what information will you provide to the ICU nurse?
16. What are the main complications of status epilepticus that the nurse will monitor for?
17. Describe the assessment A.A. needs over the next few hours. 18. Identify nursing interventions that are appropriate for A.A.
since the seizure activity has subsided.
Case study outcome A.A.’s seizure is successfully treated with lorazepam and phenytoin, and he has no further seizure activity. After his acute care needs are resolved, A.A. decides to enter a detoxification program on discharge. He successfully completes the program and remains free of drug and alcohol use.
Case Study 86 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario T.W. is a 22-year-old man who fell 50 feet (15 meters) from a chairlift
while skiing and landed on hard-packed snow. He is now at the emergency department (ED) with spinal cord injury (SCI) with paraplegia from a suspected T5-T6 fracture.
Chart View
Physician’s Orders
Insert indwelling urinary catheter ECG monitoring Immobilize the cervical spine Oxygen at 4 L per nasal cannula Neurologic assessment every hour Apply warming blankets as needed
1. Describe a plan for implementing these orders. 2. What are the nursing priorities at this time? 3. Which assessment would you complete first?
a. Auscultating breath sounds b. Testing the peripheral reflexes c. Determining pupil response to light d. Assessing ability to move the extremities
4. What other interventions would likely be done by the ED nurse?
5. Awareness of the prehospital management of a SCI is critical to T.W.’s ultimate neurologic outcome. What actions will the nurse take to ensure this goal is met?
6. T.W. anxiously asks, “With this broken back, am I going to be paralyzed for life or can it be reversed?” How would you respond?
Case study progress The diagnosis of the fracture is confirmed, and T.W. is transferred from the ED to the surgical intensive care unit (SICU). Although
T.W.’s injury is at a level at which independent respiratory function is expected, he experiences low oxygen saturation levels and is intubated and placed on mechanical ventilation. The provider states that this is because of spinal shock. He has a central venous catheter (CVC) inserted for medication administration. T.W.’s medication list includes pantoprazole 40 mg IV bid, propofol (Diprivan) 10 mcg/kg/min continuous IV infusion, and enoxaparin 30 mg SubQ every 12 hours.
7. How would you explain spinal shock to T.W.’s family and why T.W. needs mechanical ventilation?
8. Indicate the reason T.W. is receiving each medication. 9. T.W. weighs 158 pounds. The pharmacy-supplied
infusion bottle reads “propofol 500 mg/ 50 mL.” At how many milliliters per hour would you set the infusion pump? (Round to the nearest hundredth.)
10. After the CVC is inserted, T.W. has a STAT portable chest
x-ray examination. Why?
Case study progress T.W. is taken to surgery 48 hours after the accident for spinal stabilization. He spends 2 additional days in the SICU and 5 days in the neurology unit and now is in the rehabilitation unit. He continues to have paralysis of his lower extremities. Shortly after the transfer, T.W. turns on his call light and asks for medication for headache. As you walk into the room, you immediately note that T.W.’s face is flushed and he is profusely sweating.
11. What complication do you suspect T.W. is experiencing and why?
12. What further assessment data do you need to collect? 13. What interventions do you need to perform for T.W.? 14. What could happen if autonomic dysreflexia (AD) is left
untreated?
15. After your prompt intervention, T.W.’s AD resolves and you need to document what happened. Write an example of a documentation entry describing this event.
Case study progress After spending 6 weeks in acute care, T.W. is transferred to the rehabilitation unit for interprofessional, intensive therapy. The interprofessional team will address the complex effects of SCI, including paraplegia, respiratory disorders, bowel and bladder function, as well as emotional and psychological issues related to T.W.’s adjusting to a new way of life.
16. What members of the interprofessional team would likely be involved in his care?
17. What are realistic functional goals for T.W.? 18. Part of rehabilitation care includes teaching T.W. how to
manage his continuous urinary drainage system. What would this teaching include?
19. What outcome parameters would you use to determine whether efforts to promote urinary excretion have been effective?
20. T.W. is experiencing some spasticity of the lower extremities. What should be included in the plan of care to prevent developing contractures of the lower extremities?
21. T.W. has special dietary needs, and the registered dietitian is part of developing an optimal diet for T.W. Describe the components of this diet.
22. T.W. will be taught bowel-training techniques. What will this teaching include?
23. T.W. is concerned whether he will ever be able to have sex again. What would you tell him, and what are some possible referrals?
24. While assisting T.W. with his morning hygienic care, he states, “Why would anyone want to live like this? No woman will ever want me. I just wish you would have let me die.” How
would you initially respond? a. “You wish you would have died?” b. “Tell me why you are talking like this.” c. “Let’s finish your bath and then we can talk.” d. “I know this is hard now, but things will work
out.”
Case study outcome Although his rehabilitation was slow the first few years, he eventually progressed to the point that he was independent in all activities of daily living. He lives in his childhood home, which required some accessibility modification, and is periodically struggling with depression and anger.
Case Study 87 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.R. is a 28-year-old man who was doing home repairs. He fell from the top of a 6-foot stepladder, striking his head on a rock. He experienced a momentary loss of consciousness. By the time his neighbor got to him, he was conscious but bleeding profusely from a laceration over the right temporal area. The neighbor drove him to the emergency department of your hospital. As the nurse, you immediately apply a cervical collar, lay him on a stretcher, and take J.R. to a treatment room.
1. What steps will you take to assess J.R.? 2. List at least 6 components of a neurologic examination. 3. What types of injuries may J.R. have sustained? 4. Differentiate between primary and secondary head injury.
5. What complication common to each of these diagnoses concerns you most?
6. Why is this complication clinically important? 7. Name at least 6 findings that would indicate this complication
is occurring. 8. Which one is the most sensitive indicator of neurologic change?
Case study progress You complete your neurologic examination and find the following: Glasgow Coma Scale (GCS) score of 15; pupils equal, round, reactive to light; and full sensation intact. J.R. complains of a headache and is somewhat drowsy. His vital signs are 120/72, 114, 30, 98.7° F (37.1° C), and Spo2 94%. As the radiology technician performs a portable cross- table lateral cervical spine x-ray examination, J.R. begins to speak incoherently and appears to drift off to sleep.
9. What are the next actions you will take?
Case study progress While waiting for the provider to arrive, J.R. becomes unresponsive to verbal stimuli. The right pupil is larger than the left and does not respond to light. J.R. responds to painful stimuli in the manner shown in the illustration.
10. What is this response called and what does it signify? 11. Calculate J.R.’s GCS score. Describe the clinical implications of
this score. 12. What is the most likely cause of the change in J.R.’s neurologic
status? 13. What are your immediate nursing priorities? 14. What immediate actions will you take? 15. His vital signs are now 160/72, 64, 10, 98.7° F (37.1° C), and
Spo2 94%. What is your concern and why?
Case study progress The provider arrives and gives the orders shown in the chart.
Chart View
Physician’s Orders
Insert indwelling urinary catheter Insert nasogastric tube to continuous low wall suction Intubate: Vent settings assist-control 16, VT 900 mL, Fio2 0.5,
PEEP (positive end-expiratory pressure) 3 cm IV fluid 0.9% normal saline at 100 mL/hr 160 grams Mannitol IV STAT over 30 minutes Phenytoin 1360 mg IV STAT over 30 minutes, then 100 mg IV
every 8 hours STAT CT scan STAT labs: CBC, CMP, UA, type and cross, PT/INR and PTT,
ABGs, toxicology screen
16. Outline a plan for implementing these orders. 17. What is mannitol, and why is it being given to J.R.? 18. What is the expected outcome associated with administering
phenytoin to J.R.?
Case study progress J.R. goes to radiology for a CT scan, which shows a large epidural hematoma on the right with a hemispheric shift to the left. He is taken straight to the operating room for evacuation of the hematoma. While he is in surgery, J.R.’s family arrives with their chaplain. They ask if they can anoint J.R. and pray over him.
19. How should you respond?
Case study progress Postoperatively J.R. is admitted to the neurologic ICU.
20. What assessment indicators will be closely monitored in J.R.? 21. An appropriate nursing intervention for J.R. to promote
cerebral tissue perfusion is: a. Avoiding passive range-of-motion exercises b. Repositioning him every 4 to 6 hours, using
logrolling c. Limiting endotracheal suctioning to no longer than
15 seconds d. Clustering nursing activities so he has periods of
uninterrupted rest 22. The best way to position J.R. is to:
a. Elevate the head of the bed to 30 degrees b. Keep him flat with his hips slightly flexed c. Place him on the right side with his head flexed d. Turn his head from side-to-side to decrease
aspiration risk 23. Name 4 independent nursing interventions that would be used
to control environmental stimuli during the first 48 postoperative hours.
24. What measures will be used to prevent J.R. from developing hyperthermia? Why are these important?
25. What outcome criteria would determine whether the independent nursing measures for J.R. were effective?
Case study outcome J.R. has lingering effects several months after his accident. He has frequent headaches, tires easily, and is sensitive to light. Neurologically, he is “normal,” though he has yet to return to work. Still, he feels lucky. “I’m still alive. If I would not have had that terrible cut, I may have died.”
Case Study 88 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario C.J. is a 48-year-old violinist in the local symphony. Before the performance this evening, she told a friend that she was experiencing what she called “the worst headache I’ve ever had” and that she had taken two extra-strength acetaminophens, but they “didn’t touch my headache.” During the performance, she stopped playing, reached up, grasped her head, and then fell unconscious. When the paramedics arrived, she was intubated and an IV line was started with normal saline.
On arrival at the emergency department, she has a Glasgow Coma Scale (GCS) score of 3. Her husband reports a history of hypertension and states she recently quit taking her medication because it made her feel tired. She is trying to quit smoking and is down to a half pack of cigarettes per day. She drinks alcohol socially on weekends and has a remote history of cocaine use. He says that she was complaining of worsening, intermittent headaches for the past few weeks.
1. Describe C.J.’s neurologic presentation that equates with a GCS score of 3.
2. The provider immediately suspects a subarachnoid hemorrhage (SAH). Why?
Case study progress After CT angiography is done, C.J. is diagnosed with a massive grade V SAH. She is transported to the intensive care unit for close monitoring. She is ventilator dependent, is unresponsive to verbal or painful stimuli, and has no physical movement. Her husband, mother, and children are at her bedside; several relatives and friends are in the waiting area.
3. What is a SAH? 4. What are common causes of an SAH? 5. What are C.J.’s risk factors for a SAH? 6. Describe a patient with a grade V SAH. 7. What common complications of SAH would you anticipate? 8. What is the likely goal of treatment for C.J.? 9. Treatment of SAH can include surgery, embolization,
medications, and watchful waiting. What factors are considered in determining treatment?
Chart View
Physician’s Orders
Nimodipine 60 mg every 4 hours per NG tube for systolic BP > 140
0.9% normal saline at 100 mL/hr Labetalol 10 mg IV over 2 minutes q1hr for systolic BP greater
than 140 Acetaminophen 650 mg q6hr for temperature greater than
101.0° F (38.3° C) Insulin aspart (NovoLog) SubQ per sliding scale every 6 hours
10. Identify the expected outcome associated with each treatment C.J. is receiving.
11. Name 4 independent nursing interventions that would be used
to control environmental stimuli during the next 24 hours. 12. How would you position C.J.? 13. What assessment indicators will be closely monitored in C.J.? 14. Describe how you would support C.J.’s family during this
time.
Case study progress After C.J. has been in the ICU for 12 hours, the provider decides to begin testing C.J. to determine whether she is clinically brain dead.
15. What is brain death? 16. What are the general criteria for declaring a patient clinically
brain dead? 17. It is determined that C.J.’s condition meets the criteria, and she
is declared legally brain dead. She had previously indicated her willingness to be an organ donor, and her husband agrees to honor her wishes. C.J.’s husband asks you to explain the donation process. How will you explain it to him?
18. While you are waiting for the transplant team to arrive, you are working to maintain C.J.’s hemodynamic stability. Which parameter would indicate your efforts are successful? Give your rationale.
a. Urine output of 40 mL/hr b. Cardiac index less than 2.4 L/min c. Mean arterial BP is greater than 50 d. Left ventricular ejection fraction greater than 30%
Case study outcome C.J.’s family received several letters from donors. Each acknowledges that they will not forget their kindness, nor C.J.’s memory. C.J.’s family appreciated receiving these letters, which help them with their grief over her death.
7
Metabolism and Glucose Regulation
Case Study 89 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario L.L., a 28-year-old house painter, has been too ill to work for the past 3 days. When he arrives at the emergency department with his girlfriend, he seems alert but acutely ill, with an average build and a deep tan over the exposed areas of skin. He reports headaches, joint pain, a low-grade fever, cough, anorexia, and nausea and vomiting, especially after eating any fatty food. L.L. describes vague abdominal pain that started about the same time as the other problems. He says he has been using “a lot of Tylenol” for his pain. His past medical history reveals he has no health problems, is a nonsmoker, and drinks “a few” beers each evening to relax. Vital signs are 128/84, 88, 26, 100.6° F (38.1° C); awake, alert, and oriented × 3; moves all extremities × 4 with complaints of aching pain in his muscles; very slight scleral jaundice present; heart and breath sounds clear and without adventitious sounds; bowel sounds positive × 4 quadrants; abdomen soft and palpable without distinct masses. L.L. mentions that his urine has been getting darker over the past 2 days and he has been feeling a little “itchy.”
1. Underline the assessment findings that concern you.
2. Your institution uses electronic charting. Based on the health history and assessment described in the scenario, document your findings.
□ Neurologic: □ Respiratory: □ Cardiovascular: □ Gastrointestinal: □ Genitourinary: □ Musculoskeletal: □ Skin: □ Pain:
Case study progress L.L. has key signs of hepatitis. The provider admits him to the medical unit and orders lab work to help identify the precise problem.
3. Which key diagnostic tests will determine exactly the type of hepatitis present?
Chart View
Laboratory Test Results
Indirect bilirubin 1.6 mg/dL (27.4 mcmol/L)
Total bilirubin 2.3 mg/dL (39.3 mcmol/L)
Albumin 3.8 g/dL (5.5 mcmol/L)
Total protein 6.5 g/dL (65 g/L)
ALT 66 units/L
AST 52 units/L
LDH 245 units/L
ALP 176 units/L (3.0 mckat/L)
PT/INR 12 seconds/1.06
aPTT 32 seconds
Urine urobilinogen 1.6 IU/L
Anti-HAV Negative
Anti-HCV Negative
HBsAg Positive
Anti-HBc Positive
IgM anti-HBc Positive
Anti-HBs Negative
4. Interpret L.L.’s lab results. 5. What is the difference between the hepatitis B surface antigen
(HBsAg) and the hepatitis B surface antibody (HBsAb)? 6. For each characteristic below, name whether it describes
hepatitis A (A) or hepatitis B (B). _____a. Fecal-oral transmission _____b. Transmitted by sharing needles _____c. Transmitted by blood transfusions _____d. Vaccination is a three-shot series _____e. Illness is usually mild, similar to a flulike
infection _____f. Symptoms include anorexia, nausea, vomiting,
fever, fatigue, and jaundice 7. What factors in his history could have compounded the
increased ALT levels? 8. How will you explain to L.L. the likely progression of his
disease? 9. Is L.L. contagious? What precautions would you take
while he is in the hospital? 10. What will you do to help ease L.L.’s itching? State 5
interventions.
11. What type of diet will you teach L.L. to follow? 12. Which new assessment finding, if present, would concern you
most? a. Irritable and disoriented b. Mild abdominal tenderness c. Guaiac-negative diarrheal stools d. Easily fatigued when ambulating
Case study progress L.L. is ready for discharge in a few days, and he confides to you that he feels so “guilty” about having hepatitis and endangering his girlfriend and family. L.L. lives at home with his parents and four younger siblings. The youngest is 4 years old. He tells you he was at a party and did not think the one-time needle use could hurt him. He hopes his family is not too afraid to have him return home.
13. What action will you take? 14. He asks how to prevent giving hepatitis to his family.
What specific instructions will you give? 15. Given L.L.’s lifestyle, what specific patient teaching points
must you emphasize?
Case study outcome L.L. remained ill for about 2 months after discharge. The provider did a liver biopsy, which showed some damage to the liver. He did not give his girlfriend hepatitis; her titers were adequate from prior immunization. L.L. continued to refrain from alcohol and substance use and followed a healthy lifestyle. Three years later, he is doing well.
Case Study 90 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario D.G., 57 years old, is admitted to your unit for observation from the emergency department (ED) with the diagnosis of cirrhosis with possible hepatic encephalopathy. He is lethargic, appears cachectic, and is mildly combative when aroused. He is jaundiced, with a notably distended abdomen. He is receiving an IV infusion of D5 ½ NS.
1. Briefly discuss the pathophysiology of cirrhosis. 2. What are the common causes of cirrhosis? 3. How is hepatic encephalopathy related to cirrhosis?
Case study progress
Chart View
Admission Orders
IV D5 ½ NS with 20 mEq KCl at 75 mL/hr Insert indwelling urinary catheter to gravity drainage Bed rest Lactulose 30 mL orally daily Rifaximin 550 mg orally twice daily Spironolactone 100 mg orally twice daily Abdominal ultrasound in a.m. Vitamin K 10 mg/day IV × 3 doses; change to PO when alert
and able to swallow CBC with differential, BMP, liver function tests, PT/INR and
aPTT, serum ammonia (NH3) now and in a.m. 2-Gram sodium diet when alert and able to swallow Call for any signs of bleeding; systolic BP < 100; diastolic BP
< 50; or pulse > 120
4. What do you need to do for D.G., and what can you delegate to the UAP?
5. What is the reason for routinely assessing D.G. for bleeding? 6. What assessment findings would indicate the presence of
bleeding? 7. Indicate the expected outcome associated with each of the
medications he is receiving. 8. What is the rationale for placing him on a low-sodium diet?
Case study progress
While you are getting D.G. settled, you continue your assessment.
Neurologic: PERRL; moves all extremities, but is sluggish, pulling away during assessment; follows commands sporadically.
CV: Pulse is regular without adventitious sounds. All peripheral pulses are palpable at 3 + bilaterally; 3 + pitting edema in lower extremities.
Respiratory: Breath sounds clear but diminished in all lobes; musty breath.
GI: Tongue and gums are beefy red and swollen. Abdomen moderately distended, firm, and slightly tender. Bowel sounds positive × 4.
GU: Foley to gravity drainage, with 75 mL dark amber urine past 2 hours.
Skin: Mild jaundice. Skin appears thin and dry. Numerous spider angiomas on upper abdomen with several dilated veins across abdomen. Several ecchymoses on lower extremities.
VS: 120/60, 104, 32, 99.1° F (37.3° C), Spo2 90%. Ht. 74 in (188 cm); wt. 145 lb (65.8 kg).
9. What is the significance of the spider angiomas, dilated abdominal veins, peripheral edema, and distended abdomen?
10. How would you further assess the distended abdomen? What is the clinical name for and the significance of your findings?
11. In what position should you place D.G? Write a brief rationale for your response.
a. Supine b. Fowler’s c. Right side-lying d. Left lateral recumbent
12. What objective findings concern you about his nutritional assessment and why?
13. Why is D.G.’s breath musty? 14. Which of D.G.’s assessment findings are consistent with
hepatic encephalopathy? 15. Which assessment findings, if present, would indicate a
deterioration of D.G.’s condition? a. Frequent diarrhea b. Nausea and vomiting c. Increased urine output d. Development of asterixis
16. What is asterixis?
Case study progress
Chart View
Laboratory Results
Potassium 3.4 mEq/L (3.4 mmol/L)
Alanine transaminase (ALT) 146 units/L
Aspartate transaminase (AST) 207 units/L
Alkaline phosphatase (ALP) 154 units/L
Total bilirubin 3.6 mg/dL (61.6 mcmol/L)
Albumin 2.1 g/dL (3.0 mcmol/L)
Total protein 5.3 g/dL (53 g/L)
Ammonia 155 mcg/dL (111.0 mcmol/L)
PT/INR 16 seconds/1.6
17. Interpret D.G.’s lab results. 18. You begin to develop D.G.’s care plan. It is imperative to
prevent bleeding when caring for a person with cirrhosis. List 4 specific interventions you will take to reduce D.G.’s bleeding risk.
19. Falls are particularly dangerous for someone in his
situation. Why? 20. What measures will you implement to promote optimal
skin integrity? 21. You identify the nursing problem “excess fluid volume.”
Which is the best short-term goal for D.G.? D.G. will: a. Have a decrease in abdominal girth b. Maintain his ordered fluid restriction c. Select low-sodium foods from the diet menu d. Have no further weight gain before discharge
22. Describe 5 interventions that will help improve D.G.’s nutritional status.
23. What interprofessional referrals might you initiate and why?
Case study outcome D.G. develops an upper GI bleed during his third hospital day. After 24 days, including a week in the intensive care unit, he is discharged to a rehabilitation facility. He had been employed as a loading dock worker; unfortunately, his health never recovers to the point where he can return to work.
Case Study 91 Name _________________________________ Class/Group
_____________________________ Date _____________
Scenario Y.L., a 34-year-old Southern Asian woman, comes to the clinic with chronic fatigue, increased thirst, constant hunger, and frequent urination. She denies any pain, burning, or low-back pain on urination. She tells you she has a vaginal yeast infection that she has treated many times with over-the-counter medication. She works full time as a clerk in a loan company and states she has difficulty reading numbers and reports, resulting in her making frequent mistakes. She says, “By the time I get home and make supper for my family, then put my child to bed, I am too tired to exercise.” She reports her feet hurt; they often “burn or feel like there are pins in them.” She has a history of gestational diabetes and reports following a traditional eating pattern, which is high in carbohydrates.
In reviewing Y.L.’s chart, you note she last saw the provider 6 years ago after the delivery of her last child. She has gained considerable weight; her current weight is 173 pounds (78.5 kg). Today her BP is 152/97, and a random plasma glucose level is 291 mg/dL (16.2 mmol/L). The provider suspects she has developed type 2 diabetes mellitus (DM) and orders the lab studies shown in the chart.
Chart View
Laboratory Test Results
Fasting glucose 184 mg/dL (10.2 mmol/L)
Hemoglobin A1c (A1C) 8.8%
Total cholesterol 256 mg/dL (6.6 mmol/L)
Triglycerides 346 mg/dL (3.91 mmol/L)
Low-density lipoprotein (LDL) 155 mg/dL (4.01 mmol/L)
High-density lipoprotein (HDL) 32 mg/dL (0.83 mmol/L)
Urinalysis (UA) + glucose, − ketones
1. Interpret Y.L.’s lab results. 2. Identify 3 methods used to diagnose DM. 3. Describe the major pathophysiologic difference between type 1
and type 2 DM. 4. Name 6 risk factors for type 2 DM. Underline those that Y.L.
has.
Case study progress Y.L. is diagnosed with type 2 DM. The provider starts her on metformin (Glucophage) 500 mg, glipizide (Glucotrol) 5 mg, orally each day at breakfast and atorvastatin 20 mg orally at bedtime. She is referred to the dietitian for instructions on starting a 1200-calorie diet using an exchange system to facilitate weight loss and lower blood glucose, cholesterol, and triglyceride levels. You are to provide teaching about pharmacotherapy and exercise.
5. How can you incorporate Y.L.’s cultural preferences as you develop her teaching plan?
6. What is the reason for starting Y.L. on metformin and glipizide?
7. Outline the teaching you need to provide to Y.L. about oral hypoglycemic therapy.
8. What do you teach Y.L. to do if she becomes ill with the flu or viral illness?
9. You determine she understands your teaching about treating hypoglycemia if she states, “If my blood sugar is low, I should first have:
a. an apple with milk.” b. peanut butter sandwich.” c. fruit juice or regular soda.” d. crackers with cheese slices.”
10. What benefits should Y.L. receive from exercising?
11. What do you need to teach Y.L. about exercise? 12. Besides the dietitian, what interprofessional and community
referrals may be appropriate for Y.L.?
Case study progress Y.L. comments, “I’ve heard many people with diabetes lose their toes or even their feet.” You take this opportunity to teach her about neuropathy and foot care.
13. Which symptoms that Y.L. reported today led you to believe she has some form of neuropathy?
14. What other findings in Y.L.’s history increased her risk for developing neuropathy?
15. What would you teach Y.L. about neuropathy? 16. Because Y.L. has symptoms of neuropathy, placing her at
risk for foot complications, you realize you need to instruct her on proper foot care. Outline what you will include when teaching her about proper diabetic foot care.
17. What monitoring will Y.L. need for nephropathy and retinopathy?
Case study outcome Y.L. returns to the clinic 6 weeks later. Her BP is 130/78 and fasting glucose level is 153 mg/dL (8.5 mmol/L). She says she has not had any episodes of tingling in her toes or blurred vision lately. She did meet with the diabetic educator. She is making changes to her eating, has started walking, and is happy to have lost 6 pounds (2.7 kg).
Case Study 92 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working as a registered nurse (RN) in a large women’s clinic. Y.L., a 28-year-old Asian woman, arrives for her regularly scheduled obstetric appointment. She is in her 26th week of pregnancy and is a primigravida. After examining the patient, the nurse-midwife tells you to schedule Y.L. for an oral glucose tolerance test (OGGT). You review Y.L.’s chart and note she is 5 feet, 3 inches (160 cm) tall and weighs 143 pounds (65 kg). Her prepregnancy body mass index (BMI) was 25. Her father has type 2 diabetes mellitus (DM), and both paternal grandparents had type 2 DM. You enter the room to talk to Y.L.
1. What is the purpose of an oral glucose tolerance test? 2. When is an OGGT performed? 3. What instructions would you provide Y.L. about the test?
Case study progress Y.L.’s 1 hour OGTT test is positive, and she returns to the clinic the next day for a 3-hour (100 g) glucose tolerance test. The results are listed next.
Chart View
Laboratory Test Results: 3 hour (100 g) OGTT
Time of Test Value Normal Range
0730 109 mg/dL (6.0 mmol/L) Less than 95 mg/dL (5.3 mmol/L)
0830 213 mg/dL (11.8 mmol/L)
Less than 180 mg/dL (10.0 mmol/L)
0930 162 mg/dL (9.0 mmol/L) Less than 155 mg/dL (8.6 mmol/L)
1030 156 mg/dL (8.7 mmol/L) Less than 140 mg/dL (7.8 mmol/L)
4. Interpret the results of Y.L.’s test. 5. Y.L. is diagnosed with gestational diabetes mellitus (GDM).
What is GDM? 6. List 5 risk factors for GDM. Place a star next to those risk
factors that Y.L. has.
Case study progress Medical nutrition therapy is the primary treatment for the management of GDM. Because treatment must begin immediately, you call the dietitian to come see Y.L. You also schedule Y.L. to meet with other members of the DM management team later in the week.
7. What is the goal of medical nutrition therapy? 8. Describe the usual diet used in treating GDM. 9. Why is medical nutrition therapy for a woman with GDM
higher in fat and protein than for a woman who is not pregnant?
10. Women with GDM cannot metabolize concentrated simple sugars without a sharp rise in blood glucose. Name 5 examples of simple sugars you would teach Y.L. to limit.
11. Complex carbohydrates (CHOs) do not cause a rapid rise in blood glucose when eaten in small amounts. Identify 5 foods from this group.
Case study progress During the meeting with the dietitian, Y.L. gives a diet history that is high in noodles and white rice with little protein. She informs the dietitian she is lactose intolerant but can have dairy products occasionally in small portions.
12. Is it important that Y.L. take a calcium supplement along with her prenatal vitamins?
Case study progress You provide teaching about monitoring her blood glucose levels and
watch as Y.L. checks her own blood glucose with the glucometer.
13. Y.L. is instructed to check her fasting blood glucose first thing in the morning and 2 hours after every meal. What are the purposes of this request?
14. Which blood glucose levels are considered abnormal for Y.L.? Select all that apply.
a. Fasting glucose 60 mg/dL (3.3 mmol/L) b. Fasting glucose 88 mg/dL (4.9 mmol/L) c. Fasting glucose 100 mg/dL (5.6 mmol/L) d. 2 hour post-meal glucose 119 mg/dL (6.6 mmol/L) e. 2 hour post-meal glucose 150 mg/dL (8.3 mmol/L)
15. Y.L. is instructed to complete ketone testing using the first- voided urine in the morning. What is the reason for this request?
16. You review what to do if she develops hypoglycemia, and then ask her to “teach back” to you what she has learned about what to do. Which statement by Y.L. reflects a correct understanding of treatment of a blood glucose below 60 mg/dL (3.3 mmol/L)?
a. “I will call my doctor immediately.” b. “I will eat a meal and check it again in an hour.” c. “I will drink a cup of orange juice mixed with
sugar.” d. “I will drink half a cup of regular soda, and recheck
it in 15 minutes. 17. Y.L. asks whether having gestational diabetes will hurt her
baby. How would you respond? 18. At the end of the visit, you need to evaluate your teaching.
Which statement made by Y.L. indicates that clarification is necessary?
a. “I should immediately report any ketones in my urine.”
b. “I will stay on the diabetic diet described by the dietitian.”
c. “I will monitor my glucose levels at least four times each day.”
d. “I need to stop exercising because I will need more carbohydrates.”
19. Y.L. states that she plans to have another child soon and asks you if she will develop GDM with that pregnancy. Select the best response:
a. “No, there is no further risk for development of GDM if you get pregnant again.”
b. “Yes, once you develop GDM during a pregnancy, you will develop it with any future pregnancies.”
c. “If you lose weight and do not eat any sweets before your next pregnancy, you will not develop GDM again.”
d. “There is a risk for recurrence of GDM in the next pregnancy. Let your health care provider know that you had GDM with this pregnancy.”
Case study outcome Y.L. safely delivers an 8 pound 9-ounce (3884 gram) baby boy at 39 weeks without complications. She is monitored closely for her GDM during the postpartum period.
Case Study 93 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working with a home care agency. One patient in your caseload is J.S., a 66-year-old man with chronic obstructive pulmonary disease (COPD) related to cigarette smoking. He has been on home oxygen, 2 L oxygen by nasal cannula, for a few years. About 5 months ago, he started on chronic oral steroid therapy. His current
medications include albuterol (Proair HFA) inhaler, fluticasone/salmeterol (Advair), prednisone, digoxin (Lanoxin), atenolol, aspirin, and furosemide.
1. On the way to J.S.’s home, you make a mental note to check him for signs and symptoms of Cushing syndrome. Why?
2. Differentiate between Cushing syndrome and Cushing disease. 3. Review J.S.’s list of medications. Based on what you know
about the side effects of loop diuretics and steroids, discuss the potential problem of using these with digoxin.
4. Differentiate between the glucocorticoid and mineralocorticoid effects of prednisone.
5. How would your assessment change if J.S. were taking a glucocorticoid that had significant mineralocorticoid activity?
6. You need to assess J.S. for signs and symptoms of an
infection. Why? 7. What signs and symptoms of infection do you assess for
in J.S.? Select all that apply. a. Pain b. Fever c. Palpitations d. Loss of function e. Localized edema f. Unusual drainage
8. You plan to ask him about the presence of gastric discomfort, vision, and joint pain. Why?
Case study progress Your assessment includes the following findings.
9. Determine whether each finding is attributable to J.S.’s COPD or possible Cushing syndrome. Place an L beside the symptoms consistent with COPD and a C next to those
consistent with Cushing syndrome. a. ____ Barrel chest b. ____ Full-looking face (moon face) c. ____ BP 180/94 d. ____ Pursed-lip breathing, especially when patient
is stressed e. ____ Striae over trunk and thighs f. ____ Bruising on both arms g. ____ Acne h. ____ Diminished breath sounds throughout lungs i. ____ Truncal obesity with thin extremities j. ____ Supraclavicular and posterior upper back fat
Case study progress You call the provider with J.S.’s assessment. The provider believes J.S. has developed Cushing syndrome and decides to change the prescription for prednisone from 10 mg daily to 10 mg given on alternate days.
10. Explain the reason for this change. 11. Discuss the possible consequences of suddenly stopping
prednisone therapy. 12. You reinforce with J.S. the importance of taking prednisone at
breakfast. Why? 13. Cushing syndrome can affect memory. Patients can easily
forget what medications have been taken, especially when there are several different medications and some are taken on alternating days. List 3 ways you can help J.S. remember to take his medications as prescribed.
14. J.S. states his appetite has increased but he is losing weight. He reports trying to eat, but he gets short of breath and cannot eat any more. How would you address this problem?
15. Realizing J.S. is susceptible to infection, you review with
him ways to reduce the risk for infection. Discuss 4 points to include.
16. In addition to ways to reduce the risk for infection, what other information do you want to stress to J.S. at your visit? Select all that apply.
a. Increase intake of foods high in sodium. b. Weigh yourself first thing in the morning. c. Take vitamin and electrolyte supplements as
prescribed. d. Notify the provider if your pulse is lower than 60. e. Take the furosemide first thing in the morning and
again at bedtime. f. Call the provider if your weight increases more than
2 to 3 pounds (1 to 1.5 kg) in 1 day.
Case study outcome At your next visit, J.S.’s respiratory status is unchanged. Although most of the symptoms of Cushing syndrome remain despite the decrease in the dose of the prednisone, you are pleased that his blood pressure is lower, measuring 150/82.
Case Study 94 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working in a community outpatient clinic where you perform the intake assessment on R.M., a 38-year-old woman who is attending graduate school and is very sedentary. Her chief complaint is overwhelming fatigue that is not relieved by rest. She is so exhausted that she has difficulty walking to classes and trouble concentrating when studying. She reports a recent weight gain of 15 pounds (6.8 kg) over 2 months without clear changes in her dietary habits. Her face
looks puffy, she has experienced excessive hair loss, and her skin is dry and pale. She says she has general body aches and pains with frequent muscle cramps and constipation. You note she is dressed inappropriately warmly for the weather.
Chart View
Vital Signs (VS)
Blood pressure (BP) 142/84
Heart rate 52
Respiratory rate 12
Temperature 96.8° F (36° C)
1. Compare her VS with those of a healthy person her same age. 2. List 8 general questions you might ask R.M. to help determine
what is going on. 3. What are some potential causes for R.M.’s symptoms? 4. As part of your screening, describe how you would begin to
determine whether any of these conditions explain R.M.’s symptoms.
5. What diagnostic tests are appropriate for R.M., and why?
Chart View
Laboratory Test Results
Thyroid-stimulating hormone (TSH) 20.9 mU/L (2–10 mU/L)
Thyrotropin-releasing hormone (TRH) 18.8 ng/dL (2–10 ng/dL)
T3 24 mU/L (70–205 ng/dL)
Free T4 0.2 ng/dL (0.8–2.4 ng/dL)
6. Interpret R.M.’s lab results. 7. The practitioner affirms a diagnosis of hypothyroidism. With
this diagnosis, what other signs and symptoms would you want to assess for in R.M.?
8. What is the most common cause of primary hypothyroidism? a. Thyroidectomy b. Acute thyrotoxicosis c. Hashimoto’s thyroiditis d. Radioactive iodine exposure
9. The practitioner prescribes levothyroxine (Synthroid) 1.7
mcg/kg body weight per day. Now, R.M. weighs 130 pounds. What should be her daily dose of levothyroxine in milligrams? How would her prescription read?
10. What teaching will you provide R.M. about levothyroxine? 11. What should you teach R.M. about preventing myxedema
coma? 12. What other general teaching issues will you address with R.M.
about hypothyroidism? 13. Which statements show R.M. understands your teaching about
hypothyroidism and taking levothyroxine? Select all that apply.
a. “It may take several weeks before I feel better.” b. “The best time to take my medicine is 1⁄2 hour
before breakfast.” c. “If my heart rate is over 100, I will hold my
medication until it is back below 100.” d. “I will be able to discontinue my medication after
the symptoms are under control.” e. “I will come in when needed so my blood levels can
be checked to make sure the medicine is working.” 14. Before R.M. leaves the clinic, she asks how she will know
whether the medication is “doing its job.” How long does it take to see effects of levothyroxine therapy?
15. Outline simple expected outcomes for R.M. 16. A few weeks later, R.M. calls the clinic saying she cannot
remember whether she took her thyroid medication. What other data should you obtain, and what would you tell her?
17. Discuss 2 ways you can help R.M. remember to take her
medication.
Case study outcome R.M. comes in 2 months later for a follow-up visit. You cannot believe she is the same person. She looks and walks as if she were 10 years younger. Her skin appears more radiant, and her hair looks much healthier. “You can’t believe how different I’m feeling,” she says. “I didn’t know how bad off I was; I’m starting to live again.”
Case Study 95 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working on the surgical floor and will be receiving a patient from the postanesthesia care unit. The nurse calls and gives the following report: C.P. is a 55-year-old woman who underwent a subtotal right thyroidectomy for papillary carcinoma. Estimated blood loss was 25 mL. Vital signs (VS) are 130/82, 80 to 90, 20, and SaO2 94% on room air. She is receiving an IV infusion of D5.45NS at 100 mL/hr. She has received a total of 3 mg morphine sulfate IV push, and she is awake, but drowsy, and fully oriented. C.P.’s past medical history includes a total abdominal hysterectomy for fibroids and low-level radiation treatments to the neck 30 years ago for eczema. Both parents are living; her father had a myocardial infarction at 70 years of age; her mother has hypothyroidism but never had thyroid tumors.
1. Name the major risk factor that likely contributed to C.P. developing thyroid cancer.
2. What are the common manifestations of thyroid cancer? 3. What specific preparations will you make before C.P. arrives? 4. You receive C.P. from the recovery room. How will you focus
your initial assessment, and why? 5. During your initial assessment, you document negative
Chvostek and Trousseau signs. Describe data that would support this conclusion.
6. Which assessment findings may indicate C.P. has laryngeal nerve damage? Select all that apply.
a. Stridor b. Hoarseness c. Breathy voice d. Circumoral numbness e. Difficulty swallowing
7. Name 3 interventions to use to reduce the risk for postoperative swelling.
8. Besides laryngeal nerve damage, C.P. is at risk for other complications postoperatively. List 3 complications, and describe actions you would include in her plan of care related to each.
9. What interventions will you use to meet the outcome of controlling C.P.’s surgical pain?
10. After surgery, C.P.’s thyroid hormone levels are elevated. The provider orders propranolol 80 mg ER orally twice daily for “surgically induced thyrotoxicosis.” Is this reaction expected after thyroid surgery, or did something go wrong during surgery? Explain.
11. What assessment findings would indicate that C.P. was experiencing thyrotoxicosis?
Case study progress Eighteen hours after surgery, C.P. calls you into her room complaining of numbness around her mouth, tingling at the tips of her fingers, and jitteriness. She appears restless but denies any pain at the operative site. She can swallow and speak without difficulty.
12. What is your immediate concern and why? 13. What actions do you need to take based on this concern? 14. The provider orders you to give C.P. 1 gram of IV
calcium gluconate over 15 minutes now, and then start an infusion of 2 grams of calcium gluconate in 500 mL D5W over 12 hours. After the bolus is complete, at what rate will you set the IV pump?
15. What precautions do you need to take while
administering the calcium gluconate infusion?
Case study progress Six hours after initiation of the calcium gluconate infusion, C.P. is no longer complaining of numbness around her mouth or tingling in her fingertips and toes. Chvostek and Trousseau signs remain negative.
Chart View
Laboratory Test Results
Serum calcium 7.4 mg/dL (1.85 mmol/L)
Ionized calcium 3.4 mg/dL (0.85 mmol/L)
Parathyroid hormone (PTH) < 3.0 pg/mL (< 3.0 ng/L)
16. Has C.P.’s status improved or not? Defend your response.
Case study progress C.P. is started on oral calcium gluconate. Her calcium levels stabilize within 24 hours and she recovers without further complications. Two days postoperatively, you are preparing her for discharge.
17. As part of your discharge instructions, what would you teach C.P.? Select all that apply.
a. Keep her head raised while sleeping for 3 to 4 days b. The importance of keeping follow-up medical
appointments c. Not to return to work until her thyroid hormone
level is normal d. Cover her incision with clothing or sunscreen when
she is in the sun e. Proper care of the incision and signs of infection to
report to the provider f. To avoid foods containing iodine because they
increase her risk for recurrent cancer
Case study outcome Two years later, C.P. began having dysphagia with pain on the left side of her throat. The remaining thyroid tissue was surgically removed after finding the cancer had reoccurred. Postoperatively she underwent 12 weeks of radiation treatment, which left her with some permanent voice changes. She is still cancer free 1 year later.
Case Study 96 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You work in the diabetes mellitus (DM) center at a large teaching hospital. The first patient you meet is K.W., a 35-year-old Hispanic woman, who was just released from the hospital 2 days ago after being diagnosed with type 1 DM.
Nine days ago, K.W. went to see the provider after a 1-month history of frequent urination, thirst, severe fatigue, blurred vision, and some burning and tingling in her feet. She attributed those symptoms to working long hours at the computer. Her random glucose level was 410 mg/dL (22.8 mmol/L). The next day her lab values were as follows:
fasting glucose 335 mg/dL (18.6 mmol/L), A1C 8.8%, cholesterol 310 mg/dL (8.03 mmol/L), triglycerides 300 mg/dL (3.39 mmol/L), HDL 25 mg/dL (0.65 mmol/L), LDL 160 mg/dL (4.14 mmol/L), ratio 12.4, and creatinine 0.9 mg/dL (80.0 mcmol/L). Her body mass index was 29.6 with a BP 160/96. She was admitted to the hospital for control of her glucose levels and the initiation of insulin therapy with carbohydrate counting. After discharge, K.W. has been referred to you for diabetes education. You are to cover four areas: pharmacotherapy, glucose monitoring, basic nutrition therapy, and exercise.
1. What is the overall teaching goal with a patient newly diagnosed with type 1 DM?
2. What assessments do you need to make before starting your session?
3. K.W. was started on sliding scale lispro (Humalog) four times daily and glargine (Lantus) insulin at bedtime. What are the significant differences between the two therapies?
4. K.W. says she knows people who “only take 2 shots” because they are on NPH and regular insulin and wants to know why she cannot do that. Explain the advantages of using the glargine (Lantus) and lispro (Humalog) insulin regimen.
5. Outline important content to include about pharmacologic therapy.
6. What specific points would you include about managing insulin therapy? Select all that apply.
a. Store unused insulin in the freezer. b. The insulin can be used if it is yellow but not
expired. c. Administer the lispro (Humalog) within 15 minutes
of eating. d. Ideally, the glargine (Lantus) should be
administered at bedtime. e. Always administer the injections in the same, easy-
to-reach location. f. The current vial of lispro (Humalog) can be kept at
room temperature for 1 month. g. Two injections will be needed to administer lispro
(Humalog) and glargine (Lantus). 7. What is the best way to determine whether K.W. can
safely self-administer insulin? a. Having her describe the process step-by-step b. Evaluating her A1C levels and daily glucose logs c. Observing her draw up and administer an insulin
dose d. Asking her to rate her confidence in her ability to
give a self-injection 8. Outline important content to review about self blood glucose
monitoring. 9. K.W. states her diet is mostly fast foods, and the foods cooked
at home are high in starch and fat. Her mealtimes often vary from day to day because of her work schedule. What is CHO (carbohydrate) counting, and why would this method work well for K.W.?
10. Outline important points to cover about a basic nutrition plan with CHO counting.
11. K.W. states that she currently does not exercise at all. What benefits will K.W. receive from taking part in an exercise program?
12. What do you need to teach K.W. about safe exercise? 13. What can you and other members of the health care team do to
help her deal with her condition and follow the treatment plan?
14. What evaluative parameters could you use to determine whether your teaching with K.W. was effective?
Case study progress K.W. calls the clinic several days later says she has “the flu.” She says she has been nauseated and vomited once during the night. She has had two loose stools. On questioning, she states that she does have a
few chills and might have a low-grade fever but does not have a thermometer to check her temperature. She did not check her glucose level this morning or take her insulin because she has “not eaten.”
15. Describe the instructions that you need to give K.W. about managing illness and DM.
16. Outline how you will document the phone call with K.W.
Case study outcome In her mid-forties, K.W. began to show signs of diabetic nephropathy. At age 55, she was becoming increasingly fatigued upon mild physical exertion, felt nauseated most of the time, and had increased swelling in her ankles. She began hemodialysis; however, she died 9 months later from a myocardial infarction.
Case Study 97 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario K.B. is a 65-year-old man admitted to the hospital after a 5-day episode of “the flu” with symptoms of dyspnea on exertion, palpitations, chest pain, insomnia, and fatigue. K.B. was diagnosed with Graves’ disease 6 months ago and placed on methimazole (Tapazole) 15 mg/day. His other past medical history includes heart failure and hypertension requiring antihypertensive medications; however, he says that he has not been taking these medications on a regular basis. Vital signs (VS) are: 150/90, 124 irregular, 20, 100.2° F (37.9° C). Admission assessment findings are: height 5 ft, 8 in (173 cm); weight 132 lb (60 kg); appears anxious and restless; loud heart sounds; 1 + pitting edema noted in bilateral lower extremities; diminished breath sounds with fine crackles in the posterior bases. K.B. begins to cry when he tells you he recently lost his wife; you notice someone has
punched several more holes in his belt so he could tighten it.
Chart View
Laboratory Test Results
Hemoglobin (Hgb) 11.8 g/dL (118 g/L)
Hematocrit (Hct) 36%
Erythrocyte sedimentation rate (ESR) 48 mm/hr
Sodium 141 mEq/L (141 mmol/L)
Potassium 4.7 mEq/L (4.7 mmol/L)
Chloride 101 mEq/L (101 mmol/L)
Blood urea nitrogen (BUN) 33 mg/dL (11.78 mmol/L)
Creatinine 1.9 mg/dL (168 mcmol/L)
Free thyroxine (T4) 14.0 ng/dL (180 pmol/L)
Triiodothyronine (T3) 230 ng/dL (353 nmol/L)
1. Which of K.B.’s assessment findings represent manifestations of hypermetabolism?
2. Interpret K.B.’s lab results. 3. You go to assess K.B. What other data do you need to obtain
because he has Graves’ disease?
Chart View
Physician’s Orders
Propranolol (Inderal) 20 mg PO q6hr Dexamethasone 10 mg IV q6hr Methimazole (Tapazole) 15 mg/day twice daily Verapamil (Calan SR) 120 mg/day PO
Furosemide 80 mg IV push now, then 40 mg/day IV push Diet as tolerated Stat ECG and echocardiogram Up ad lib IV of D5W at 125 mL/hr Daily weights with intake and output (I&O)
4. The resident on call writes admission orders. Which will you question, and why?
5. What role does methimazole have in treating Graves’ disease? 6. Describe 4 priority problems that will guide K.B.’s nursing
care. 7. What measures can you use to promote K.B. receiving
adequate rest?
Case study progress Later in your shift, you note that K.B. is extremely restless and disoriented to person, place, and time. VS are 174/82, 180 and irregular, 32 and labored, 104° F (40° C). His ECG shows atrial fibrillation.
8. What is likely happening with K.B.? Give your rationale. 9. What actions do you need to take first?
10. You need to call the resident regarding K.B.’s status. Using SBAR, what will you report?
Case study progress The resident evaluates K.B. and determines he is in thyroid crisis. New orders are shown in the chart.
Chart View
Physician’s Orders
Oxygen at 2 L per nasal cannula Stat ABGs, BNP, and cardiac enzymes Digoxin 0.25 mg IV push now, then 0.125 mg IVP q8hr × 2
doses Diltiazem bolus dose of 0.25 mg/kg IV; after 15 minutes, give a
second dose of 0.35 mg/kg IV for heart rate greater than 140 Increase methimazole to 15 mg PO q6hr Hydrocortisone 50 mg IV push q6hr Absolute bed rest Acetaminophen 650 mg PO q6hr prn for temperature over 100°
F (37.8° C)
11. Describe how you would care for K.B. in the next hour. 12. How many total milliliters of diltiazem will you give for
the first dose? How many for the second, if needed?
13. What is your primary nursing goal at this time? 14. Describe 6 interventions you will perform over the next few
hours based on this priority. 15. Why was K.B. at risk for developing thyroid storm? 16. Identify 3 outcomes that you expect for K.B. as a result of your
interventions.
Case study progress After several hours of treatment, K.B.’s condition stabilizes. The resident discusses two treatment options with K.B. and his family: radioactive iodine (RAI) therapy and subtotal thyroidectomy.
17. K.B. is fearful of radiation treatment and asks you for your opinion. How would you respond?
18. K.B. decides to receive RAI. During pretreatment
instructions, the family asks whether he will be radioactive and what precautions they should take. Outline important guidelines for teaching K.B. and his family about home precautions.
19. Amid all this, you remain concerned about K.B.’s bereavement after the loss of his wife. How would you address this issue?
20. K.B. does have some exophthalmos and is experiencing
periodic photophobia and dry eyes. What should you include in teaching him how to manage these problems? Select all that apply.
a. Always wear sunglasses when outside. b. Report any changes in vision to the provider. c. Use artificial tears to provide moisture as needed. d. Tape the eyes closed at night with nonallergenic
tape. e. Apply warm compresses to the eyes if they are
irritated. 21. Which statement shows K.B. understands the discharge
instructions? a. “I will take this medication on a full stomach.” b. “If I get a sore throat, ice chips should help me feel
better.” c. “I should see an improvement in my symptoms by
tomorrow.” d. “I will follow the precautions for 2 weeks to keep
my family safe.”
Case study outcome Six months later, K.B.’s heart rate, blood pressure, and thyroid hormone levels are within normal limits. He has gained 14 lbs (6.4 kg) and has started walking in the mornings without any dyspnea. He says he has started to do woodworking and has been doing some volunteer work at the senior center.
Case Study 98 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working in an outpatient clinic when a mother brings in her 20-year-old daughter, C.J., who has type 1 diabetes mellitus (DM) and has just returned from a trip to Mexico. She has had a 3-day fever and diarrhea with nausea and vomiting. She has been unable to eat and has tolerated only sips of fluid. Because she was unable to eat, she did not take her insulin as directed. You note C.J. is unsteady, so you take her to the examining room in a wheelchair. While helping her onto the examination table, you note her skin is warm and flushed. Her respirations are deep and rapid, and her breath is fruity and sweet smelling. C.J. is drowsy and unable to answer your questions. Her mother states, “She kept telling me she’s so thirsty, but she can’t keep anything down.”
1. List 5 pieces of additional information you need to obtain from C.J.’s mother.
2. Describe the pathophysiology of diabetic ketoacidosis (DKA).
Case study progress C.J.’s mother tells you the following:
“Blood glucose monitor has been reading ‘high.’”
“C.J. has had sips of ginger ale, but that’s all.” “She has been vomiting about every other time she
drinks.” “When she first got home, she went [voided] a lot, but
yesterday she hardly went at all, and I don’t think she has gone today.”
“She went to bed early last night, and I could hardly wake her up this morning. That’s why I brought her in.”
Chart View
Vital Signs
Blood pressure 90/50
Heart rate 124
Respiratory rate 36 and deep
Temperature 101.3° F (38.5° C) (tympanic)
Laboratory Test Values
Glucose 677 mg/dL (37.6 mmol/L)
Potassium 6.3 mEq/L (6.3 mmol/L)
3. Interpret C.J.’s VS and lab results, relating them to the pathophysiology.
4. Explain the reason for C.J.’s other presenting signs and symptoms.
5. The decision is made to transport C.J. by ambulance to the local emergency department (ED). C.J.’s mother realizes that C.J. is more acutely ill than she thought. She leaves the room and begins to cry. How would you handle this situation?
6. After assessing C.J., the ED resident on call writes the following orders. Review each order. Mark an A if the order is appropriate; mark an I if inappropriate. For each order you mark as I, explain why it is inappropriate, and correct the order.
1. ____ 1000 mL lactated Ringer’s IV stat 2. ____ 36 units NPH (Humulin N) and 20 units
regular (Humulin R) insulin subQ now 3. ____ CBC with differential; CMP; blood cultures × 2
sites; clean-catch urine for UA and C stool for ova and parasites, Clostridium difficile toxin, and C serum lactate, ketone, and osmolality; ABGs on room air
4. ____ 1800-calorie, carbohydrate-controlled diet 5. ____ Bed rest 6. ____ Acetaminophen 650 mg rectal suppository
q4hr as needed 7. ____ Furosemide 60 mg IV push now 8. ____ Urinary output every hour 9. ____ VS every shift
7. List 5 other collaborative interventions that C.J. needs and the reason for using each.
8. Which ABG results would you expect to see in C.J.? a. pH 7.40, Pao2 88, Paco2 34, HCO3 23 b. pH 7.48, Pao2 90, Paco2 30, HCO3 28 c. pH 7.27, Pao2 90, Paco2 50, HCO3 20 d. pH 7.26, Pao2 94, Paco2 23, HCO3 18
9. When C.J. is attached to the cardiac monitor, what would you expect to see on the ECG tracing?
a. Peaked P waves and a shortened PR interval b. Presence of a U wave and ST segment depression c. Tall, peaked T waves and widened QRS complexes d. Narrow QRS complexes and shortening of the QT
interval
Case study progress
All orders have been corrected and therapies started. C.J. receives fluid resuscitation and sliding-scale insulin drip via infusion pump. After several hours, her latest lab findings are as shown in the chart.
Chart View
Laboratory Test Results
Na 149 mEq/L (149 mmol/L)
K 3.0 mEq/L (3.0 mmol/L)
Cl 119 mEq/L (119 mmol/L)
Total CO2 21 mEq/L (21 mmol/L)
BUN 12 mg/dL (4.28 mmol/L)
Creatinine 1.2 mg/dL (106 mcmol/L)
Glucose 307 mg/dL (17 mmol/L)
10. Based on C.J.’s lab results, what changes in her IV fluids would you anticipate, and why?
11. The attending changes the insulin drip infusion,
decreasing it from 6 units to 4 units per hour. The label on the bag infusing reads, “100 units regular (Humulin R) insulin in 250 mL of normal saline.” At how many milliliters per hour would you set the infusion pump?
12. What is the rationale behind using an infusion pump for
the insulin drip? 13. True or False? A second registered nurse or physician
must verify the IV infusion rate for the insulin dose change. State your rationale.
Case study outcome
C.J. continues to improve and is discharged from the hospital 3 days later. Her mother and she agree to attend an outpatient class offered by the diabetes education department to assist C.J. with better managing her diabetes.
Case Study 99 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario T.R. is a 19-year-old college freshman who lives in the honors dormitory. His friend finds him wandering aimlessly about the campus appearing pale and sweaty. He engages T.R. in conversation and walks him to the campus medical clinic, where you are on duty. The friend explains to you how he found T.R. and says T.R. is “diabetic” and takes insulin. T.R. is not wearing a medical warning tag. It is 1020.
1. What do you think is going on with T.R.? 2. What is the first action you would take? 3. Which assessment findings would support the premise that
T.R. is experiencing a hypoglycemic reaction? a. Extreme thirst and nausea b. Nervousness and tachycardia c. Hypertension with bounding pulses d. Fruity breath with deep, rapid respirations
4. If no glucose meter were available, would you treat T.R. on the assumption he is hyperglycemic or hypoglycemic? Explain your reasoning.
5. It is 1025. T.R.’s glucose reading is 50 mg/dL (2.8 mmol/L). What should your next action be?
6. When you enter the room to give the juice, T.R. is not responsive enough to drink the juice safely. What should you
do? 7. T.R.’s breathing rate is 16 and he has a pulse of 112 and regular.
Because outpatient resources vary, describe your next actions if (1) your clinic is well equipped for emergencies or (2) your clinic has no emergency supplies.
Case study progress A few minutes after administering 2 mg subcutaneous glucagon, T.R. begins to awaken. He becomes alert and asks where he is and what happened to him. You orient him and then explain what has transpired.
8. What questions would you ask to find out what precipitated this event?
9. What further action do you need to take at this time? 10. At 1045, you recheck T.R.’s glucose and the reading is
64 mg/dL (3.6 mmol/L). His vital signs are 120/72, 18, 92. Has his status improved or not? Defend your response.
11. What would your next action be? 12. At 1110, you recheck T.R.’s glucose and the reading is
104 mg/dL (5.8 mmol/L). What should you do now?
Case study progress T.R. tells you he took 35 units glargine (Lantus) insulin and 12 units of regular (Humulin R) insulin at 0745. He says he was late to class, so he just grabbed an apple on the way.
13. Based on this information, why did T.R. experience this episode of hypoglycemia?
14. Based on your knowledge of the types of insulin T.R. is receiving, when would you expect T.R. to experience a hypoglycemic reaction?
15. T.R. says he had a few similar episodes recently. He treated them by eating a candy bar. He says he is on a 2000-calorie, carbohydrate-controlled diet but has been checking his blood
glucose levels every “couple of days” only. What common mistake in previously treated episodes of hypoglycemia did T.R. make?
16. He goes on to say he has had “a little bit much to drink at a few of the parties he has been to” on the weekends. What effect does alcohol have on blood glucose?
17. What should you teach T.R. about alcohol consumption and managing his diabetes?
18. List 4 additional points you would stress in a teaching plan with T.R.
19. You tell T.R. to check his blood glucose at 1230 then eat lunch at the normal time. You determine that he understands your teaching regarding averting hypoglycemia if he states:
a. “I need to eat within 30 minutes of taking the regular insulin.”
b. “If I am too sick to eat, I will not take any insulin until I feel better.”
c. “Only certain kinds of alcoholic drinks will affect my blood glucose levels.”
d. “I will exercise just before eating and taking insulin so I do not get cramps.”
20. Write a sample documentation note for the encounter with T.R.
Case study outcome T.R. follows up with you in 1 week to discuss how he has been managing his meals and insulin dosing. He states he feels that he has been doing a better job with eating meals at regular times and shows you the log from his new diabetes tracking app. You congratulate him on his progress and decide together that meeting weekly will help T.R. manage his diabetes while adjusting to college life.
Case Study 100 Name _________________________________ Class/Group
_____________________________ Date _____________
Scenario B.K. is a 63-year-old woman who is admitted to the step-down unit from the emergency department (ED) with nausea, vomiting, and epigastric and left upper quadrant abdominal pain that is severe, sharp, and boring and radiates through to her mid back. The pain started 24 hours ago and awoke her in the middle of the night. B.K. is a divorced, retired sales manager who smokes a half-pack of cigarettes daily. The ED nurse reports that B.K. is anxious and demanding. B.K. denies using alcohol. Her vital signs are as follows: 100/70, 97, 30, 100.2° F (37.9° C) (tympanic), SpO2 88% on room air and 92% on 2 L of oxygen by nasal cannula (NC). She is in normal sinus rhythm. She is under the care of the hospitalist service. She has no primary care provider and has not seen a physician “in years.”
The ED nurse giving you the report states that the admitting diagnosis is acute pancreatitis of unknown etiology. An abdominal ultrasound showed “no cholelithiasis, gallbladder wall thickening, or choledocholithiasis. The pancreas was not well visualized due to overlying bowel gas.” An abdominal CT is scheduled for the morning. Admission labs have been drawn; a clean-catch urine specimen was sent to the lab, and the urine was dark in color.
1. What are the usual causes of pancreatitis? 2. What other information do you need from the ED nurse before
you assume responsibility for B.K.’s care?
Case study progress
Chart View
Medication Administration Record
Esomeprazole 40 mg IV push daily
Metoclopramide 10 mg IV push every 6 hrs Metronidazole 500 mg IV piggyback every 8 hrs Morphine sulfate 5 mg IV push every 4 hrs as needed Ondansetron 4 mg IV push every 6 hrs as needed
3. Indicate the expected outcome associated with each medication she is receiving.
4. Which admission order would you question? a. Clear liquid diet b. IV 0.9% NS at 150 mL/hr c. Bed rest with bathroom privileges. d. CBC with differential, BMP, amylase, and lipase
now 5. What preparation is needed for B.K.’s CT scan?
Case study progress You complete your admission assessment and note the following abnormalities: B.K. is restless and alert, lying on her right side in a semi-fetal position. Assessment findings are as follows: Skin is cool, diaphoretic, and pale with poor skin turgor; mucous membranes are dry. ECG shows sinus tachycardia, rate 106, heart sounds without murmurs or rubs. Peripheral pulses are palpable at 1 + in four extremities. Respiration rate 24, but unlabored on 2 L O2/NC with Spo2 90%. Breath sounds are extremely diminished in lower left lobe (LLL) posteriorly—otherwise, clear to auscultation throughout. She complains of nausea and is having dry heaves. Bowel sounds are hypoactive throughout. Abdomen is distended, firm, and tender in a diffuse fashion to light palpation, with guarding noted. The admission chest x-ray report reads, “moderate pleural effusion in the left lower lobe.”
6. Your institution uses electronic charting. Based on the assessment given, document your findings.
□ Neurologic
□ Respiratory □ Cardiovascular □ Gastrointestinal □ Genitourinary □ Musculoskeletal □ Skin □ Psychosocial □ Pain
7. Based on your assessment, what is your nursing priority right now?
8. Name 3 interventions you would initiate based on this priority. 9. Besides giving as-needed medications, what other
interventions would help with B.K.’s pain management? 10. B.K. turns on her call light. Despite the nausea, she complains
of thirst and demands something to drink. Her orders indicate “NPO, except sips and chips.” What is your response to her request? What might help her?
Chart View
Admission Laboratory Test Results
Lipase 3000 units/L
Amylase 2000 units/L
ALP 350 units/L (6 µkat/L)
ALT 90 units/L (1.53 µkat/L)
AST 150 units/L (2.55 µkat/L)
Total bilirubin 2.0 mg/dL (34.2 µmol/L)
Albumin 3.0 g/dL (4.35 µmol/L)
BUN 24 mg/dL (8.57 mmol/L)
Creatinine 1.4 mg/dL (124 mcmol/L)
WBC count 17,500/mm3 (17.5 x 109/L)
11. Which lab results support a diagnosis of pancreatitis? 12. Which lab results are the most important to monitor in acute
pancreatitis? Why are they significant? 13. What do the BUN and creatinine tell you about her renal
function and volume status? 14. Why are the WBCs elevated?
Case study progress B.K. eventually falls asleep and seems to be sleeping peacefully. Several hours later, you hear an alarm on her pulse oximeter and enter her room to investigate. You find B.K. moaning softly; her oximeter reads 87%.
15. What will you do next? 16. B.K.’s respirations become increasingly labored. You perform a
quick assessment, with findings as follows: Lung sounds absent in the LLL and very diminished in the right lower lobe. You percuss a dull thud over the left lung up to the scapula tip. On percussion, you hear resonance over the entire right lung. What is the significance of your findings?
Case study progress The provider orders a stat chest x-ray examination, which shows a significant pleural effusion developing in the LLL, with extension into the lower portion of the upper lobe.
17. Based on the evolving pleural effusion with evidence of decompensation, the provider decides to perform a thoracentesis to remove fluid. What are your responsibilities regarding this procedure?
Case study progress
The provider removed 200 mL of slightly cloudy serous fluid. Antibiotics were adjusted to provide broad-spectrum coverage for an upper respiratory tract infection until culture and sensitivity results are returned. B.K. is resting quietly with oxygen at 3 L per NC, and her respirations are unlabored and regular. Her SpO2 reads 96%.
It is now 72 hours after B.K.’s admission, and her lab test results show improvement. An abdominal CT scan is completed and shows “a moderately severe pancreatitis, but no local fluid collection or pseudocysts. No ileus or evidence of neoplasia was noted.” BUN is 9.0 mg/dL, and creatinine is 1.0 mg/dL. She has adequate urinary output. Her IV fluids are decreased to 75 mL/hr. Her amylase and lipase levels are decreasing toward normal levels. The provider writes an order to advance B.K.’s diet from clear to full liquids.
18. How would you know if B.K. was not tolerating the advancement in her diet?
19. If B.K. does not tolerate the advancement in diet, what physiologic need should be addressed at 72 hours?
Case study outcome Three days later, B.K.’s pain is under control with oral pain medications. The provider advances her diet to “low-fat/low- cholesterol” and writes orders to discharge that evening if she tolerates the advancement in diet, which she does.
20. What will you include in your discharge teaching with B.K.? 21. Which statement shows that your teaching about dietary
instructions was effective? a. “I must eat six, small meals a day.” b. “I need to eliminate all protein from my diet.” c. “Avoiding greasy and fried foods is important.” d. “It is okay for me to drink coffee, tea, and soda.”
Case study outcome At her one-week follow-up appointment, B.K. relates that finding
foods that she can eat has been the greatest challenge but that overall, she feels better. She says she is irritated with her friends, who assume this happened because she is secretly drinking. She has not resumed smoking. She says she does not want this to happen again because it has been a “really, really bad experience.”
8
Immunity
Case Study 101 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario C.Z. is a 37-year-old woman who was diagnosed with rheumatoid arthritis 3 years ago. Her current medications include naproxen 500 mg twice daily, methotrexate 20 mg once weekly, and folic acid 1 mg daily. She says she has improved on this plan but has persistent joint pain and swelling in her hands and feet, with some lingering fatigue. She came to the clinic today because her family recently moved to the area and she needs to establish a relationship with a new primary care provider. She is married with 2 school-aged children and was just hired part-time as a cashier at a local department store.
1. Describe the pathophysiology of rheumatoid arthritis (RA). 2. RA and osteoarthritis have some common symptoms but have
different causes, progression, and treatment. Place an “R” next to the statements that describe RA and an “O” next to those that describe osteoarthritis.
1. _____ Develops over weeks to months 2. _____ Localized disease with variable, progressive
course 3. _____ Morning stiffness lasts 1 hour to all day 4. _____ Pain improves with joint use 5. _____ Age of onset is generally over 40 years
6. _____ Joint effusions are common 7. _____ Typically affects small joints first 8. _____ Fever, fatigue, and loss of energy may occur 9. _____ Pain worsens with joint use
3. What are the long-term systemic complications of RA? 4. What are the overall goals of collaborative care for a patient
with RA? 5. Outline the history information you need to obtain from C.Z.
Case study progress C.Z. says her symptoms started suddenly. She stated, “she woke up one morning and was so weak she could barely get out of bed or walk.” Over the next few days she started to hurt and feel stiff all over, making it hard to sit, stand, or lay down without pain. She lost her appetite and noticed some hair loss. After having lab testing, the previous provider told her she had RA and started her on her current medications. Recent x-rays showed some bone erosion in her right wrist and 3 metacarpophalangeal (MCP) joints of her right hand. She denies any family history of RA or other autoimmune disorders and has had no hospitalizations except for childbirth.
6. What other signs of RA do you need to assess for when performing her assessment?
Case study progress C.Z.’s physical assessment was unremarkable except that her left and right index and middle PIP joints were slightly tender and swollen with limited range of motion. Her vital signs were 120/78, 74, 16, 98.2° F (36.8° C). Her height is 5 ft, 5 in (165 cm), and she weighs 170 lbs (77 kg).
Chart View
Laboratory Results
C-reactive protein (CRP) 2.7 mg/dL (25.7 nmol/L) (normal: < 1.0 mg/dL [<9.5 nmol/L])
Erythrocyte sedimentation rate (ESR)
38 mm/hr (normal: 0–20 mm/hr)
Rheumatoid factor (RF) 344 (negative or titer < 1:17)
ANA 26 mmol/L (negative at 1:40 dilution)
7. Explain the significance of C.Z.’s lab results. 8. The provider decides to start C.Z. on the immunomodulator
etanercept 50 mg SC weekly via autoinjector and orders a tuberculin (TB) test and chest x-ray. What is the reason for performing a TB test and chest x-ray?
9. What teaching do you need to provide about etanercept therapy?
Case study progress You ask C.Z. how having RA has affected her life. She states that she used to be a very active person, but now she must be careful about how much she does each day because she has noted that too much activity triggers increased fatigue and pain.
10. Name 3 priority nursing problems you need to address with C.Z.
11. Describe the teaching you would provide C.Z. about physical activity.
12. What would you review with C.Z. to meet the expected outcome of protecting joints from stress?
13. What suggestions can you make to C.Z. about managing fatigue?
14. After teaching C.Z. to use heat and cold therapy to relieve symptoms, you determine teaching has been effective when she states:
a. “Taking a warm shower can help ease morning
stiffness.” b. “Cold therapy can be applied for 30 minutes to
relieve joint stiffness.” c. “I can use heat therapy for 20 minutes to relieve the
symptoms of an acute flare.” d. “When my joints are swollen, a heating pad for 10
to 15 minutes can relieve the pain.” 15. You are concerned with C.Z.’s psychological status. Write a
nursing outcome addressing this issue and identify independent nursing actions you would implement.
16. What interprofessional referrals may benefit C.Z.? 17. What assessment data would you use to determine whether
C.Z.’s condition is improving? 18. Using a SOAP format, write a sample documentation entry for
this encounter.
Case study outcome After switching to etanercept, C.Z. noticed a substantial improvement in joint pain and swelling. She decided to continue with this regimen and began an exercise program under the supervision of PT. By implementing the recommendations made by the provider, PT, OT, and you, she says she is has less fatigue and finding it easier to “make it through each day.”
Case Study 102 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working in a community health clinic and you have just taken C.Q., a 38-year-old woman, into the consultation room. C.Q. has been divorced for 5 years, has two daughters (ages 14 and 16), and works full time as a legal secretary. She is here for her yearly routine physical
examination. C.Q. states she is in a serious relationship, is contemplating marriage, and just wants to make certain she is “okay.” No abnormalities were noted during C.Q.’s physical examination. Blood was drawn for routine blood chemistries and hematology studies; since she has never been tested, C.Q. agrees to a human immunodeficiency virus (HIV) test. The provider requests you perform a rapid HIV test, which is an antibody test. Within 20 minutes, the results are available and are positive.
1. Does a positive rapid HIV test mean that C.Q. has HIV? If it is negative, does it mean she does not have HIV?
2. What counseling do you need to offer to C.Q.?
Case study progress C.Q. returns to the clinic 2 days later. The provider informs you that C.Q.’s Western blot test results confirm that she has HIV infection; he requests you be present when he talks to her. Before leaving C.Q.’s room, the provider requests that you give C.Q. verbal and written information about local support groups and help her call a friend to accompany her home this evening. She looks at you through her tears and states, “I can’t believe it. J. is the only man I’ve had sex with since my divorce. He told me I had nothing to worry about. I can’t believe he would do this to me.”
3. C.Q.’s statement is based on 3 assumptions: (1) J. is HIV positive; (2) he intentionally withheld the information from her; and (3) he intentionally transmitted the HIV to her through unprotected sex. Based on your knowledge of HIV infection, how would you counsel C.Q.?
4. In addition to offering alternative explanations and exploring options, what is your most important role right now?
5. C.Q. asks you whether she has AIDS. What do you tell her? 6. Why is it a good idea for C.Q. to have someone she trusts take
her home this evening? 7. C.Q. gives you the name and phone number of someone she
wants you to call. You stay with her until she leaves with her friend. Has C.Q.’s right to privacy been violated? Explain why or why not.
Case study progress C.Q. returns to the clinic 4 days later to discuss her diagnosis.
8. What are your goals for C.Q. at this time? 9. What additional lab tests would you anticipate for C.Q. and
why? 10. C.Q. asks whether there is any treatment available. How
would you respond? 11. The provider starts C.Q. on a regimen of tenofovir-
emtricitabine (Truvada), darunavir (Prezista), and ritonavir (Norvir). What general information will you give C.Q. about antiretroviral therapy (ART) therapy?
12. C.Q. asks why she has to take so many drugs instead of a “big dose” of one drug. What would you tell her?
13. What other issues will you discuss with C.Q. at this visit? 14. Review the general measures you will discuss with C.Q. to
promote her overall health. 15. C.Q. asks if she must tell J. of her HIV status. Does she have a
legal responsibility to inform him? 16. What reporting obligations does the clinic have? 17. Before C.Q. leaves the clinic, you recognize the need for
further teaching when she says: a. “Joining a support group can help me deal with my
HIV diagnosis.” b. “I will not use any other medications without
checking with my health care provider.” c. “If my viral load becomes undetectable, I will not
have to worry about transmitting HIV to someone else.”
d. “If my skin turns yellow, I have unusual muscle pain or feel dizzy or weak, I will call the provider
immediately.”
Case study outcome Two weeks later, C.Q. visits the office and asks to speak to you in private. She thanks you for talking to her the day she received the news of her diagnosis. She tells you that J. confessed to her that he has hemophilia and tested positive for HIV after having been infected through contaminated recombinant factor VIII products. He was afraid to tell her about his diagnosis because she might leave him. C.Q. tells you that she is angry with J. They are going through counseling and the wedding is “off” at the moment.
Case Study 103 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario K.D. is a 56-year-old man who has been living with human immunodeficiency virus (HIV) infection for 6 years. He had been on antiretroviral therapy (ART) with a regimen of tenofovir and emtricitabine (Truvada), with darunavir and cobicistat (Prezcobix). He stopped taking his medications 4 months ago because of depression. The appearance of purplish spots on his neck and arms persuaded him to make an appointment with his provider. At the provider’s office, K.D. stated he was feeling fatigued and having occasional night sweats. He said he had been working long hours and skipping meals. Other than the purplish spots, the remainder of K.D.’s physical examination findings was within normal limits. The doctor took 3 skin biopsy specimens and obtained a chest x-ray examination, tuberculin test, and lab studies, including a CBC, CD4 T-cell count, and viral load.
Over the next week, K.D. developed a nonproductive cough and increasing dyspnea. Last night, he developed a fever of 102° F (38.9°C)
and was acutely short of breath, so his partner brought him to the emergency department. He was admitted with probable Pneumocystis jiroveci pneumonia (PJP), which was confirmed with bronchoalveolar lavage examination under light microscopy. K.D.’s CD4 T-cell count is 175 cells/µL and viral load 35,230 copies/µL. K.D. is on nasal oxygen, IV fluids, and IV trimethoprim-sulfamethoxazole. His current VS are 138/86, 100, 30, 100.8° F (38.2° C) and SpO2 92%.
1. What is the importance of CD4 T-cell and viral load counts? 2. What is PJP? 3. The skin biopsies return a diagnosis of Kaposi sarcoma (KS).
What is KS? 4. What is the significance of K.D. developing KS and PJP in light
of the CD4 count? 5. K.D. has been seropositive for several years. What factors
might have influenced his development of PJP and KS? 6. Name 4 problems you must manage at this time with K.D. 7. What type of isolation precautions do you need to use
when caring for K.D.? a. Droplet b. Contact c. Standard d. Airborne
8. What immediate complication is K.D. at risk for experiencing? 9. To detect this complication, what will be the focus of your
ongoing assessment? 10. Why was K.D. placed on trimethoprim-sulfamethoxazole?
What major side effects do you need to monitor for in K.D.? 11. What aspects of K.D.’s care can you delegate to the licensed
practical nurse (LPN)? Select all that apply. a. Providing instructions about a high-calorie, high-
protein diet b. Administering first dose of IV trimethoprim-
sulfamethoxazole c. Repositioning K.D. and having him deep breathe
every 2 hours d. Developing a plan of care to improve K.D.’s
oxygenation status e. Reinforcing teaching with K.D. about good hand
washing techniques f. Monitoring K.D.’s pulse oximetry readings and
reporting values under 95% 12. K.D. has 20 KS lesions on his neck, upper chest, and both
upper arms, all of which are closed and painless. How will you care for these lesions?
a. Keep each lesion covered with a clear, transparent dressing.
b. Place sterile, saline-soaked gauze over each lesion twice daily.
c. Keep the lesions dry, cleaning the affected areas gently as needed.
d. Apply topical antibiotic ointment twice daily to the affected areas.
13. Because of compromised immune function, K.D. is at risk for developing other opportunistic infections. List 5 infections.
14. Outline the assessment you need to perform to determine whether these problems are present.
15. What interventions can you use to help K.D. in managing his depression?
16. Recognizing that K.D. has multiple posthospital needs, you begin discharge planning. What type of assessment do you need to complete as part of K.D.’s discharge planning?
17. What other health care team members might you involve in K.D.’s discharge planning?
Case study progress K.D. is responding well to treatment for PJP and plans are being made for discharge. He will receive follow-up care at the outpatient clinic and soon begin radiation treatments for the KS. His ART regimen is changed to a fixed-dose combination regimen with emtricitabine-
tenofovir-efavirenz (Atripla).
18. K.D. is kept on trimethoprim-sulfamethoxazole (Bactrim) 2 tablets once daily. He asks why he has to keep taking Bactrim “since the pneumonia is gone.” How would you respond?
19. What is the reason that K.D. receives combination ART therapy with emtricitabine-tenofovir-efavirenz (Atripla)?
a. Combination ART is only effective when CD4- positive T-cell counts are below 200/µL
b. Giving the drugs in a single pill reduces the incidence of cross-resistance between drugs
c. Using smaller doses of three different drugs reduces the incidence of side effects of each drug
d. Combination ART inhibits viral replication in different ways and decreases the chance of drug resistance
20. How can you help K.D. take Atripla as prescribed?
21. What ongoing lab monitoring will K.D. need? 22. K.D. was taught about disease transmission and safer sex and
encouraged to maintain moderate exercise, rest, and dietary habits when he was first diagnosed with HIV infection. Give at least 3 additional topics to stress with K.D. before he goes home.
Case study outcome K.D. took the Atripla as prescribed and was happy that after 3 months of therapy, his CD4 T-cell count was up to 403 cells/µL. The KS lesions have declined in number and size with the ART and radiation therapy. He says his partner and he are dealing with his fatigue., Overall, he says he feels better and taking the diagnosis of HIV “more seriously” by doing more to stay healthy.
Case Study 104 Name _________________________________ Class/Group
_____________________________ Date _____________
Scenario M.M., a 46-year-old male, presents to the emergency department (ED) after being stung 3 times by bees while doing yard work. He said he initially had localized pain and swelling but was not concerned because he has no prior history of an allergic reaction with previous stings. About 15 minutes after the stings, he began to feel dizzy and short of breath. He went inside and his girlfriend, seeing he had developed hives and was having some trouble breathing, drove him the 15 minutes to the ED.
1. What other information do you need to obtain? 2. What should be included as part of M.M.’s primary survey?
Case study progress
Chart View
Physical Assessment
VS: 100/60, 112, 32, SpO2 93% on RA, 98.8° F (37.1° C) HEENT: No periorbital edema. Mild edema of lip and tongue.
PERRLA. States he has metallic taste in mouth. CV: Moderate wheezing with minimal retractions in all fields.
AP S1, S2; regular. Neuro: GCS 15. Drowsy. Full movement in all extremities.
Reports dizziness. GI: Soft, nontender, + BS × 4. Denies nausea and abdominal
pain. Skin: Generalized urticarial rash with flushing. Reports
pruritus. Bee sting sites present on left hand and forearm; foreign body seen in left-hand sting site.
M.M. denies any history of allergies. He has mild hypertension that is controlled with furosemide 40 mg orally every morning.
3. What is most likely happening with M.M.? 4. What assessment findings led you to making this conclusion? 5. What is the immediate priority with M.M.? 6. How would you remove the stinger?
Case study progress
Chart View
Provider’s Orders
Oxygen to maintain saturation ≥ 95% Epinephrine 0.5 mg IM now, repeat in 15 minutes if needed Diphenhydramine 50 mg IV now Hydrocortisone 200 mg IV now IV fluid bolus 1000 mL of 0.9% normal saline over 1 hour
7. Outline a plan for implementing these orders. 8. What is the reason for giving each of the ordered medications
and the fluid bolus? 9. How many milliliters of epinephrine will you give per
dose?
10. What type of oxygen should you apply? 11. Describe the ongoing assessment you need to perform for
M.M. 12. As you continue to assess M.M., which 3 findings would most
concern you and why? a. Wheezing b. Hoarseness c. High-pitched cough
d. Abdominal cramping e. Nausea and vomiting f. Joint swelling and arthralgia
13. How would you decide whether to give a repeat epinephrine dose?
14. What other nursing interventions would you implement for M.M.?
15. M.M.’s girlfriend asks you why he is reacting now, since he has been stung several times before and nothing had happened. How would you respond?
Case study progress M.M. rapidly begins to respond to the medications and does not need a second dose of epinephrine. The urticaria are resolving, his vital signs normalize, and his lungs sounds are clear. He must stay in the ED for another 3 hours for observation. Your designated shift time is over and the incoming nurse assigned to care for M.M. has arrived at the bedside to receive report.
16. Outline the SBAR you need to give the nurse assuming
responsibility for M.M. 17. The provider writes prescriptions for an epinephrine
autoinjector and an oral prednisone 5-day dose pack, with instructions for M.M. to take over-the-counter oral diphenhydramine. What is an Epinephrine autoinjector and when is one used?
18. What teaching do M.M. and his girlfriend need about using an epinephrine autoinjector?
19. What teaching does M.M. need to reduce the risk for further stings?
20. After teaching M.M. what to do if he has a bee sting reaction again, the nurse determines that teaching was effective if he states: (Select all that apply)
a. “The best place to administer the injection is in my
stomach.” b. “I should only give myself an injection if I have
difficulty breathing.” c. “I will not put my fingers or hand over the orange
tip of the injector.” d. “My girlfriend needs to call 911 after I use the
Epinephrine autoinjector.” e. “I need to take an antihistamine before using the
Epinephrine autoinjector.” 21. Why would M.M. need to return to the ED?
Case study outcome After being observed in the ER for 3 hours, M.M. reports that he feels as if he is back to normal. His vital signs have remained stable and his lung sounds are clear. He was discharged home with instructions to follow up with an allergist to identify the cause of the anaphylaxis.
Case Study 105 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario D.W. is a 29-year-old married woman with three children under 5 years of age. She saw her provider 7 months ago with intermittent fatigue, joint pain, low-grade fever, and unintentional weight loss. Her provider noted small, patchy areas of vitiligo and a scaly rash across her nose, cheeks, back, and chest at that time. Lab studies showed D.W. had a positive antinuclear antibody (ANA) titer, positive anti-dsDNA test, positive anti-Sm test, elevated C-reactive protein (CRP) and erythrocyte sedimentation rate (ESR), and decreased C3 and C4 serum complement. Joint x-ray films showed joint swelling without joint erosion. D.W. was diagnosed with systemic lupus erythematosus (SLE). Initial treatment consisted of
hydroxychloroquine (Plaquenil), prednisone, and naproxen sodium, and ice packs. D.W. responded well and the steroid was tapered and stopped. She was told she could follow up every 6 months unless her symptoms became acute. D.W. resumed her job in medical billing at a large geriatric facility.
1. What is the significance of each of D.W.’s lab findings? 2. Using the mnemonic SOAP BRAIN MD, how is SLE
diagnosed? 3. What priority problems would be addressed in D.W.’s care
plan at the time of diagnosis?
Case study progress Twenty-eight months after diagnosis, D.W. seeks out her provider, saying that she has increased fatigue and puffy hands and feet. D.W. reports that she has been working longer hours because of the absence of two co-workers who are on maternity leave.
Chart View
Laboratory Test Results
Sodium 129 mEq/L (129 mmol/L)
Potassium 4.2 mEq/L (4.2 mmol/L)
Chloride 119 mEq/L (119 mmol/L)
Total CO2 21 mEq/L (21 mmol/L)
Blood urea nitrogen (BUN) 34 mg/dL (12.1 mmol/L)
Creatinine 2.6 mg/dL (230 mcmol/L)
Glucose 123 mg/dL (6.8 mmol/L)
Urinalysis 2 + protein, 2 + hematuria
4. Which lab findings concern you, and why? 5. The goal of therapy in lupus nephritis is to normalize or
prevent the loss of renal function. To reach this goal, what additions to D.W.’s care can you anticipate?
6. The provider orders cyclophosphamide 100 mg/m2/day
orally in two divided doses. D.W. weighs 140 lbs (63.5 kg) and is 5 feet, 4 inches (163 cm) tall. How much will she receive with each dose?
7. What key points should you include in a teaching plan about cyclophosphamide therapy?
Case study progress D.W. is seen in the immunology clinic twice monthly during the next 3 months. Although her condition does not worsen, her BUN and creatinine remain elevated. While at work one afternoon, D.W. begins to feel dizzy and develops a severe headache. She reports to her supervisor, who has her lie down. When D.W. starts to become disoriented, her supervisor calls 911, and D.W. is taken to the hospital. D.W. is admitted for probable lupus cerebritis related to acute exacerbation of her disease.
8. What other findings indicative of central nervous system involvement should you assess for in D.W.?
9. What protective measures need to be instituted at this
time? 10. In caring for D.W., which care activities can be delegated to the
UAP? Select all that apply. a. Monitoring D.W.’s BUN and creatinine levels b. Counseling D.W. on seizure safety precautions c. Assisting D.W. with personal hygiene measures d. Assessing D.W.’s neurologic status every 2 hours e. Measuring D.W.’s blood pressure (BP) every 2
hours f. Emptying the urine collection device and measuring
the output
Case study progress The provider orders pulse therapy with methylprednisolone 125 mg IV every 6 hours and plasmapheresis once daily.
11. What major complications associated with
immunosuppression therapy will D.W. have to be monitored for?
12. D.W. asks about what plasmapheresis does and why it might help her feel better. How you would respond?
Chart View
Vital Signs
BP 80/43
Pulse rate 118
Respiratory rate 18
Temperature 97.2° F (36.2° C)
13. D.W. returns to the floor after the plasmapheresis. The UAP reports D.W.’s vital signs to you. Based solely on her vital signs, what could be happening with D.W. and why?
14. You go to assess D.W. What do you need to include in your assessment?
15. D.W. is complaining of dizziness and is slightly diaphoretic but denies any headache, nausea, or paresthesia. What do you immediately suspect is occurring and why?
16. You need to call the provider regarding D.W.’s status. Using SBAR, what would you report to the provider?
17. What do you expect your care of D.W. will include over the
next 2 to 3 hours? 18. What outcome criteria would support that D.W.’s condition is
stabilizing? 19. You note that D.W.’s husband is visiting her. You enter the
room to ask whether they have any questions. D.W.’s husband states, “I have tried to tell her that she cannot go back to work. Sure, we need the money, but the kids and I need her more. I’m afraid that this lupus has weakened her whole body and it will kill her if she goes back to work. Is that right?” How should you respond to his concerns?
Case study outcome D.W.’s condition stabilizes with fluids and plasmapheresis and she can be discharged 6 days later. With the addition of cyclophosphamide to her regimen, her condition improves and she experiences no further episodes of cerebritis. Her husband and she decide that she is not going to return to work so she can focus on her health and family.
Case Study 106 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are directly admitting a 30-year-old woman, J.L., to your telemetry unit with the diagnosis of status post-cardiac transplantation and fever of unknown origin. She was healthy until the birth of her only child at 27 years of age. She developed idiopathic cardiomyopathy after childbirth and 7 months ago underwent cardiac transplantation. Her endomyocardial biopsies have been negative for signs of rejection; her last one was 3 weeks ago. She is on a regimen of baby aspirin, multivitamins, mycophenolate mofetil (CellCept), tacrolimus (Prograf), nifedipine (Procardia), and metolazone
(Zaroxolyn). The UAP reports her VS as 130/78, 104, 20, 101.7° F (38.7° C).
1. Admitting has assigned J.L. to a semiprivate room. Her roommate is on day 4 of IV antibiotic treatment for pneumonia and now has a near normal white blood cell (WBC) count. Is this an appropriate assignment?
2. Fever is a sign of 2 major complications of organ transplantation. What are they?
3. Why is J.L. receiving mycophenolate mofetil (CellCept) and tacrolimus (Prograf)?
4. How will her being on immunotherapy influence your assessment?
5. Compare and contrast the signs and symptoms of organ rejection and sepsis that you need to assess for in J.L.
Case study progress While you are performing your admission assessment, J.L. tells you she urinates frequently because of “that Zaroxolyn.” She mentions she has experienced burning with urination for the past 2 days. You decide to collect a urine specimen for lab analysis in addition to ordered blood cultures, a complete blood count (CBC), and a basic metabolic panel (BMP).
6. What are possible causes of the burning? What type of urine specimen should you obtain?
Chart View
Urinalysis (UA)
Color and appearance Yellow, cloudy
WBCs 12
RBCs ≤ 2
Glucose Negative
Ketones Negative
Nitrates Positive
Bacteria ≥ 100,000 colonies
7. Interpret J.L.’s UA results.
Case study progress J.L.’s BUN and creatinine are within normal limits, and the CBC shows WBCs 11,000/mm3. Pending blood and urine culture results, the provider believes a urinary tract infection (UTI) is the reason for J.L.’s symptoms and orders IV levofloxacin 500 mg every 12 hours.
8. What are your primary nursing concerns for J.L. at this time? 9. Considering J.L.’s UTI and her immunosuppressed status,
what other interventions should you implement when caring for J.L.?
10. Identify 3 expected outcomes for J.L. as a result of your interventions.
Case study progress Thirty-six hours later, preliminary results of J.L.’s blood and urine cultures are available. The blood cultures show no growth.
Chart View
Urine Culture and Sensitivity (C&S)
Staphylococcus aureus ≥ 100,000 colonies
Amoxicillin R
Ceftriaxone R
Ciprofloxacin R
Clindamycin R
Doxycycline S
Levofloxacin R
Trimethoprim-sulfa R
Vancomycin S
11. Interpret J.L.’s urine C&S results. 12. What action do you need to take? 13. Describe the transmission-based precautions you need to
begin for J.L.
Case study progress The provider changes J.L. to IV vancomycin 500 mg every 8 hours and sends her to interventional radiology for placement of a peripherally inserted central catheter (PICC). Her first dose of vancomycin arrives from the pharmacy just as J.L. returns to the floor.
14. What other information do you need to know before you begin the vancomycin?
15. What interventions do you need to implement to safely
administer vancomycin? Select all that apply. a. Hold the infusion if J.L. complains of tinnitus. b. Obtain a trough level 6 hours after each infusion. c. Monitor urine output, BUN, and creatinine levels. d. Anticipate replacing the PICC line every 48 hours. e. Administer each infusion over a minimum of 1
hour. f. Assess for the onset of hypertension during the
infusion.
Case study progress After 7 days, J.L. shows a positive response to antibiotic therapy, and she is preparing for discharge. She will continue her prehospital drug regimen, with the addition of 3 weeks of sulfamethoxazole 800 mg/trimethoprim 160 mg (Bactrim DS) PO twice daily.
16. Which statement indicates J.L. understands your teaching about Bactrim?
a. “I will drink at least eight glasses of fluid per day.” b. “I should wait 2 hours after taking this medicine
before I eat.” c. “I will notify the health care provider if my hands
and feet become numb.” d. “This drug may make me dizzy, so I should not do
an activity that requires alertness.” 17. While you are talking with J.L., she tells you that her
husband’s parents gave her son a pet cat. She jokingly says, “They gave me the work! My husband is going to have to help. I’m not up to looking after a cat, too.” What job does her husband need to do, and why?
18. Because of her remark, you decide to reinforce teaching regarding things J.L. can do to protect herself from infection. List 6 points you will include.
19. What information would you review with J.L. about the signs and symptoms of infection and when to seek treatment?
Case study outcome J.L. did not experience any further episodes of urinary infection. However, her next 2 biopsies showed acute rejection. Both episodes were treated with methylprednisolone boluses. She developed steroid-induced diabetes requiring treatment with insulin.
9
Cellular Regulation
Case Study 107 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario R.T. is a 64-year-old man who went to his primary care provider’s office for a yearly examination. He initially reported having no health problems; however, on further questioning, he admitted to having some fatigue, abdominal bloating, and intermittent constipation. His physical examination findings were normal except for stool positive for occult blood. He had a complete blood count with differential, basic metabolic panel, and carcinoembryonic antigen (CEA) testing and was referred to a gastroenterologist for a colonoscopy. Colonoscopy revealed a 5-cm mass in the sigmoid colon, which was diagnosed as adenocarcinoma of the colon. A distant metastatic workup is negative, and R.T. is undergoing a laparoscopic sigmoidectomy with anastomosis.
1. What is a risk factor? 2. Name 6 risk factors for colon cancer. 3. Outline the American Cancer Society’s current evidence-based
screening procedures for persons at average risk for developing colon cancer.
4. What are the warning signs of colon cancer? Underline those that R.T. has.
5. What is CEA? How does it relate to the diagnosis of colon
cancer? 6. Shade in the area of the colon that will be removed during
R.T.’s surgery.
Modified from Potter, P.A., Perry, A.G., Stockert, P., & Hall, A.: Basic Nursing, ed. 7, St. Louis, 2011, Mosby.
7. The preoperative chart includes detailed instructions for a clear liquid diet, bowel preparation regimen with polyethylene glycol, and prescriptions for neomycin and metronidazole tablets. What is the purpose of taking neomycin and metronidazole?
8. What are some suggestions you can make to help R.T. successfully complete the bowel preparation?
9. Describe the rest of your preoperative teaching for R.T. and his family.
Case study progress R.T.’s surgical course is uneventful, and he is discharged after 5 days. Based on the final pathology report, his cancer is designated stage IIIB. The cancer had spread to the muscle layer of the colon wall with 9 lymph nodes being positive. Four weeks after surgery, R.T. is scheduled to begin 6 months of adjuvant chemotherapy.
10. Current chemotherapy protocols include varying doses of fluorouracil and leucovorin alone or in combination with oxaliplatin or irinotecan. The purpose of leucovorin is to:
a. Rescue healthy cells from the toxic effects of methotrexate
b. Improve R.T.’s nutritional status by supplementing vitamin intake
c. Reduce the incidence of renal failure associated with methotrexate
d. Help the methotrexate be more effective by inhibiting cancer cell mitosis
11. Discuss the major toxicities and side effects associated with fluorouracil and leucovorin.
12. When prioritizing R.T.’s plan of care, which effects are
the most serious? 13. When R.T.’s white blood cell count begins to drop, which
is the most important means to teach him to protect himself from infection?
a. Brushing and flossing his teeth after meals and before bed
b. Having someone else clean the litterbox of all household pets
c. Staying away from people who are visibly sick or have a cold
d. Washing his hands often, especially after using the restroom and before eating
14. Develop a teaching plan for R.T. focusing on the common effects of diarrhea and nausea and vomiting.
15. What would you teach R.T. to do to help manage fatigue? Select all that apply.
a. Accept assistance as needed. b. Limit the number of daily visitors. c. Avoid napping throughout the day. d. Encourage exercise to maintain his strength. e. Plan activities for periods when he has the most
energy. f. Encourage him to do activities in small amounts
and rest between activities. 16. R.T. shows he understands the adverse effects of methotrexate
when he says: a. “I should take ibuprofen if I have a mild headache
or joint pain.” b. “If I develop a bad rash, there is no need to worry.
This is normal.” c. “Coffee and black tea are good choices to help me
maintain my fluid intake.” d. “If I have any chills or unusual pain, I need to let
my doctor know immediately.”
Case study outcome After completing chemotherapy, R.T. remains cancer-free. He undergoes regular colonoscopies and walks every day. He does have some problems with chronic diarrhea and manages his symptoms through diet and medications.
Case Study 108 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are a home health nurse seeing for the first time P.C., a 64-year- old divorcee diagnosed with small cell lung cancer about 1 year ago. P.C. was treated with radiation and chemotherapy; however, her oncologist recently informed her that her cancer is not curable because it has spread to her bones and liver. The focus of her treatment will now be primarily palliative. She is confused and somewhat bewildered. She vaguely remembers the term palliative treatment from the discussion of her situation with her oncologist but does not know what it means.
1. How would you describe palliative treatment? 2. Describe the assessment you need to perform now. 3. Palliative care is delivered by an interprofessional team. What
team members would likely be involved in P.C.’s care and how?
Case study progress P.C. confides that she has not formally written down her wishes concerning the types of treatments she would or would not want. You recommend she complete advance directives, including a living will and a medical durable power of attorney form.
4. How would you describe the purpose of these documents to her?
5. What health care decisions are considered in these documents? 6. How are advance directives formalized? 7. P.C. states that she is confused and has mixed feelings about
her health care wishes right now. She asks, “If I fill out a living will, can I change my mind down the road?” How should you answer this question?
8. As P.C. becomes more frail and incoherent, how will these documents guide her treatment?
Case study progress You inform P.C. that one of your roles will be to help with the symptom control as her illness progresses. P.C. relates that her primary goal is to be able to spend time with family and friends. You begin with pain control because it has a powerful effect on quality of life.
9. What interventions will you use to help her be as pain free as possible?
10. Because her advancing lung cancer will likely result in respiratory distress, which interventions should you include in her plan of care? Select all that apply.
a. Perform a respiratory assessment at each visit. b. Administer low-dose morphine sulfate if vital signs
are adequate. c. Maintain room at a warm temperature and have
blankets available. d. Have her space activities and rest as needed in a
position of comfort. e. If oxygen saturation falls below 90% on room air,
begin oxygen at 2 L. 11. Why is P.C. at risk for impaired skin integrity? 12. Realizing that loss of appetite often accompanies the dying
process, describe how you can maintain P.C.’s oral nutrition
and hydration. 13. Toward the end of your visit, P.C. looks at you and says, “You
know, I just really thought I had more time.” The most appropriate response is:
a. “Dying is a natural process; we will help you through it.”
b. “Your feelings are understandable; most people aren’t ready to die.”
c. “Tell me more about what you mean when you say, ‘I thought I had more time.’”
d. “No one ever really knows when it is their time, even if they don’t have cancer.”
14. You are concerned with P.C.’s psychological status, particularly because she is expressing feelings of grief. Write a nursing outcome addressing this issue. Identify independent nursing actions that you would implement to provide her emotional support.
Case study outcome P.C. discusses her wishes with her family and completes the documents describing what she would like her plan of care to be over the rest of her life span. She dies peacefully 7 weeks later in her home, supported by her family and friends, on her terms.
Case Study 109 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario A.B. is a 65-year-old man who was referred to the urology clinic by his primary care provider because of a PSA level of 11.9 ng/mL (11.9 mcg/L). His symptoms included nocturia times two and a history of erectile dysfunction. CBC, lipid profile, UA, and blood chemistry
findings are all within normal limits. The prostate is slightly tender on examination. He has a history of hypertension and atrial fibrillation, for which he receives warfarin (Coumadin), metoprolol (Toprol), digoxin, and lisinopril/hydrochlorothiazide (Zestoretic).
1. A.B. wonders whether he has prostate cancer. What can you tell A.B. about his PSA level?
2. What are the common manifestations of prostate cancer? 3. Name 3 risk factors for prostate cancer. 4. A.B. is scheduled for a transrectal ultrasound (TRUS) of the
prostate. What is the purpose of this test? 5. Based on the PSA and TRUS results, A.B. is scheduled for a
transrectal prostate biopsy. He asks what he needs to do to prepare for this test. Explain what to expect during the procedure and the pre- and postprocedure teaching needed.
Case study progress A.B.’s prostate biopsy is positive for cancer, with a Gleason score of 7. Chest x-ray, bone scan, and abdominal CT scan are all negative. He has discussed his diagnosis with the urologist. He is now thinking about his treatment options and asks you to answer some questions. He was told about his Gleason score but is not sure what this is.
6. What is a Gleason score? 7. The urologist discusses treatment options for prostate cancer
with A.B. Describe 3.
Case study progress After consulting with his urologist, A.B. has decided to have his prostate removed using a laparoscopic procedure. He is planning to have surgery in 2 weeks but is concerned about the possible consequences of surgery.
8. Identify the major immediate postoperative concerns for A.B. 9. Describe the 2 main long-term consequences of having a
prostatectomy.
Case study progress A.B. undergoes a laparoscopic radical prostatectomy and is an inpatient on the urology surgery unit.
10. Which initial postoperative orders are appropriate for A.B.? Select all that apply and correct the inappropriate answers.
a. Up ad lib b. Docusate 100 mg PO daily c. Vital signs per hospital protocol d. Change indwelling catheter if clotting occurs e. Morphine 4 mg IV push q4hr as needed for pain f. Oxybutynin (Ditropan XL) 10 mg PO every
morning g. Notify urologist if urinary output is less than
30 mL/hr 11. Which assessment findings would be of most concern in
the first 24 hours after surgery? a. Reports of bladder spasms. b. The urine is light pink in color. c. A few blood clots are noted in the urine drainage
bag. d. Bright red blood suddenly appears in the Foley
catheter tubing. 12. Choose the type of catheter that you expect A.B. to have after
surgery and explain the rationale for it. a. Catheter A b. Catheter B c. Catheter C
From Lewis SL, Dirksen SR, Heitkemper MM, et al: Medical-surgical nursing: assessment and management of clinical problems, ed. 8, St. Louis, 2011, Mosby.
13. What would be ordered if clotting of the irrigation system were to occur?
14. What interventions regarding the irrigation system can be delegated to the UAP?
15. At the end of the shift, 2535 mL were emptied from the drainage bag of the irrigation system. The amount of irrigant in the hanging bag was 3000 mL at the beginning of the shift. There was 1175 mL left in the bag 8 hours. What was the amount of actual urine output for the shift?
16. A.B. complains of bladder spasms and is given a dose of oxybutynin (Ditropan XL). The nurse will monitor for which adverse effects? Select all that apply.
a. Diarrhea b. Dizziness c. Dry mouth d. Palpitations e. Watery eyes
17. Describe 5 areas to cover in a discharge teaching plan for A.B. before he goes home.
Case study outcome A.B. does not require any additional therapy after surgery. At his 6- month follow-up visit, he reports he can get an erection but has difficulty maintaining an erection for sexual relations. The urologist discusses erectile aids with A.B. After a failed trial of vasoactive medications, he chose penile injections, which are successful.
Case Study 110 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are a nurse working as a preoperative evaluation nurse. J.B., a well-known 62-year-old homeless man with a history of chronic alcohol use, comes to you before a left radical neck dissection with total laryngectomy and placement of a permanent tracheostomy to treat stage III hypopharyngeal cancer. He has a long history of tobacco use, poor diet, and no dental care. Over the past several months, he has experienced increasing shortness of breath, hoarseness, and odynophagia. A piriform sinus mass was found on bronchoscopy. The large mass extends and is fixed to the left true vocal cord. His chest x- ray film is normal except for changes related to chronic tobacco use. Past medical history includes reactive airway disease and hypertension. On examination, you find 1 palpable left-sided cervical node, which is firm and fixed.
1 Identify J.B.’s risk factors for cancer. 2 Name the warning signals listed on the American Cancer
Society’s list of warning signs of cancer. Underline those J.B. has.
3 Describe the surgical intervention J.B. will undergo. 4 J.B. has several important postoperative needs. Name 2 serious
complications for which he is at risk.
5 What type of follow-up therapy is J.B. likely to undergo after his surgical wound heals?
6 You note placement of a percutaneous endoscopic gastrostomy (PEG) feeding tube is on the operative procedure list. Why is J.B. having a PEG tube placed?
7 Which point would you include in his preoperative teaching plan?
a. “The head of your bed will be kept up at all times.” b. “You will not be able to eat or drink for 7 to 14
days.” c. “We will be encouraging you to whisper frequently
after surgery.” d. “You will have to avoid all coughing until the
sutures are removed.” 8 J.B. asks you, “How will I talk after the surgery?” Which is the
best response? a. “Unfortunately, you will not be able to
communicate orally ever again.” b. “You will be able to speak again after the
tracheostomy tube is removed.” c. “If you work hard at speech therapy, you may
regain some of your normal voice.” d. “You won’t be able to speak. There are some
alternative means you can learn to use.” 9 J.B. asks how he will be able to let the nurses know what he
needs if he cannot talk. How will you respond? 10 J.B. has multiple medical needs that make discharge planning
problematic. Describe how you could ensure he is not discharged into homelessness.
Case study progress J.B. undergoes surgery. His postoperative course is complicated by pneumonia and poor wound healing. After being hospitalized for 6 weeks, he is discharged to a long-term care facility for training in esophageal speech and care while receiving external radiation
therapy. He is scheduled to receive 2000 cGy to the head and neck 3 times weekly for the next 8 weeks.
11 What is esophageal speech? What primary advantage does it have for J.B.?
12 As J.B.’s nurse, which adverse effects of external radiation therapy would most concern you?
13 Outline independent nursing actions that will help J.B. in managing mucositis and xerostomia.
14 What instructions will you provide the UAP caring for J.B. regarding skin care? Select all that apply.
a. “Assist J.B. with selecting loose-fitting shirts.” b. “After his shower, apply lotion to the irradiated
area.” c. “Dry the area with patting motions using a soft
cloth.” d. “Make sure you thoroughly rinse away all of the
soap.” e. “Remove the ink marked on his neck with a
washcloth.” f. “He can have an ice pack applied to the red areas
for 15 minutes.” 15 What interventions would you place in a plan of care to
reduce J.B.’s risk for infection? 16 How can the nurse assist J.B. in combating fatigue during his
treatment?
Case study outcome Despite radiation therapy, J.B.’s disease progresses, and he develops lung and brain metastases. He chooses to stay in the long-term care facility and dies from pneumonia 5 months later.
Case Study 111 Name _________________________________ Class/Group
_____________________________ Date _____________
Scenario M.D. is a 50-year-old woman whose routine mammogram showed a 2.3- × 4.5-cm lobulated mass at the 3 o’clock position in her left breast. M.D. underwent a stereotactic needle biopsy and was diagnosed with invasive ductal carcinoma, estrogen and progesterone receptor positive, HER-2 negative. The staging workup was negative for distant metastasis. Her final staging was stage IIB. She had a modified radical mastectomy with axillary lymph node dissection. The sentinel lymph node and 4 of 16 lymph nodes were positive for tumor cells. An implanted port was placed during surgery.
1. What are the risk factors for breast cancer? 2. Describe the biopsy technique used to diagnose M.D.’s cancer. 3. Breast cancer is classified as noninvasive or invasive. Compare
these terms. 4. Discuss the implications of a positive sentinel node. 5. What factors affect prognosis and treatment for breast cancer? 6. Is she a candidate for tamoxifen therapy? Explain your
reasoning. 7. Surgical intervention is the primary treatment for breast cancer.
Describe the surgical procedure that M.D. had. 8. Describe M.D.’s risk for lymphedema. 9. What actions will you teach M.D. to reduce her risk for
developing lymphedema? 10. What are some community resources from which she may
benefit?
Case study progress Eight weeks after surgery, M.D. is now beginning a prescribed chemotherapy regimen of 6 cycles of CAF (cyclophosphamide, doxorubicin, and fluorouracil).
11. M.D. asks you why she has to have chemotherapy with so many drugs if the surgeon removed all the cancer. How would you respond?
12. Compare the drug actions of cyclophosphamide, doxorubicin, and fluorouracil.
13. Name the common side effects experienced by patients receiving the CAF regimen.
14. What information would you want to review with M.D. about the signs and symptoms of infection and when to seek treatment?
15. M.D. is ordered doxorubicin at 75 mg/m2. Her height is 5
feet, 7 inches (170 cm), and her weight is 155 lbs (70.3 kg). Calculate the dose she will receive.
16. What ongoing assessment will you need to perform since M.D. is receiving doxorubicin?
17. M.D. is prescribed filgrastim (Neupogen) as part of her treatment regimen. You teach her filgrastim is used is to:
a. Improve the number and function of neutrophils b. Help CAF be more effective in treating her cancer c. Replace abnormal cells in the bone marrow with
normal cells d. Decrease the level of fatigue she will experience
during treatment 18. You have finished teaching M.D. about the effects of CAF. You
know that she understands instructions about cyclophosphamide (Cytoxan) when she says: (Select all that apply)
a. “This medication should be taken with food.” b. “I will drink 2000 to 3000 mL of fluids each day.” c. “Taking this drug at nighttime will reduce nausea.” d. “I will increase my intake of foods with
potassium.” e. “Urinating often will help decrease the risk for
cystitis.” 19. However, after reviewing with her how to manage alopecia,
you determine further teaching is needed after she says: a. “I should go buy a wig now, before I start losing
my hair.” b. “Wearing a scarf or hat when outside will help to
protect me.” c. “My hair should begin to return 2 months or so
after treatment ends.” d. “I can prevent hair loss if I wash every other day
with a gentle shampoo.”
Case study progress M.D. has now completed three cycles of CAF, with her last treatment 12 days ago. She comes to the emergency department with a 1-day history of fever, chills, and shortness of breath. On arrival, she is slightly confused and agitated. Vital signs are 100/60, 119, 26, 103.6° F (39.8° C), Spo2 86% on room air. The chest x-ray examination shows diffuse infiltrates in the left lower lung consistent with pneumonia. Her basic metabolic panel is within normal limits, except the blood urea nitrogen (BUN) 28 mg/dL (10.0 mmol/L) and creatinine 1.6 mg/dL (141 mcmol/L).
Chart View
Complete Blood Count
White blood cells (WBCs) 1200/mm3 (1.2 x 109/L)
Neutrophils 34%
Segmented (“polys”) 30%
Bands 4%
Lymphocytes 60%
Monocytes 3%
Eosinophils and basophils 2%
Hematocrit (Hct) 24.9%
Hemoglobin (Hgb) 8.7 g/dL (87 g/L)
Platelets 85,000/mm3 (85 x 109/L)
20. Interpret M.D.’s lab results and explain the reason for any abnormal results.
21. Calculate M.D.’s absolute neutrophil count (ANC) and describe its significance.
22. What is your nursing priority at this time? 23. What is the single most important nursing intervention
for a patient with an ANC below 500/mm3? 24. When is neutropenia most likely to occur in a person receiving
chemotherapy? 25. What type of isolation do you need to initiate for M.D.?
Outline the guidelines for maintaining this type of isolation. 26. What collaborative care measures do you expect for M.D.? 27. What immediate nursing interventions do you need to take? 28. What actions do you need to take because M.D. had a left
axillary lymph node dissection and why? 29. The provider orders a 500-mL normal saline bolus now,
with orders to infuse over 2 hours. You decide to use M.D.’s implanted port for IV access. After you access the port and connect the fluid, the infusion pump alarms that the line is occluded. What will you do?
Case study outcome M.D. is admitted to the intensive care unit, where she soon needs endotracheal intubation. She spends 3 days there receiving IV antibiotics and fluids with respiratory support. After she is extubated, she returns to the oncology unit, where she stays for a few more days
before being discharged to home.
Case Study 112 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario C.P. is a 71-year-old married farmer with a past medical history of hernia surgery in 2006 and prostate surgery in 2015 for BPH. C.P. has smoked for 40 years; for the past 3 years, he has smoked two to three packs per day. Two weeks ago, C.P. visited the local rural health clinic with a progressive cough and chest congestion. Despite a week of antibiotic therapy, C.P.’s condition continued to worsen; he experienced progressive dyspnea and productive cough, and he began to have night sweats. C.P. refused to be admitted to the hospital because “there’s no one to look after the cows,” but he agreed to go for a chest x-ray (CXR) study. The radiologist reads C.P.’s CXR film as “left hilar lung mass, probable lung cancer.” C.P. is scheduled for a diagnostic fiberoptic bronchoscopy with endobronchial lung biopsy as an outpatient this morning to confirm the diagnosis.
1. What are the common manifestations of lung cancer? Underline those C.P. is experiencing.
2. True or false? Most cases of lung cancer are related to smoking. Explain your response.
3. What information does a fiberoptic bronchoscopy with endobronchial lung biopsy provide?
4. As the nurse who works with the pulmonologist, it is your responsibility to prepare C.P. for the fiberoptic bronchoscopy procedure. What will you include in your teaching plan?
5. What is your responsibility during and immediately after the bronchoscopy?
6. C.P. tolerates the procedure well. He returns to the office 4
days later to learn the test results. The pulmonologist tells C.P. and his wife that he has poorly differentiated oat cell lung cancer and explains that it is a very fast-growing cancer with a poor prognosis. This kind of lung cancer is directly related to C.P.’s history of smoking. What is your role at this time?
7. Define the concept of differentiation. What does poorly differentiated mean?
8. What are the common sites of lung cancer metastasis?
Case study progress C.P. undergoes a metastatic workup and is found to have cancer in multiple lymph nodes, his liver, and sternum. The pulmonologist tells C.P. and his wife that surgery is not an option and schedules C.P. to begin combination chemotherapy.
9. Using simple terms, how would you explain combination chemotherapy and how it works to C.P. and his wife?
10. C.P. says he doesn’t know if he should undergo chemotherapy if he “isn’t going to live anyway.” What are 2 goals of administering chemotherapy to patients such as C.P.?
11. C.P.’s wife tells you she’s heard that chemotherapy makes you really sick. Again, using simple terms, how would you explain chemotherapy side effects?
12. C.P. agrees to chemotherapy and is scheduled to receive
cisplatin 60 mg/m2 in 100 mL normal saline (NS) IV over 1 to 2 hours daily, and etoposide 200 mg in 250 mL NS IV over 1 to 2 hours daily, both during the first 3 days of each month. What is the nadir for each drug, and what implications does the nadir have for C.P.?
13. Based on your knowledge of the most common side effects of cisplatin and etoposide, describe the ongoing assessment C.P. will need.
14. List 8 interventions that should be incorporated into C.P.’s care plan to assist him with managing chemotherapy-induced
nausea and vomiting. 15. Which statement indicates further teaching is needed about
alopecia? a. “My hair will thin and start to fall out in 1 to 2
months.” b. “I need to wear a hat or scarf when I am outside
working.” c. “The chemotherapy may cause me to lose all my
body hair.” d. “Washing my hair with a mild shampoo will
prevent hair loss.” 16. C.P. plans to continue to work the farm as long as possible and
says his brother-in-law has promised to help him. C.P. needs to have a working understanding of how to balance his treatment with his work. You sit down with C.P. to plan a daily work, activity, and rest schedule to accommodate his treatments and side effects. List at least 3 points you would emphasize.
Case study progress A month later, when C.P. returns for his second round of chemotherapy, he complains of shortness of breath, chest tightness, and palpitations. He looks exhausted. An electrocardiogram (ECG) reveals new-onset atrial fibrillation, and a CXR film suggests a large left lower lobe pleural effusion. C.P. is admitted to the hospital for supportive care. The pulmonologist performs a thoracentesis and drains 985 mL of fluid, immediately relieving most of C.P.’s dyspnea and chest discomfort.
Chart View
Laboratory Test Values
WBCs 2500/mm3 (2.5 x 109/L)
RBCs 4.9 million/mm3 (4.9 x 1012/L)
Hemoglobin (Hgb) 12.7 g/dL (127 g/L)
Hematocrit (Hct) 37.6%
Platelets 152,000/mm3 (152 x 109/L)
Sodium 131 mEq/L (131 mmol/L)
Potassium 4.2 mEq/L (4.2 mmol/L)
Chloride 90 mEq/L (90 mmol/L)
17. What do these lab values indicate?
18. Describe 4 interventions you would implement to help C.P. manage dyspnea.
19. You assess C.P. 2 hours after the thoracentesis. Which information is important to report to the pulmonologist? CP has
a. occasional chest pain when taking deep breaths. b. some burning and stinging at the thoracentesis site. c. a small amount of serosanguineous drainage on the
dressing. d. a blood pressure of 90/50 and an increase in
dyspnea. 20. C.P. tells you he does not want to live like this and that he
would like to stop chemotherapy, but his pulmonologist wants him to continue with aggressive therapy. Discuss what role you can play in supporting him.
21. How do you feel about this in relation to his condition?
Case study outcome C.P. refuses the second round of chemotherapy and after his condition stabilizes, is discharged to home. He receives no further treatment and dies 3 weeks later with his wife at his side.
Case Study 113
Name _________________________________ Class/Group _____________________________ Date _____________
Scenario H.J. is a 46-year-old man diagnosed with non-Hodgkin lymphoma (NHL) 4 months ago. He finished receiving his third of six chemotherapy courses 5 days ago. Yesterday morning, he was seen at his oncologist’s office for malaise, muscle weakness, and palpitations. He had splenomegaly on examination. A computed tomography (CT) scan of the abdomen showed metastatic disease in the liver and spleen. He is admitted to the hospital with progressive disease.
Chart View
Basic Metabolic Panel (BMP)
Na 136 mEq/L (136 mmol/L)
K 6.1 mEq/L (6.1 mmol/L)
Cl 97 mEq/L (97 mmol/L)
CO2 28 mEq/L (28 mmol/L)
Glucose 98 mg/dL (5.4 mmol/L)
Blood urea nitrogen (BUN) 54 mg/dL (19.28 mmol/L)
Creatinine 2.7 mg/dL (239 mcmol/L)
Ca 6.3 units/L
Total protein 5.4 g/dL (54 g/L)
Albumin 2.8 g/dL (4.0 mcmol/L)
Phosphorus 4.8 mg/dL (1.55 mmol/L)
Uric acid 20.7 mg/dL (1.23 mmol/L)
Total bilirubin 0.8 mg/dL (13.7 mcmol/L)
Alkaline phosphatase 172 units/L (2.87 µkat/L)
Aspartate transaminase (AST) 254 units/L (4.23 µkat/L)
Alanine transaminase (ALT) 74 units/L (1.23 µkat/L)
Lactate dehydrogenase (LDH) 214 IU/L (3.57 mckat/L)
1. Interpret H.J.’s admitting BMP panel. 2. Based on these values, which common oncologic emergency is
H.J. experiencing? 3. Describe the pathophysiology of this condition. 4. What assessment findings related to this diagnosis would you
expect in H.J.?
Chart View
Complete Blood Count (CBC)
White blood cells (WBCs) 1500/mm3 (1.5 x 109/L)
Neutrophils 66%
Lymphocytes 16%
Monocytes 15%
Eosinophils 5%
Hemoglobin (Hgb) 8.3 g/dL (83 g/L)
Hematocrit (Hct) 23.6%
Platelets 21,000/mm3 (21 x 109/L)
5. Based on his lab values, name 3 additional problems for which H.J. is at risk.
6. What are your nursing priorities right now?
Chart View
Medication Record
IV 0.9% saline at 150 mL/hr 100 mEq sodium bicarbonate in the first liter of IV fluid Rasburicase 6 mg IV now Allopurinol 500 mg twice daily orally Furosemide 40 mg IV now then every 6 hours Sodium polystyrene sulfonate 15 g orally every 6 hours Aluminum hydroxide 2 caps orally with meals
Case study progress The oncologist confirms a diagnosis of acute tumor lysis syndrome (TLS) and writes several orders for H.J.
7. What is the expected outcome associated with each medication H.J. is receiving?
8. After giving sodium polystyrene sulfonate, it is important
for you to monitor H.J.’s: a. Urine output b. Bowel sounds c. Peripheral pulses d. Level of consciousness
9. What major complication of TLS is H.J. at risk for and why? 10. Name 3 signs and symptoms of this complication you will
assess for in H.J. 11. List 4 independent nursing interventions that you would
include in H.J.’s plan of care and the reason for each. 12. The best way to prevent infection in a patient such as H.J.
is a. Giving prophylactic antibiotics b. Placing him in reverse isolation
c. Limiting his intake of fresh fruits and vegetables with skins
d. Practicing good handwashing by all who are in contact with him
Case study progress Twenty-four hours after admission, H.J.’s lab tests are repeated.
Chart View
Basic Metabolic Panel
Na 138 mEq/L (138 mmol/L)
K 4.8 mEq/L (4.8 mmol/L)
Cl 109 mEq/L (109 mmol/L)
CO2 26 mEq/L (26 mmol/L)
Glucose 148 mg/dL (8.2 mmol/L)
BUN 34 mg/dL (12.14 mmol/L)
Creatinine 2.4 mg/dL (212 mcmol/L)
Ca 7.3 units/L (1.83 mmol/L)
Total protein 5.4 g/dL (54 g/L)
Albumin 2.8 g/dL (4.06 mcmol/L)
Phosphorus 3.8 mg/dL (1.23 mmol/L)
Uric acid 0.5 mg/dL (29.7 mcmol/L)
Total bilirubin 1.0 mg/dL (17.1 mcmol/L)
Alkaline phosphatase 96 units/L (1.6 µkat/L)
AST 49 units/L (0.8 µkat/L)
ALT 48 units/L (0.8 µkat/L)
LDH 224 IU/L (3.73 µkat/L)
13. Interpret H.J.’s lab results. Is his condition improving?
Case study progress Because H.J.’s condition has stabilized, the oncologist orders another round of chemotherapy.
14. Because the TLS is just resolving, what interventions would you include in your plan of care?
15. What precautions should you take when administering
H.J.’s chemotherapy to reduce the risk for injury? Select all that apply.
a. Independently verify the completeness of the drug order and infusion rate.
b. Dispose of any equipment that held the drug in special biohazard containers.
c. Scrub skin that comes into contact with the drug for 5 minutes with a surgical brush.
d. Wear goggles, powdered gloves, and a disposable, fluid-resistant, long-sleeved gown.
e. If using a peripheral site, place a disposable drape under the arm where the drug will be infused.
f. Use a Luer-Lok connector to attach the drug tubing to the main IV line, using the IV port closest to H.J.
16. The UAP you are working with states she is unfamiliar
with caring for patients receiving chemotherapy. What instructions do you give to the UAP to reduce her risk for injury?
17. Which tasks can you delegate to the UAP? Select all that apply. a. Giving IV fluids as prescribed b. Assisting H.J. with oral hygiene c. Practicing good hand washing technique
d. Determining the need for antiemetic therapy e. Reporting the amount and type of oral fluid intake f. Taking vital signs and recording them every 4 hours
Case study outcome H.J. does not experience any acute kidney injury. He is discharged home 3 days later after finishing this round of chemotherapy. He will be following up with the oncologist in 1 week.
Case Study 114 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario R.M. is a 58-year-old woman with stage III ovarian cancer. Her initial treatment is an exploratory laparotomy with a total abdominal hysterectomy, an ileocecal resection and anastomosis, omentectomy, and peritoneal biopsies. The postoperative CA-125 level is 69 units/mL. Family history analysis reveals a strong positive occurrence of breast and ovarian cancer. Her mother died of breast cancer at 56 years of age, and a maternal aunt died of ovarian cancer at 59. The oncologist recommends testing for the presence of the BRCA1 and BRCA2 genes and, if the results are positive, testing R.M.’s two daughters and son.
1. What is the association between cancer development and the BRCA1 and BRCA2 genes?
2. Discuss the pros and cons of genetic testing for cancer. 3. In reviewing R.M.’s family history, which factors are
considered significant? Select all that apply. Defend your response.
a. Aunt who died from ovarian cancer at age 59 b. Mother who died from breast cancer at age 56
c. Sister was diagnosed with cervical cancer at age 50 d. Grandmother who died from gastric cancer at age
84 e. Aunt was diagnosed with endometrial cancer at age
65 4. R.M. tests positive for the BRCA2 gene. What implications does
this have for her children? 5. Why is ovarian cancer usually stage III or IV when initially
diagnosed?
Case study progress R.M. begins a chemotherapy regimen of paclitaxel and cisplatin. After receiving the fourth course, she presents with shortness of breath, complaints of nausea, and early satiety with a recent weight loss of 10 lbs (4.53 kg). Her abdomen is distended, and her SpO2 is 86% on room air. Her current CA-125 level is 328 units/mL. You are admitting her directly from the oncologist’s office to the medical floor.
6. Explain the significance of R.M.’s CA-125 level. 7. Knowing the chemotherapeutic agents R.M. has received, what
lab tests will you expect the oncologist to order? 8. You perform R.M.’s admission assessment. Which finding
must be immediately reported to the oncologist? a. Dark, amber-colored urine b. A temperature of 100.3° F (37.9° C) c. Bleeding gums and mouth ulcerations d. Numbness in her lower legs bilaterally
9. R.M.’s chest x-ray film reveals bilateral pleural effusions. How do these relate to her underlying disease? How might they be treated?
Case study progress After performing a thoracentesis, the oncologist orders a magnetic resonance imaging (MRI) scan of the chest, abdomen, and pelvis, which reveals a mass in the left lower quadrant and a malignant
bowel obstruction. He immediately schedules R.M. for a tumor debulking and possible placement of an ostomy.
10. What does scheduling R.M. for a debulking procedure imply? a. After this surgery, R.M. will be cured of her cancer. b. R.M. has advanced disease and the prognosis is
poor. c. Chemotherapy will no longer be given after she
recovers from surgery. d. R.M. will now need to have radiation therapy in
addition to chemotherapy. 11. R.M. is undergoing a palliative surgical intervention. How will
you explain this to R.M. and her family? 12. What additional risks does surgery pose for R.M.? 13. Outline 4 topics to include in her preoperative teaching. 14. Later in your shift, you find R.M.’s daughter sitting in a chair
at the end of the hall crying quietly. You pull up a chair and sit. She tells you, “I had always thought mom was going to fight this. It is really just kind of hitting me that she is actually dying. You just think after surgery and all the chemo everything is going to be fine.” What is your best response?
a. “Let’s talk about what is going on with your mother’s illness.”
b. “Don’t worry about her dying now. Focus on getting her through this surgery.”
c. “Your mother is receiving the best care available. Let’s talk about her surgery.”
d. “You are being rather pessimistic. You just need to maintain hope for your mother.”
15. How can you support R.M. and her family at this time?
Case study outcome R.M. undergoes the debulking procedure. Because of the presence of multiple small tumors that were not detected on preoperative scanning, the oncologist elects not to place an ostomy. R.M. never
fully recovers from surgery and does not resume chemotherapy. She has recurrent bowel obstructions and passes away in hospice care 3 weeks later.
Case Study 115 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario C.O. is a 43-year-old woman who noted a nonpruritic nodular rash on her neck and chest about 6 weeks ago. The rash became generalized, spreading to her head, abdomen, and arms, and was accompanied by polyarticular joint pain and back pain. About 2 weeks ago, she experienced three episodes of epistaxis in 1 day. Over the past week, her gums became swollen and tender and she was severely fatigued. Because of the progression of symptoms, she sought medical attention. Lab work was done, and C.O. was directly admitted to the hematology/oncology unit under the care of a hematologist for diagnostic evaluation. Skin biopsy showed cutaneous leukemic infiltrates, and bone marrow biopsy showed moderately hypercellular marrow and collections of monoblasts. Her lumbar puncture specimen was free of blast cells. The final diagnosis was acute myeloblastic leukemia.
C.O. is to begin remission induction therapy with cytarabine 100 mg/m2/day as a continuous infusion for 7 days and idarubicin 12 mg/m2/day IV push for 3 days. She is scheduled in angiography for placement of a triple-lumen subclavian catheter before beginning her therapy.
Chart View
Laboratory Test Results Complete Blood Count (CBC)
White blood cells (WBCs) 39,000/mm3 (39 x 109/L)
Monocytes 64%
Lymphocytes 15%
Neutrophils 4%
Blasts 17%
Hemoglobin (Hgb) 10.4 g/dL (104 g/L)
Hematocrit (Hct) 28.7%
Platelets 49,000/mm3 (49 x 109/L)
1. Interpret C.O.’s CBC results. What does the presence of blasts in the differential mean?
2. What was the purpose of the bone marrow biopsy? 3. Considering all the admission data, what potential
problem will you be alert for when C.O. returns to the unit after the catheter insertion?
4. What assessments about the central catheter are essential for you to perform?
5. What unique adverse effects are associated with cytarabine and idarubicin?
6. What ongoing assessment will you need to perform to detect these effects?
Case study progress On the ninth day of continuous infusion of cytarabine, the UAP reports C.O.’s vital signs to you.
Chart View
Vital Signs
BP 110/54
Heart rate 115
Respiratory rate 26
Temperature 101.6° F (38.7° C)
7. What other assessments should you make right now and why?
Case study progress Your assessment findings are unremarkable and you notify the intern on call of C.O.’s vital signs. After evaluating C.O., the orders shown in the chart are written.
Chart View
Physician’s Orders
Blood cultures now × 2 sites CBC with differential now Acetaminophen suppository 650 mg q4-6hr prn Imipenem/cilastatin sodium 500 mg IV piggyback q8hr Notify hematologist for temp over 100.0° F (37.8° C)
8. Do these orders seem appropriate? Explain. 9. What will your next action be?
Chart View
Laboratory Test Values
WBCs 1200/mm3 (1.2 x 109/L)
Monocytes 25%
Lymphocytes 65%
Neutrophils 5%
Blasts 5%
Bands 0%
Hgb 6.8 g/dL (68 g/L)
Hct 21.3%
Platelets 17,000/mm3 (17 x 109/L)
10. What do these lab values indicate about her immune system? 11. Calculate C.O.’s absolute neutrophil count (ANC) and describe
its significance. 12. Considering the previous data, what blood products will most
likely be given to C.O.?
Case study progress With continued blood product support and antibiotic coverage, C.O. is able to complete 14 days of therapy and a bone marrow biopsy shows she is in complete remission. HLA typing has been done on all her siblings. Her oldest brother is a perfect HLA match and has agreed to donate bone marrow. C.O. is being discharged with plans to readmit her to the bone marrow transplant unit within the next few weeks.
13. What does “complete remission” mean for C.O., and what effect did it have on the decision to perform a bone marrow transplant?
14. What type of bone marrow transplant will she have? Briefly describe this transplant process.
15. Name 4 priority problems C.O. will face in undergoing a bone marrow transplant. Put a star next to the most important priority
16. What is the most important intervention post-transplant?
a. Giving analgesics for postprocedural pain b. Monitoring for signs of infection and bleeding c. Weighing her daily and offering small, frequent
meals d. Offering emotional support to C.O. and her family
during recovery 17. What type of isolation will C.O. need? Outline the
guidelines for maintaining this type of isolation. 18. Undergoing a bone marrow transplant is challenging. Describe
how you would provide emotional support to C.O. and her family.
19. Name 3 complications C.O. will be at risk for after the transplant.
20. Describe graft-versus-host disease. 21. True or false. If the transplanted cells do not engraft, C.O. will
die unless another transplant is tried and successful. Defend your response.
Case study outcome C.O. underwent the bone marrow transplant and stayed in the hospital for 8 weeks while her immune system recovered. After her release, she returned to the hospital daily for 1 month and followed neutropenic precautions for the next 3 months. At her 3-year anniversary mark, she and a group of family and friends took part in a half marathon to raise money for the hospital where she had her transplant.
1 0
Tissue Integrity
Case Study 116 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working in the emergency department (ED) of a community hospital when the ambulance arrives with A.N., a 28-year-old woman who was involved in a house fire. She was sleeping when the fire started and managed to make her way out of the house through thick smoke. The emergency medical system crew started 100% humidified oxygen at 15 L/min per non-rebreather mask and started a 16-gauge IV with lactated Ringer’s solution. On arrival in the ED, her vital signs are 100/66, 125, 34, SpO2 93%. She is alert and oriented x 4 and appears anxious and in pain.
1. Describe the interventions needed to care for A.N. on her arrival in the ED.
2. Because you are concerned about smoke inhalation, what will you assess for in A.N.?
3. As you perform your initial assessment, you note burns on A.N.’s right anterior leg, left anterior and posterior leg, and anterior torso. Shade the affected areas, and then, using the rule of nines, calculate the extent of A.N.’s burn injury.
Modified from Ignatavicius DD, Workman ML: Medical- surgical nursing, ed. 6, St. Louis, 2010, Saunders.
4. You suspect that A.N. has deep partial-thickness burns. Which best describes this type of burn?
a. The skin is blackened; the charred skin is insensitive to pain.
b. The wounds are red, blanch, and have accompanying edema.
c. The skin is shiny, red, moist, has fluid filled blisters and is painful.
d. The wounds are dry, waxy white and hard; burned area has insensitivity to pain.
Chart View
Laboratory Test Values
Hgb 20 g/dL (200 g/L)
Hct 51%
K 4.9 mEq/dL (4.9 mmol/L)
Na 133 mEq/dL (133 mmol/L)
Cl 100 mEq/dL (100 mmol/L)
Glucose 159 mg/dL (8.8 mmol/L)
BUN 28 mg/dL (10.0 mmol/L)
Creatinine 1.0 mg/dL (88.4 mcmol/L)
5. Interpret A.N.’s lab results. 6. A.N. is undergoing burn fluid resuscitation using the standard
Baxter (Parkland) formula. She was admitted at 0400. She
weighs 154 pounds (70 kg). Calculate her fluid requirements, specify the fluids used in the Baxter (Parkland) formula, specify how much will be given, and indicate what time intervals will be used.
7. A.N. is in severe pain. What is the drug of choice for pain relief after burn injury, and how should it be given?
Case study progress A.N. does not show any signs of smoke inhalation injury and is admitted to the medical unit for further treatment. As her nurse, you are concerned about meeting her needs for infection prevention, skin integrity, nutrition, fluids, and psychological support.
8. Because of her significant burn injury, A.N. is at high risk
for infection. What measures will you institute to prevent infection?
9. A.N.’s burns are being treated by the open method with topical application of silver sulfadiazine. In caring for A.N., which interventions will you perform? Select all that apply.
a. Shave all hair within the wound beds b. Keep the room temperature at 85° F (29.4° C) c. Use clean technique when changing A.N.’s
dressings d. Monitor the CBC and WBC with differential
frequently e. Apply a 1⁄16-inch (1.5 mm) film of medication,
covering entire burn f. Do not allow her to bathe for the initial 72 hours
after injury 10. A.N. has one area of circumferential burns on her right lower
leg. What complication is she in danger of developing? How will you monitor for it?
11. Describe 4 interventions that will help promote A.N.’s peripheral tissue perfusion.
12. A.N. is ordered a special burn diet. She has always gained weight easily and is concerned about the size of the portions. What diet-related teaching will you provide?
13. List 6 interventions you can use to assist in meeting A.N.’s nutrition goals.
14. Tissues under and around A.N.’s burns are severely swollen. She looks at you with tears in her eyes and asks, “Will they stay this way?” What is your answer?
15. A.N. is concerned about visible scars. What will you tell her?
Chart View
Vital Signs
BP 90/50
Heart rate 130
Respiratory rate 24
Temperature 99.0° F (37.2° C)
Case study progress Eighteen hours after the injury, the UAP reports these vital signs and states A.N.’s urine output for the past 2 hours was 40 mL.
16. What do you suspect is occurring, and why does this concern you?
17. What treatment do you expect?
Chart View
Laboratory Test Values
Hgb 24 g/dL (240 g/L)
Hct 59%
K 5.3 mEq/Dl (5.3 mmol/L)
Na 128 mEq/Dl (128 mmol/L)
Cl 92 mEq/Dl (92 mmol/L)
Glucose 122 mg/dL (6.8 mmol/L)
BUN 38 mg/dL (13.6 mmol/L)
Creatinine 1.9 mg/dL (168 mcmol/L)
18. The provider increases A.N.’s IV rate and orders a new set of lab work. Compare the current results with those from admission.
19. By the end of your shift, which assessment findings would best indicate that A.N. is responding to therapy?
a. Respiratory rate 22; BP 120/74 b. BP 120/70; urine output 25 mL/hr for past 4 hours c. BP 104/64; urine output 40 mL/hr for past 4 hours d. Heart rate 110; urine output 20 mL/hr for past 4
hours
Case study outcome Four days after her injury, A.N. begins a formal rehabilitation program and is able to maintain full range of motion and tissue mobility. Her recovery is prolonged by two wound infections, and she does experience some scarring. One year later she is still struggling with adapting to her new body image, but she is finding encouragement from family, friends, and her support group.
Case Study 117 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are entering the outpatient clinic room of a new patient, D.G., a 57-year-old man whose reason for being seen is listed as “a sore on lower right calf.” He is requesting antibiotics to “help it heal” and a “stronger Lasix to help the swelling go down.” He says that the Lasix he is on is not “doing the trick.” D.G. tells you he does not remember any specific trauma to the area. He says the sore “just appeared” about 6 weeks ago. He says both his legs have been more swollen recently and elevating them has not helped. Periodically he has noticed a small amount of warm clear or yellow discharge running down his right leg. At first the sore did not hurt, but now he describes it as “on fire” with occasional severe, throbbing pain “that has brought me to tears, which has never happened to me before.” He has been unable to sleep at night. Walking has become very difficult, so he prefers to sit as much as possible. His medical history includes osteoarthritis, obesity, and hypertension. His current medications include furosemide, atenolol, ramipril, losartan, ibuprofen, and aspirin. His current weight is 225 pounds (102 kg), and he is 5’10” (178 cm) tall.
1. Describe the pathophysiology of chronic venous insufficiency (CVI).
2. What are common risk factors for CVI? Underline the risk factors D.G. has.
3. Name 3 complications that can occur with CVI. 4. What signs and symptoms typically occur with CVI?
Case study progress D.G. has an irregularly shaped wound, measuring 5 cm × 8 cm, just above his right medial malleolus. Serosanguinous, yellow, foul- smelling drainage is present in the distal portion of the wound. The surrounding skin is erythematous and warm. The skin of the right leg is dry, dark brown, and thickened from below the right knee to the foot. Pedal pulses are present at 1 + bilaterally. Capillary refill is brisk.
There are no signs of neuropathy. Ankle-brachial index (ABI) is .97. VS: 154/98, 92, 16, 100° F (37.8° C).
5. What type of ulcer do you suspect D.G. has and why? 6. How can CVI lead to an ulcer? 7. What signs would alert you to the presence of a possible
wound infection? Underline those D.G. has. 8. What does an ABI of .97 indicate?
a. Diabetic neuropathy b. Peripheral arterial disease c. Normal arterial circulation d. Chronic venous insufficiency
Case study progress The provider suspects D.G. has an infected venous leg ulcer and admits him to the hospital for wound debridement and IV antibiotic therapy. D.G. is started on pentoxifylline (Trental) 400 mg orally three times daily and morphine sulfate 3 mg IV every 3 hours as needed for pain. After debridement, the wound nurse prescribes a wound care regimen that involves cleansing the ulcer with sterile water, applying an antimicrobial barrier dressing, placing a foam dressing on top, and securing both in place with kling. The last step is to apply a continuous compression wrap.
9. What are 3 goals of care for D.G.? 10. What is the reason for starting D.G. on pentoxifylline? 11. Compression is essential for venous ulcer healing. Describe 3
options for providing compression therapy. 12. Explain the role other interprofessional team members may
have in D.G.’s care. 13. Realizing D.G. has special dietary needs, you request a consult
with the registered dietitian. Describe an optimal diet for D.G. 14. Identify 4 nursing interventions you will implement to
promote venous return. 15. Which intervention is the most important in treating a venous
leg ulcer? a. Keeping the affected leg elevated b. Maintaining continuous compression c. Performing physical therapy twice daily d. Applying the antimicrobial barrier dressing
16. D.G. is given a prescription for therapeutic compression stockings with instructions to apply a stocking to his left leg. He will wear both after his wound heals. What teaching do you need to provide D.G. about compression stocking therapy?
17. You determine D.G. understands your instructions about proper foot and leg care when he says: (Select all that apply.)
a. “I will apply Vaseline every day to my legs.” b. “Checking the skin every day for infection is a
must.” c. “It is important to be careful to avoid extra skin
trauma.” d. “It is best to avoid extremes of hot and cold next to
my skin.” e. “I will wash my legs with a mild soap, then dry
them carefully.” 18. What aspect of D.G.’s care can you delegate to the UAP
working with you? a. Teaching D.G. the signs of a wound infection b. Explaining the reason for keeping the legs elevated c. Assisting D.G. with applying compression
stockings d. Evaluating capillary refill and pedal pulses each
shift 19. You encourage D.G. to take part in a weight reduction
program focusing on diet and exercise. Why would you recommend this to D.G.?
Case study outcome After 1 week as an inpatient, D.G. is discharged with home health care
to change the wound dressing twice weekly. The drainage had decreased significantly, and the wound appeared less red. D.G. still reports feeling some pain but confirms that it has decreased since he was in the hospital. He is to return in 2 weeks to reassess wound progress and evaluate the effectiveness of compression therapy.
Case Study 118 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario B.M., a 22-year old female, saw her primary health care provider 1 week ago because she had a mole on her right arm “that started changing.” For years, the mole was flat and brown; over a period of several weeks recently, B.M. reports that the mole became slightly raised with irregular borders and changed to a blackish color. The provider noted the presence of a hard, non-tender mass in B.M.’s right axillary region. B.M. has a fair complexion, red hair, and blue eyes. She says that as a child, she had a bad sunburn at least once every summer but reports that she now uses sunscreen regularly. B.M. states that an uncle and a few cousins have had skin cancer, but it was “not the bad kind.” She has come to the dermatologist’s office today for further assessment.
1. What are the risk factors for melanoma? Underline those that B.M. has.
2. What role does exposure to UV radiation play in the development of melanoma?
3. Where are the sites melanoma is commonly found? 4. B.M. said her relatives did not have the “bad kind” of skin
cancer. Compared with melanoma, why would basal and squamous cell carcinoma not seem “bad”?
5. Outline the ABCDEs of assessing a potential melanoma lesion.
6. How would you expect B.M.’s lesion to appear? a. A small macule with dry, rough scales b. A soft, white papule with firm borders c. A firm nodule with a central, ulcerated area d. An irregularly shaped lesion with a blackish color
7. Draw a normal mole and a malignant melanoma, as they might appear on B.M.
8. The dermatologist believes that if B.M. does have melanoma, it may have already metastasized. Why?
9. B.M. asks about the anesthesia she will receive and if the procedure will hurt. How should you respond?
Case study progress The biopsy confirms the presence of superficial malignant melanoma. B.M. is scheduled for a wide excision of the lesion with grafting.
10. What tests will need to be done to determine whether B.M.’s melanoma has metastasized?
11. Describe the surgical procedure B.M. will undergo.
Case study progress B.M. undergoes a wide excision as a surgical outpatient of a 3 × 5 mm lesion with a split-thickness skin graft from her right thigh. The procedure goes smoothly, and the dermatologist covers the arm wound with a bulky dressing. There is a pressure dressing sutured underneath holding the graft in place. The thigh wound has a pressure dressing.
12. You find B.M. trying to lift up a corner of the arm dressing. She says that she wants to see what the scar will be like. What do you tell her?
13. True or false. Having a skin graft eliminates scarring. 14. You recognize B.M. may be experiencing some anxiety, which
is a common response during this time. How will you provide B.M. emotional support?
15. As you prepare B.M. for discharge, what teaching do you need to provide?
16. Which statements show B.M. understands your discharge instructions about skin care? Select all that apply.
a. “There will be some swelling and tenderness in both areas.”
b. “I will avoid overusing or overstretching the surgery areas.”
c. “Tomorrow I will remove the bulky dressing and take a bath.”
d. “I can alternate aspirin and acetaminophen to control the pain.”
e. “Apply ice to the site for 15 minutes, four times daily, for discomfort.”
Case study progress Five days later, B.M. returns to the clinic to have the bulky dressing removed. The final pathology report has returned and confirmed the diagnosis of superficial spreading melanoma, invasive to a Breslow’s thickness of 1.8 mm.
17. Describe the clinical use of Breslow’s thickness. 18. What ongoing monitoring will B.M. need? 19. Outline the measures you need to teach B.M. to reduce the
likelihood of her developing another skin cancer.
Case study outcome B.M. underwent excisional biopsy of the axillary lymph node. Fortunately, the lymph node was found to be cancer-free. Imaging showed no lesions and B.M. received a final diagnosis of superficial spreading melanoma, stage 1A. B.M. had follow-up visits every 3 months with the dermatologist and oncologist and, 3 years later, is still cancer-free.
Case Study 119 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are a nurse working on the unit and take the following report from the emergency department (ED) nurse: “We have a patient for you: R.L. is an 81-year-old frail woman who has been in a nursing home. Her primary admitting diagnoses are sepsis, pneumonia, and dehydration, and she has a known stage 3 right hip pressure injury. Past medical history includes remote cerebrovascular accident with residual right-sided weakness and paresthesia, remote myocardial infarction, and peripheral vascular disease. She is a full code. Her vital signs are 98/62, 88 and regular, 38 and labored, 100.4° F (38° C). Lab work is pending; she has oxygen at 4 L per nasal cannula and an IV of D5.45 at 100 mL/hr. We just inserted an indwelling catheter. The infectious disease doctor has been notified, and respiratory therapy is with the patient—they are just leaving the ED and should arrive shortly.”
1. What major factors increase risk for developing a pressure injury?
2. Each health care setting should have a policy that outlines
how to assess patients’ risk for developing a pressure injury. What should be included in that assessment?
3. As part of R.L.’s admission assessment, you conduct a skin assessment. What areas of R.L.’s body will you pay particular attention to?
4. What are the advantages of using a validated risk assessment tool to document her skin condition on admission?
5. How often should patients be reassessed for the risk of
developing an injury?
Case study progress During your assessment, you note that R.L. has very dry, thin, almost transparent skin. She has limited mobility from her stroke and is currently bedridden. There are several areas of ecchymosis on her upper extremities. She is alert and oriented to person only. You review the transfer summary from the long-term care facility and note she has a history of urinary and fecal incontinence.
6. Evaluate R.L. with the Norton risk assessment scale.
7. Knowing that R.L. is frail, has right-sided weakness, and has a pressure injury, what consultations or referrals could you initiate?
Case study progress As you are completing R.L.’s assessment, the wound nurse specialist comes in. She knows R.L. from a prior admission; as soon as she received the request for a wound care consultation, she ordered a specialty mattress. She says an air overlay should be delivered to your unit before your shift ends.
8. Why is a specialty mattress used for immobile or compromised patients?
9. Why are patients placed on specialty mattresses still at risk for skin breakdown?
10. Why do the heels have the greatest incidence of breakdown, even when the patient is on a specialty mattress?
11. What intervention can you initiate to protect R.L.’s heels?
12. Compare friction and shear. 13. What risk factor does using a draw sheet prevent or minimize? 14. Describe 6 interventions aimed at minimizing friction and
shear. 15. Elevated skin temperature and perspiration increase risk for
pressure injury. Write 4 specific measures to manage the microclimate.
16. Which instructions will you give to the UAP helping you care for R.L.? Select all that apply.
a. Assess R.L.’s skin status every shift b. Develop an every-2-hour turn schedule c. Use the appropriate sheets on the airflow bed d. Keep R.L.’s head of bed below a 30-degree angle e. Assist with hygiene measures when R.L. is
incontinent f. Empty and measure output in the urine collection
device 17. Write an outcome related to R.L.’s skin integrity.
Case study progress The wound nurse needs to evaluate the preexisting pressure injury. She gently removes the old dressing, using the push-pull method and adhesive remover wipes. After taking off the outside dressing, or the secondary dressing, she pulls out the primary dressing and states that R.L. has a tunneled wound that was “packed too hard.”
18. What problems can be created by packing a wound too full? 19. The nurse systematically assesses the injury and confirms the
presence of a stage 3 wound with moderate yellow drainage. There is no tissue necrosis or debris. What does it mean to “stage” a wound?
20. What would you expect a stage 3 pressure injury to look like? 21. What is a tunneling wound? What risk factors are associated
with tunneling? 22. What are the dimensions of R.L.’s wound?
Case study progress After the wound nurse obtains a set of wound cultures, you watch as she packs the wound with gauze. The wound nurse charts the findings and makes formal recommendations for management of the wound to the primary care provider.
23. When collecting a wound culture with a swab, the nurse should culture the
a. Wound drainage b. Healthy-appearing tissue c. Most necrotic-appearing tissue d. Very outer edges of the wound
24. Describe the technique for packing a tunneled wound.
25. What factors influence the choice of a wound dressing?
26. What do you feel would be the best choice for dressing R.L.’s wound?
27. What wound documentation is necessary at this time? 28. Complete an example of a documentation entry for R.L.’s
wound care.
Wound Location
Pressure Injury Stage
Wound Dimensions
Undermining
Tissue Type
Drainage
Periwound Condition
Cleansing Agents
Dressing Type Applied
Case study outcome Despite aggressive treatment, R.L.’s sepsis and pneumonia are overwhelming, and she dies 9 days later from multiple organ failure.
11
Cognition
Case Study 120 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are the nurse working on the surgical floor. One of your patients, M.M., a 70-year-old man, was transferred in last night from the ICU. He is postop day 3 after a Whipple procedure for pancreatic cancer. M.M. is NPO and has an NG tube to continuous low wall suction, an indwelling urinary catheter, and a triple-lumen subclavian catheter with D5NS at 75 mL/hr. The abdominal dressing is dry and intact, with 2 Jackson-Pratt drains to bulb suction.
Midway through the morning, M.M.’s daughter comes to the nurses’ station and tells you that there is “something wrong” with her father. She said her mother and she just arrived and were speaking with him about his night. He told them he was worried because he saw a nurse wheel his granddaughter down the hall on a stretcher and that from his window, he could see the men on the roof of the building across the street aiming guns at her room and his room.
1. Using the mnemonic “DELIRIUM,” what are the possible causes of M.M.’s confusion?
2. What assessment do you need to perform?
Case study progress
You accompany his daughter back to M.M.’s room to perform an assessment. As soon as you enter the room and reintroduce yourself, he yells, “Get down! The men are back on the roof and are aiming this way!”
3. How should you respond to M.M.? 4. You would document M.M.’s report of his seeing the men on
the building roof aiming guns at his room as he is displaying: a. Mania b. Delusions c. Hallucinations d. Flight of ideas
5. You administer the Confusion Assessment Method (CAM) to M.M., which evaluates for the presence of delirium. Describe the CAM.
6. Besides the symptoms M.M. has, what are other symptoms of delirium?
7. Compared with dementia, which signs are unique to delirium? Select all that apply.
a. Irritability b. Incoherent speech c. Visual hallucinations d. Long-term memory loss e. A slow decline in cognition f. Changing levels of consciousness
8. Briefly describe the 3 types of delirium. 9. Which medication from M.M.’s current list is most likely to be
related to his change in mental status? a. Omeprazole 40 mg IV once daily b. Enoxaparin 30 mg subcutaneous daily c. Ondansetron 4 mg IV every 6 hours as needed d. Morphine sulfate 4 mg IV every 3 hours as needed
10. M.M.’s wife states that she has never seen her husband act like this before and she is scared. How would you explain what is happening to his family?
Case study progress Your assessment findings are as follows: Vital signs 94/72, 109, 32, 100.8° F (38.2° C), Spo2 89% on room air. You auscultate decreased breath sounds and coarse crackles in the left lower lobe posteriorly. M.M. is alert and oriented to name. He does not answer all your questions and is unable to follow simple instructions. There is minimal eye contact and he continues to look furtively out the window. The rest of his assessment is unremarkable.
11. Score M.M. on the CAM. 12. You believe his delirium may be associated with hypoxia and
fever from atelectasis. Using SBAR, outline the report you need to give to the provider.
Case study progress Hearing your report, the provider orders oxygen therapy, blood cultures, CBC with differential, basic metabolic panel, ECG, and a chest x-ray now and in the morning. The chest x-ray confirms the presence of atelectasis in the left lower lobe. His blood chemistry findings and CBC are all within normal limits except for WBC count, which is elevated at 11600/ mm3 (11.6 x 109/L). The provider orders the following:
Chart View
Medication Orders
Ceftriaxone 1 gram IV q12hr Albuterol 2.5 mg/ipratropium 250 mcg nebulizer treatment
STAT, then q4hr Acetaminophen 650 mg PO q6hr Haloperidol 1 mg IV q3hr as needed for agitation
13. What outcome is associated with each of the medications
ordered for M.M.? 14. What are the health care team’s primary goals for M.M. at this
time? 15. Write an outcome statement addressing M.M.’s risk for
injury. 16. What is the focus of the ongoing assessment you need to
perform? 17. Describe the physical changes you should make to
M.M.’s environment to promote safety. 18. Another nurse tells you that you must apply restraints to
protect M.M. from injury. How do you respond? 19. What other interventions can you use to promote orientation?
Select all that apply. a. Place the television on a news channel b. Refrain from administering pain medications c. Have him wear his hearing aid and eye glasses d. Orient M.M. of person, place, and time, as needed e. Encourage his family to “go along” with his
hallucinations f. Reintroduce him to health care providers with each
contact 20. How should you communicate with M.M.? 21. Which tasks are appropriate to assign to the UAP assisting you
with M.M.’s care? Select all that apply. a. Keeping the call light within M.M.’s reach b. Ambulating M.M. to the chair and bathroom c. Assisting M.M. with performing oral hygiene d. Emptying the two Jackson-Pratt drains each shift e. Obtaining routine vital signs and M.M.’s daily
weight
Case study outcome The next day he is less delirious but is not near his baseline mental
status. As his respiratory status improves and he resumes a normal diet and ambulates, his orientation improves. By discharge 6 days later, the delirium has resolved.
Case Study 121 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are the nurse working in the outpatient clinic. This afternoon, a woman brings in her father, K.B., who is 74 years old. The daughter reports that over the past year she has noticed her father has progressive problems with his mental capacity. These changes have developed gradually but seem to be getting worse. At times, he is alert, and at other times he seems disoriented, depressed, and tearful. He is forgetting things and doing things out of the ordinary, such as placing the milk in the cupboard and sugar in the refrigerator. K.B. reports that he has been having memory problems for the past year and at times has difficulty remembering the names of family members and friends. His neighbor found K.B. down the street 2 days ago, and he did not know where he was. This morning he thought it was nighttime and wondered what his daughter was doing at his house. He could not pour his own coffee, and he seems to be getting more agitated. A review of his medical history is significant for hypercholesterolemia and coronary artery disease.
1. What are some cognitive skills that may decline in an older adult?
2. Physiologic age-related changes in an older adult can influence cognitive functioning. Name and discuss one.
3. For each behavior listed, specify whether it is associated with delirium (DL) or dementia (DM).
______ a. Gradual and insidious onset
______ b. Hallucinations or delusions ______ c. A sudden, acute onset of symptoms ______ d. Progressive functional impairment ______ e. Personality changes with emotional lability ______ f. Incoherent interactions with others ______ g. Possible wandering behavior ______ h. Lucid at times, but often worsens at night
4. Based on the information provided by K.B.’s daughter, do you think he is showing signs of delirium or dementia? Explain.
5. You know there are several types of dementia that cause cognitive changes. List 3 of these types of dementia.
6. How does the health care team determine the degree of cognitive impairment?
7. Name 4 common cognitive assessment tools.
Case study progress K.B.’s vital signs are within normal limits. He is pleasant, with coherent speech, although he does not speak unless asked specific questions. General and neurologic assessment findings are normal. On cognitive testing, he scores a 24/30 on the Mini-Mental State Examination, missing 4 points on orientation, 1 point on recall, and 1 point on intersecting pentagon drawing. Further detailed testing confirmed deficits in orientation, memory, and visual-spatial skills. He also had difficulty with the clock drawing test.
8. Several diagnostic tests are ordered for K.B. From the tests listed, select those which would be used to help diagnose the type of dementia.
______ Toxicology screen ______ Electrocardiogram ______ Electroencephalogram ______ Complete metabolic panel ______ Complete blood count with differential ______ Thyroid function tests ______ Colonoscopy
______ Rapid plasma reagin (RPR) test ______ Serum B12 and folate levels ______ Bleeding times ______ Liver function tests ______ Vision and hearing evaluation ______ Magnetic resonance imaging (MRI) ______ Urinalysis
Case study progress After reviewing K.B.’s history and diagnostic test results, K.B. is diagnosed with Alzheimer disease (AD). The provider calls a family conference to discuss the implications with K.B. and his family. Fortunately, K.B. has a supportive daughter and 3 sons who live nearby who can function as caregivers.
9. What neuroanatomic changes are seen in persons with AD? 10. How would you explain AD to them? 11. K.B.’s son asks, “How did he get Alzheimer disease? We don’t
know anyone else who has it.” How would you respond?
Case study progress The family decides they will provide 24-hour supervision at home for K.B. using a combination of family, friends, and home health caregivers. K.B. receives a prescription for donepezil orally disintegrating tablet (Aricept ODT) 5 mg daily. As you review the prescription with the group, K.B.’s daughter tells you she is “so happy” because she did not know there were medications that could cure AD.
12. How do you respond? 13. What do you need to teach K.B. and his family about
donepezil? Select all that apply. a. “The best time to take donepezil is in the morning.” b. “Swallow each tablet whole. Drink a glass of water
afterward.”
c. “Notify the provider if you have trouble urinating or muscle weakness.”
d. “You may have some nausea. Taking the medication with food may help.”
e. “Keep the tablet in the blister pack until you are ready to take the medicine.”
14. Recognizing that safety is a priority for K.B., you prepare
a teaching plan aimed at promoting K.B.’s safety for him and his family. List 6 things you will review with them.
15. What interventions can help K.B. maintain his independence? Describe 4.
16. You discuss the importance of considering future planning in terms of advance directives and financial concerns. Why would you discuss this now?
17. What community resources may be available to K.B. and his family?
Case study outcome Two years later, K.B. is no longer able to care for himself. He has become increasingly depressed and paranoid, and recently started a fire in the kitchen. His children decide to place him in the Alzheimer unit at a local extended care facility.
Case Study 122 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario K.B. is a 76-year-old man who has a 2-year history of having Alzheimer disease (AD). He has become increasingly depressed and paranoid, recently started a fire in the kitchen, and yesterday fell down a partial flight of stairs. His children have come to the
Alzheimer unit at your extended care facility to discuss the possibility of placing K.B. You assure the family of your experience in addressing the questions and concerns of most people in their situation.
1. AD typically proceeds through 7 general stages. After the family describes K.B.’s behavior, you determine that he is in stage 5 of AD. Place in order the stages of AD, with “1” being stage 1, and “7” being stage 7.
_____ a. Memory lapses are beginning to occur, though no one else notices.
_____ b. The person cannot respond to the environment or control movements.
_____ c. Family and friends begin to notice problems with memory and judgment.
_____ d. Personality changes take place and the person needs help with ADLs.
_____ e. The person is not yet experiencing any memory problems or impairments.
_____ f. Difficulty performing complex tasks and arithmetic becomes obvious.
_____ g. The person begins to need help with day-to- day activities.
2. What precipitating factors may have resulted in K.B.’s fall?
Case study progress K.B.’s daughter states, “How are you going to take care of him? He wanders around all night long. He cannot find his way to the bathroom in a house he has lived in for 43 years. He cannot be trusted to be alone anymore; he almost burnt the house down. We’re all exhausted, and we can’t keep up with this.” You acknowledge how tired they must be from trying to keep him safe. You tell the family that Alzheimer units have been created to provide a structured, safe environment.
3. Describe 5 specific nursing interventions that are part of
National Patient Safety Goals aimed at minimizing fall risk. 4. K.B.’s son asks why you can access the unit only through
a door that has a keypad control. He wants to know if there are violent patients on the unit. How will you respond?
5. K.B.’s son asks whether his father is going to continue taking the donepezil (Aricept ODT) daily. How would you respond?
6. You relate that care on the unit is delivered by an interprofessional team. In addition to the physician and nursing, name 4 other team members who likely will be involved in K.B.’s care and the role each will have.
7. You try to comfort the family by telling them the problems they are experiencing are common. You explain family support is a major focus of your facility’s program. List 4 ways in which K.B.’s family might receive the support they need.
Case study progress K.B.’s family decide to place him in the Alzheimer unit. During his first few days at the facility, he is very restless and agitated, constantly wandering around the unit. He has slept only 2 to 3 hours per night. The UAP reports to you that she just found him sitting on the bathroom floor incontinent of urine.
8. What factors are likely contributing to K.B.’s wandering and restlessness?
9. As you develop K.B.’s plan of care, which problem has the
highest priority? a. Risk for injury b. Chronic confusion c. Urinary incontinence d. Impaired communication
10. What other medications might be prescribed for K.B. and why?
11. True or false? A patient with AD is not able to sleep without drug therapy.
12. Describe 4 interventions that may promote a normal sleep pattern for K.B.
13. Which interventions would help K.B. function at his highest level possible? Select all that apply.
a. Avoiding unfamiliar situations whenever possible b. Maintaining consistency with day-to-day activities c. Furnishing the environment with familiar
possessions d. Reducing environmental stimuli to decrease
overstimulation e. Having him take part in activities that distract and
occupy time f. Encouraging him to perform cognitive skills above
his level of ability 14. You are concerned K.B. is not able to verbalize his needs. Write
an outcome addressing this issue and identify independent nursing actions to promote communication.
15. Which activities can you delegate to the UAP to promote K.B.’s self-care? Select all that apply.
a. Assisting him with eating as needed b. Helping him with his morning hygienic care c. Ambulating him to the bathroom every 2 hours d. Assessing K.B.’s self-care needs and ability to
perform care e. Encouraging K.B. to take part in his care as much as
possible
Case study outcome After a few weeks, K.B. seems to adjust to being on the unit. He is relatively stable for several months. He passed away 18 months later from pneumonia after experiencing a rapid decline in cognitive function.
1 2
Infection and Inflammation
Case Study 123 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario A.P. is an 8-year-old who is sent to the nurse’s office because she has had a 2-day history of scratching her head so badly that she complains that her “head hurts.” You complete a general examination of A.P.’s head and notice that she has red, irritated areas with several scratch marks; a few open sores; and sesame seed–sized, silvery white and yellow nodules (bugs) that are adhered to many of her hair shafts. You determine that A.P. has pediculosis capitis.
1. What is pediculosis capitis? 2. What will be your next steps in A.P.’s care? 3. What should be included in the educational plans for A.P. and
her parents? 4. The parents take A.P. home to treat her. Which statement by
A.P.’s mother would help make A.P. the most comfortable during this treatment period? Explain.
a. “I sure hope this works. I never thought this would happen!”
b. “Here is the shampoo. Be sure to scrub your head for several minutes.”
c. “It might be best to go ahead and cut your hair. It will grow back quickly.”
d. “We can pretend you’re at the beauty parlor! Lean back while I wash your hair.”
5. Why would head lice occur in school-aged children? 6. What possible complications can occur as a result of failing to
treat head lice? 7. What nursing actions would you take regarding A.P.’s
classmates? 8. A.P.’s mother calls you to ask what complications may occur
with the head lice infestation. Which answer is correct? a. “Head lice are common carriers of impetigo.” b. “Head lice are not known to transmit disease.” c. “Head lice may transmit certain viral illnesses.” d. “It is common to have a ringworm infection after a
case of head lice.”
Case study progress Ten days later, A.P.’s mother calls you and states, “I think she has lice again! We worked so hard to get rid of them and clean everything. Is there something else we can use to treat her? What do we do now?”
9. What would you tell A.P.’s mother at this time? 10. List 3 Internet resources A.P.’s mother may find helpful. 11. A.P.’s pediatrician prescribes spinosad (Natroba) at this time.
You will provide teaching to A.P.’s mother. Which statements are correct? Select all that apply, and correct the ones that are incorrect.
a. Apply Natroba to wet hair. b. Shake the bottle before using. c. Leave it on the scalp without rinsing for 24 hours. d. An adult needs to apply the medication to A.P.’s
scalp. e. A second treatment, if needed, may be applied in 1
week. f. After the medication is washed off, use a fine-tooth
comb to remove treated lice and nits from the hair
and scalp.
Case study outcome A.P.’s lice infestation cleared up after 2 treatments with Natroba, and none of her family members or classmates were infested.
Case Study 124 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario T.B. is a 65-year-old retiree who is admitted to your unit from the emergency department (ED). On arrival, you note that he is trembling and nearly doubled over with severe abdominal pain. T.B. indicates that he has severe pain in the right upper quadrant (RUQ) of his abdomen that radiates through to his mid back as a deep, sharp, boring pain. He is more comfortable walking or sitting bent forward rather than lying flat in bed. He admits to having had several similar bouts of abdominal pain in the last month, but “none as bad as this.” He feels nauseated but has not vomited, although he did vomit a week ago with a similar episode. T.B. experienced an acute onset of pain after eating fried fish and chips at a fast-food restaurant earlier today. He is not happy to be in the hospital and is grumpy that his daughter insisted on taking him to the ED for evaluation.
After orienting him to the room, you perform your physical assessment. The findings are as follows: He is awake, alert, and oriented × 3, and he moves all extremities well. He is restless, constantly shifting his position, and complains of fatigue. Breath sounds are clear to auscultation. Heart sounds are clear with no murmur or rub noted and with a regular rhythm. His abdomen is flat, slightly rigid, and very tender to palpation throughout, especially in the RUQ; bowel sounds are present. He reports having light-colored stools for 1 week. The patient voids dark amber urine but denies
dysuria. Skin and sclera are jaundiced. Admission vital signs are blood pressure 164/100, pulse of 132, respiration 26, temperature of 100° F (37.8° C), Spo2 96% on 2 L of oxygen by nasal cannula.
1. What structures are located in the RUQ of the abdomen? 2. Which of the previously mentioned organs are typically
palpable in the RUQ? 3. As you palpate T.B.’s abdomen, you deeply palpate the costal
margin in the RUQ and ask him to take a deep breath. This causes T.B. to stop inspiration abruptly, midway, and exclaim, “Oh, that hurts!” What does this finding indicate? Explain your answer.
a. Murphy sign b. Hepatomegaly c. Splenomegaly d. Rebound tenderness
Case study progress T.B.’s abdominal ultrasound demonstrates several retained stones in the common bile duct and a stone-filled gallbladder. T.B. is admitted to your floor, placed on nothing by mouth (NPO) status, and scheduled to undergo endoscopic retrograde cholangiopancreatography (ERCP) that afternoon.
4. Describe an ERCP and its purpose in T.B.’s situation.
Case study progress T.B.’s other lab results are posted, and you review them.
Chart View
Preoperative Laboratory Test Results
WBC 11,900/mm3 (11.9 x 109/L)
Hgb 14.3 g/dL (143 g/L)
Hct 43%
Platelets 250,000/mm3 (250 x 109/L)
ALT 200 units/L
AST 260 units/L
ALP 450 units/L
Total bilirubin 4.8 mg/dL (82 mcmol/L)
PT/INR 11.5 sec/1.0
Amylase 50 units/L
Lipase 23 units/L
Urinalysis Negative
5. Which results are abnormal, and what do they reflect?
Case study progress T.B. undergoes the ERCP, and stones and bile are released; however, imaging reveals that a stone is still retained within the cystic duct and multiple stones remain within the gallbladder itself. A surgical consultation is obtained, and a laparoscopic cholecystectomy (“lap choley”) is planned.
6. Identify at least 4 preoperative orders that will likely need to be completed before T.B. goes to surgery.
7. T.B. is medicated with morphine sulfate 2 mg IV push (IVP) q2hr as needed. After the first dose, he reports that on a scale of 1 to 10, his pain has decreased from a 10 to a 4 within 30 minutes. What other methods could be used to help T.B.’s pain?
8. Which assessment findings are consistent with common bile duct obstruction?
Case study progress T.B. undergoes a successful laparoscopic cholecystectomy the next morning. An intraoperative cholangiogram shows that the ducts are finally cleared of stones at the conclusion of the surgery. When he returns to the nursing unit, his stomach is soft but quite distended. His wife asks you whether anything is wrong.
9. How will you respond to her question? 10. One of the postoperative orders is for imipenem/cilastatin
(Primaxin) 500 mg IV now, then q6hr × 2 doses. Before you give the antibiotic, what will you assess?
11. As you review the orders, you note that Primaxin contains cilastatin. What is the purpose of the cilastatin?
a. It enhances the action of the imipenem. b. It reduces the chance of an allergic reaction. c. It promotes the renal secretion of the imipenem. d. It causes the bacterial cell wall to become unstable.
Case study progress The next day, you prepare for the first dressing change as ordered by the surgeon. When you remove the tape the next day to change the dressing, you note that the skin is red and blistered underneath. Otherwise, he is doing well; his VS are 128/72, 80, 16, 99.8° F (37.7° C), and Spo2 of 96% on room air. He even tolerated a light breakfast. To protect the blistered area from further damage, you apply a hydrocolloid dressing to the damaged skin.
12. What has T.B. experienced, and what are the benefits of using a hydrocolloid dressing?
Case study progress The rest of the day is uneventful, and that afternoon, T.B. is discharged to home.
13. What discharge teaching does T.B. need? List at least 6 points.
14. After providing discharge teaching, you use the Teach-Back technique to assess T.B.’s learning. Which statement by T.B. indicates an adequate understanding of his postoperative care?
a. “I can go back to the gym to work out once I get home.”
b. “I will eat a low-fat diet for several weeks after the surgery.”
c. “I will leave the bandages on until I see the surgeon in 6 weeks.”
d. “I can expect to have abdominal pain and nausea for a few weeks, but it will get better.”
Case study outcome At his 6-week follow-up appointment, T.B. reports that he feels “so much better” and has not had any problems with foods. He has lost 10 pounds (4.5 kg) and has taken up nature photography as a hobby.
Case Study 125 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.J., a 79-year-old woman with a history of COPD and renal insufficiency, was hospitalized for pneumonia for over a month. While hospitalized, she received intravenous clindamycin and steroids. She was discharged a week ago on oral antibiotics and steroids. This morning, she developed severe, watery diarrhea that has a strong odor and abdominal pain. This evening, her daughter took her to the emergency department because J.J. had become extremely weak and drowsy, with some confusion. Her vital signs are: BP 100/68, P 118, R 24, T 100.5° F (38.1° C). Her daughter stated, “All of a sudden she had terrible diarrhea, about 8 or 9 times, and she said
her belly hurt. She hasn’t eaten a thing all day, and I could not get her to drink anything.” An IV of 0.9% normal saline at 125 mL/hr was started.
Chart View
Physician’s Orders
Normal saline IV at 125 mL/hr
Obtain stool specimen for culture, O&P and C. Diff PCR assay
CBC, basic metabolic panel
Admit to medical-surgical department
Clear liquids as tolerated
BRP with assistance only
1. Describe the correct way to obtain a stool specimen for these tests.
2. What problem is J.J. most at risk for because of the diarrhea? 3. Which signs and symptoms occur with fluid volume deficit?
Select all that apply. a. Weakness b. Confusion c. Decreased pulse d. Increased urine output e. Dry mucous membranes
Case study progress The Clostridium difficile PCR results are positive. The hospitalist visits J.J. and tells her daughter that J.J. has an antibiotic-associated C. difficile infection (CDI).
4. Explain CDI and the significance of the positive C. diff PCR
result. 5. What likely led J.J. to develop CDI? 6. How is CDI spread to others? 7. Describe the precautions needed for the suspected diagnosis of
CDI to prevent the spread of disease. 8. As J.J.’s daughter leaves the room to go home, the nurse notices
that she removed the gown and gloves without washing her hands afterward. Which actions by the nurse are appropriate?
a. Nothing, because the daughter is going home. b. Ask the daughter to wash her hands when she gets
home. c. Remind the daughter to wash her hands
immediately with soap and water. d. Remind the daughter to wash her hands with the
alcohol-based hand cleanser.
Case study progress The hospitalist orders vancomycin, 250 mg PO 4 times a day. When the nurse comes in to give J.J. the first dose, her daughter asks, “If this was caused by an antibiotic, why is she getting another antibiotic now?”
9. What is the nurse’s best response to the daughter’s question? a. “You’re right! I’ll check with the hospitalist about
this.” b. “The antibiotic will cause the bowel’s normal
bacteria to grow.” c. “We need to make sure she does not develop
pneumonia again.” d. “This antibiotic works directly in the bowel to kill
the organism that is causing the diarrhea.” 10. Which adverse effects are possible with oral vancomycin?
Select all that apply. a. Nausea b. Tachycardia
c. Nephrotoxicity d. Mouth irritation e. Red rash on the face, neck, upper torso
11. True or False? Oral vancomycin is poorly absorbed by the GI tract.
12. J.J.’s daughter asks, “Can you give her some medicine to stop the diarrhea?” What is your response?
13. Which nursing action should the charge nurse delegate to the LPN/LVN?
a. Performing regular assessments of J.J.’s hydration status.
b. Reviewing J.J.’s medical history for any risk factors for CDI.
c. Giving the ordered vancomycin 250 mg PO 4 times a day.
d. Explaining the purpose of the IV fluids to the patient and her family.
Case study progress Over the next few days, J.J. continues to have frequent diarrhea stools. She is able to take some clear liquids, and she is less confused. She is able to make it to the bathroom for most of her bowel movements, but does have occasional incontinence.
14. List at least 4 problems that are high priorities in J.J.’s continued care.
15. What interventions would you implement to meet the expected outcome of maintaining perineal skin integrity?
16. Fecal microbiota transplantation (FMT) is a possible treatment for CDI. Explain this process.
Case study outcome J.J.’s diarrhea finally stopped after 5 days of treatment, and she started physical therapy (PT) to regain her strength. She was discharged to a skilled care facility to continue PT for strengthening and endurance.
Case Study 126 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario R.O. is a 12-year-old girl who lives with her family on a farm in a rural community. R.O. has 4 siblings who have recently been ill with stomach pains, vomiting, diarrhea, and fever. They were seen by their primary care provider (PCP) and diagnosed with viral gastroenteritis. A week later, R.O. woke up at 0200 crying and telling her mother that her stomach “hurts really bad!” She had an elevated temperature of 37.9° C (100.2° F). R.O. began to vomit over the next few hours, so her parents took her to the local emergency department (ED). R.O.’s vital signs, complete blood count, and complete metabolic panel were normal, so she was hydrated with IV fluids and discharged to home with instructions for her parents to call their PCP or to return to the ED if her condition did not improve or if it worsened. Over the next 2 days, R.O.’s abdominal pain localized to the right lower quadrant, she refused to eat, and she had slight diarrhea. On the third day, she began to have more severe abdominal pain, increased vomiting, and fever that did not respond to acetaminophen. R.O. has returned to the ED. Her VS are 128/78, 130, 28, 39.5° C (103.1° F). R.O. is guarding her lower abdomen, prefers to lie on her side with her legs flexed, and is crying. IV access is established, and morphine sulfate 2 mg IV is administered for pain. R.O.’s white blood count is 12,000 mm3 (12 x 109/L).
1. Which findings are common clinical manifestations of appendicitis? Select all that apply.
a. Fever b. Diarrhea c. Vomiting d. Arthralgia
e. Constipation f. Diffuse rash g. Left lower quadrant abdominal pain
2. Discuss why R.O.’s presenting clinical manifestations make diagnosis more difficult. Identify 2 other possible diagnoses.
Case study progress An abdominal CT scan confirms that R.O. has appendicitis. The ED physician has written orders.
3. Note whether the orders are appropriate or inappropriate and give a rationale for each response.
Chart View
Emergency Department Orders
1. Make patient NPO 2. Place a peripheral IV and begin D5 ½ NS at 80 mL/hr 3. Administer Fleet Enema now to rule out impaction 4. Administer morphine sulfate 2 mg IV q2hr for pain 5. Obtain surgical consent from patient 6. Administer cefotaxime (Claforan) IVPB, at 50 mg/kg STAT
4. R.O.’s weight is 42 kg, and her height is 155 cm. Calculate her bolus fluid dose (20 mL/kg) and her maintenance fluid needs once fluid resuscitation has occurred and discuss how these will be met.
5. R.O.’s parents give informed consent, and R.O. assents to the surgery after the procedure is explained to her. Why is it important for R.O. to provide her assent for the procedure?
6. What should be included in the preoperative teaching for R.O. and her parents?
Case study progress R.O. undergoes an appendectomy; the appendix has ruptured. The peritoneum is inflamed and abscesses are seen near the colon and small intestine. R.O. is admitted to the surgical unit from the postanesthesia care unit (PACU). She is NPO and has a nasogastric tube (NGT), Foley catheter, IV line, abdominal dressing, and a Penrose drain.
7. Identify the priority nursing considerations at this time. Select all that apply.
a. Pain b. Wound infection c. Skin integrity changes d. Potential hypothermia e. Cardiac output changes f. Reduced bowel function g. Changed family processes h. Potential fluid and electrolyte imbalance
Case study progress On postoperative day 2, R.O. continues to improve and is tolerating ice chips. Breath sounds are clear, and she is performing her pulmonary hygiene. The NGT has minimal drainage. The Foley catheter and Penrose drain have been removed, and her urine output is adequate. Her IV line is saline-locked. The incision is well approximated with no drainage or redness. Her pain is 4 to 6 of 10 with pain medication every 4 hours.
Later that evening your assessment shows that R.O. is pale and listless; bowel sounds are absent; abdomen is distended and tender to the touch; and the NGT is draining an increased amount of dark, greenish black fluid. Her lung sounds are moist bilaterally, and her temperature has spiked to 40.2° C (104.4° F), O2 saturation is 97% on room air. She rates her pain at 10 of 10 and is having difficulty taking deep breaths because of the pain, which she says “hurts over my whole stomach.”
8. What actions would you take? 9. Using SBAR, what would you communicate to the surgeon?
10. What will you consider as part of your nursing management of R.O.’s pain?
Case study progress The surgeon assesses R.O. and orders an immediate return to the operating room. R.O. returns to surgery, where she has lysis of adhesions, removal of necrotic bowel, and drainage of an abscess. The surgeon has left her abdominal wound open and has ordered wound packing changes twice daily and abdominal irrigation with normal saline. R.O. cries and becomes agitated when you go to perform the procedure.
11. Which pain and coping concept would you question as you assist R.O. to prepare for the procedure? Explain your answer.
a. R. may fear loss of control during the dressing change.
b. R. is concerned about privacy during the dressing change.
c. Prior coping strategies can be used to prepare for the dressing change.
d. R. may fear separation from family members during painful experiences.
12. In anticipation of R.O.’s discharge, identify expected outcomes that must be achieved before discharge from the hospital.
Case study progress After a week, R.O. continues to meet expected outcomes, with her wound healing well. Her discharge to home is planned for the next day. You provide discharge teaching to R.O. and her parents.
13. Using the Teach-Back technique, you ask the parents to reflect back what they have learned. Which statements would indicate that more teaching is required? Explain your answer.
a. “We need to return if R.O. begins vomiting again or develops a fever.”
b. “R.O. should wait 1 week before returning to her gymnastics program.”
c. “We will keep the incision clean and call if we see redness or drainage.”
d. “R.O. can advance her diet to most of the regular foods she likes to eat.”
Case study outcome R.O. is discharged to home with her parents and has an uneventful recovery. She is scheduled for a follow-up visit with the surgeon in 2 weeks.
Case Study 127 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario M.R., who is 81 years old, lives alone in a senior citizens’ apartment complex. After she missed several planned holiday activities, and a neighbor knocked on her door to check on her. M.R. answered the door and said that she has had a cold for 4 days and did not want to spread it to others. She said, “It happened so fast, and it just won’t go away. It seems to be getting worse no matter what I do.” She said she felt very achy and weak, with a headache, and has had no appetite, but did not want to bother her son, who is very busy with his job. M.R.’s neighbor convinced her to call her health care provider (HCP), whose office is in the same building. The nurse at the office asked M.R. to come immediately for a visit. When she arrived at the office, the HCP called for an ambulance to take M.R. to the hospital. You place a mask on M.R. in anticipation that she may have influenza. M.R. has a history of hyperlipidemia and osteoarthritis in her knees.
1. What causes influenza? 2. Listed below are characteristics of the common cold and
influenza. Mark with an “I” the ones that are typical to influenza only.
_____ Abrupt onset _____ Gradual onset _____ Fever _____ Headache _____ Exhaustion _____ Sore throat, stuffy nose, sneezing _____ May be prevented with a vaccine
3. What symptoms indicate that M.R. has influenza? Provide rationale for your answer.
4. Are there any diagnostic tests for influenza? Will they be used for M.R.? Explain.
Case study progress M.R. is admitted to a general medical unit and placed on droplet precautions. She is instructed to remain on bed rest with bathroom privileges, and “Fall Risk” measures are posted because of her weakness. An IV of D5 1⁄2 NS at 75 mL/hr is started. In addition to her home medication for hyperlipidemia, other orders include acetaminophen, 650 mg PO every 4 hours as needed for pain or for temperature over 101° F (38.3° C). Her vital signs are BP 110/72, P 110, R 13, T 102.4° F (39.1° C). She is told by the admitting HCP that she most likely has the flu.
5. M.R. states, “How can I have the flu? I had a flu shot last year!” What is your response?
6. According to the Centers for Disease Control and Prevention (CDC), when is the flu season and when is the best time to receive the vaccine?
7. Which of these statements about droplet precautions is correct? a. These precautions are used to prevent the spread of
tuberculosis.
b. Droplet precautions prevent the spread of pathogens by direct contact.
c. Droplet precautions are used to protect the patient from pathogens that may be carried by health care workers.
d. These precautions are used to minimize contact with pathogens that are spread to the respiratory tract through the air.
Case study progress The HCP also orders oseltamivir (Tamiflu), 75 mg PO twice daily for 5 days. M.R. expresses relief that she is receiving this drug because “it will cure the flu.”
8. True or false? Tamiflu cures the flu. 9. Explain the reason for the order for Tamiflu, even though M.R.
has had the flu for several days. 10. Which measures will be part of M.R.’s treatment as she
recovers from influenza? Select all that apply. a. Rest b. Hydration c. Antibiotics d. Analgesics e. Low protein diet
11. Which assessment findings if noted with M.R., would continue to concern you? Select all that apply.
a. Fever b. Dyspnea c. Confusion d. Sore throat e. Dry mucous membranes f. Diffuse crackles over the lung fields
12. Specify the potential complications that may occur in a person with influenza.
Case study progress At the change of shift, M.R. calls for help to get up to the bathroom. Before the UAP arrived, M.R. decided to get up by herself and fell. The UAP found her in the floor and called for help. M.R. was placed back into the bed and you assess her. M.R. said she did not hit her head and told the nurse she thinks she hurt her left knee. The on-call hospitalist was notified, and an x-ray of the knee showed no break.
13. What placed M.R. a risk for falls when she was admitted?
14. Name at least 4 measures to prevent future falls.
15. Per the hospital’s policy, an incident report will need to be completed after M.R.’s fall. Which statement about an incident report is correct?
a. It is completed only if the patient is injured. b. The nurse will give it to M.R. for her to complete. c. It becomes part of M.R.’s permanent medical
record. d. It will be sent to the Risk Management department
after completion.
Case study outcome M.R. is discharged back to her apartment, but she still gets easily tired from activity. Over the next few weeks, she gradually returns to her usual activities. At the 6-week checkup, her HCP offers her the flu shot. “It’s still wintertime, and even though you’ve had the flu, this may still offer some immunity against other strains of the flu.” M.R. agrees to receive the vaccine. She plans to get the influenza vaccine next year in early September.
Case Study 128 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario Three-year-old C.E. is admitted to the emergency department fast track clinic. Her mother tells the nurse that C.E. has had a low-grade fever for 2 days and is complaining frequently of ear pain and a sore throat. C.E.’s mother also notes that C.E. has been coughing and is a little hoarse. C.E.’s mother states that C.E.’s appetite has been “off,” but she has been drinking and using the bathroom as usual. As you get C.E. settled in the exam room, you suspect C.E. may have otitis media (OM).
1. Place an arrow where you suspect fluid would be found.
2. What routine information regarding risk factors for OM would you want to obtain from C.E.’s mother?
3. C.E.’s mother asks, “Why does C. keep getting ear infections? Is there something I should do?” Explain the etiology of ear
infections.
Case study progress You continue to obtain a history from C.E.’s mother and learn C.E. has had “ear problems” and throat infections since she was a baby. She is in day care each weekday, the father smokes outside of the house, and there is a family history of seasonal allergies. C.E. is allergic to penicillin. Her weight is 14 kg (31 lbs).
4. Describe what you will include in your physical examination and assessment with rationales.
Case study progress The primary care provider (PCP) diagnoses C.E. with bilateral AOM and strep pharyngitis. C.E. is given a prescription for Augmentin 600 mg twice daily PO × 7 days and her mother is instructed to give acetaminophen 240 mg every 4 hours as needed for pain. She is to be discharged to home with instructions to follow up with the ear, nose, and throat (ENT) specialist.
5. You review the orders before completing discharge teaching. What is your first action?
Case study progress C.E.’s mother is given a new prescription for azithromycin (Zithromax) PO 160 mg/day × 5 days. Azithromycin is dispensed as 200 mg/5 mL.
6. Calculate how much azithromycin C.E.’s mother needs to
administer to C.E., and mark the amount on the oral syringe below.
7. Calculate the therapeutic dose/range for each medication
and indicate whether the ordered dose is safe and therapeutic. 8. You are providing C.E.’s mother with information on
medication administration. You use the Teach-Back technique to assess C.E.’s mother’s learning. Which statements by C.E.’s mother indicates need for further teaching? Select all that apply, and explain your answers.
a. “This medicine can be given with or without food.” b. “I don’t have to finish the medication if she feels
better after a few days.” c. “I will place the correct amount of antibiotic in the
ear canal once a day.” d. “If C. refuses to take her medication, I will tell her it
tastes like the candy we get at the movies.” e. “I will monitor for vomiting, diarrhea, or
stomachaches because this might be a side effect of the medication.”
9. C.E.’s mother asks when C.E. can return to day care. Which statement is your best response?
a. “She should be able to return in about a week.” b. “She can return 48 hours after her last documented
normal temperature.” c. “She can return 24 hours after her last documented
normal temperature.”
d. “She can return 24 hours after she starts her antibiotics and is free of fever.”
Case study progress C.E.’s mother takes C.E. to an ENT specialist. It is determined that her enlarged tonsils might be contributing to the frequent throat and ear infections, and a tonsillectomy and adenoidectomy (T&A) is scheduled. She is admitted postoperatively for 24-hour observation. After the surgery, the postoperative nurse receives C.E. in the short- stay unit from the postanesthesia care unit (PACU). C.E. is awake and alert, bilateral breath sounds are clear, and her O2 saturation is 98% on room air. She has tolerated sips of clear fluids, and her parents are with her.
10. Which orders would you expect to see postoperatively? Select all that apply, and discuss the rationale for each choice.
a. Ice collar as tolerated b. Vital signs q4hr and prn c. Clear liquids; advance to regular toddler diet d. Home prescription for amoxicillin (Amoxil) 120 mg
PO q8hr e. Methylprednisolone (Solu-Medrol) 2.3 mg IV q8hr ×
3 doses f. Aggressively gargle and swish with water after
eating or drinking g. Acetaminophen (Tylenol) 210 mg (15 mg/kg) PO
q4hr prn for pain h. Maintain peripheral IV with D5 1⁄2 NS at 50 mL/hr;
saline lock when taking PO well 11. State at least 2 nursing interventions for each of these
commonly encountered nursing problems during the postoperative phase of care.
a. Airway b. Pain c. Fluid and electrolyte balance
d. Bleeding risk 12. C.E. is able to verbalize discomfort to you and her mother.
Which pain rating scales would be most appropriate? Explain your answer.
a. 1 to 10 scale b. Neonatal Infant Pain Scale (NIPS) c. Oucher or Wong Baker FACES Pain Rating Scale d. Face, Legs, Activity, Cry, Consolability (FLACC)
scale 13. You are reviewing discharge instructions with C.E.’s mother.
She asks, “How would I know if we need to come back?” Discuss common findings and when C.E.’s mother would need to seek immediate medical attention for C.E.
Case study outcome C.E.’s mother indicates an understanding of discharge instructions and follow-up care. C.E. continues to take oral fluids well, meets discharge criteria, and is discharged to home to follow up with the ENT physician in 2 weeks.
Case Study 129 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.D., age 45, noticed a red spot on his calf after a day of yard work. It did not bother him at first, and he thought it may have been a spider bite. The next morning, he noticed that the spot had grown to the size of a nickel, and it was hardened and very painful. His wife asked him to get it checked, but he said he could take care of it, and tried to pierce it with a pocketknife he had sterilized with a match in an attempt to drain it. Nothing came out when he tried this, so he put some antibacterial ointment over it and covered it with a bandage.
Two days later, he realized that the wound was draining yellowish fluid, and the skin around the wound was red and tender. He decides to see his health care provider (HCP), who told J.D. that he had developed cellulitis around the wound, which was infected.
1. What is cellulitis? What contributed to the development of cellulitis in J.D.’s situation?
2. The HCP obtains wound cultures. Which statements reflect the correct technique for obtaining an aerobic wound culture? Select all that apply.
a. Swab the drainage that is present on the bandage. b. Collect from the edges of the wound near the skin. c. Label the specimen tube before sending it to the lab. d. Collect from an area of fresh drainage from within
the wound. e. Remove old exudate from the wound before
obtaining a specimen. 3. Explain the difference between an aerobic and an anaerobic
wound culture.
Case study progress J.D. is sent home with a prescription for doxycycline capsules. Two days later, the results from the cultures are reported to the HCP. J.D. is asked to go to the hospital for treatment for a MRSA infection.
Chart View
Wound Culture and Sensitivity Report
Staphylococcus aureus (MRSA) ≥ 100,000 colonies
Amoxicillin R
Ceftriaxone R
Ciprofloxacin R
Clindamycin R
Doxycycline R
Levofloxacin R
Linezolid S
Trimethoprim-sulfa R
Vancomycin R
Anaerobic Culture
No growth after 2 days
4. What is “MRSA,” and what are the implications of this infection?
5. Explain the “R” and the “S” results on the culture report. Which drug will be chosen to treat J.D.’s infection, based on the report?
6. Differentiate CA-MRSA and HA-MRSA. Which one does J.D. have?
7. What do you need to assess before beginning antibiotic therapy?
8. Which class of medications, if on J.D.’s list of current medications, would be of concern if taken with linezolid?
a. Aspirin b. Beta blockers c. Benzodiazepines d. Selective serotonin reuptake inhibitor
Case study progress Contact Precautions are implemented. In addition to intravenous linezolid antibiotic treatment, the HCP performs an incision and drainage procedure. Wound care is ordered every 12 hours with sterile normal saline wet-to-dry dressings.
9. Does J.D. also need to be on Standard Precautions?
Explain your answer. 10. You are about to enter J.D.’s room to give the IV
linezolid. Which measures are appropriate for Contact Precautions for wound MRSA? Select all that apply.
a. Donning gloves b. Wearing a gown c. Wearing eye protection d. Wearing a mask to prevent inhalation of droplets. e. Handwashing before entering and upon leaving the
patient’s room. 11. In addition to the antibiotic, J.D. receives methylprednisolone,
10 mg IV every 6 hours. What is the purpose of this drug? a. For antiinflammatory effects b. To make the antibiotic more effective c. As a second antibiotic to fight MRSA d. To reduce pain during routine wound care
12. What potential complications may occur if this wound is not treated properly?
13. Which nursing actions are appropriate to delegate to the UAP? Select all that apply.
a. Taking vital signs b. Assessment of the wound c. Obtaining a wound culture d. Teaching about wound care e. Changing the sterile dressing f. Maintaining contact precautions
14. What will you assess during wound care? 15. What is the most important action you can do to promote
comfort when it is time to do a dressing change?
Case study progress After 7 days of IV antibiotic therapy, the wound shows signs of healing, and J.D.’s is prescribed an oral antibiotic for the next 14 days.
You are providing teaching about oral antibiotic therapy and wound care.
16. Which statement by J.D. reflects correct understanding of the antibiotic therapy?
a. “I will finish this prescription of antibiotics.” b. “I will stop the antibiotic when the wound is
healed.” c. “If I have bad side effects, I will stop taking the
antibiotic and let the doctor know at my next visit.” d. “I will stop taking the antibiotic when the wound is
healed, but start again if the infection returns.” 17. What teaching will you provide to J.D. to prevent this from
happening again?
Case study outcome After 2 weeks, J.D.’s wound has almost healed. He completed the full course of antibiotics. At his last visit to his HCP, his wound was noted to be scabbed over and the redness and tenderness surrounding it was almost gone.
Case Study 130 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario P.S., a 76-year-old woman, was brought to the emergency department (ED) by ambulance after her husband found her sitting on the side of the bed, awake but nonverbal. She has a history of chronic atrial fibrillation, osteoarthritis, and hypertension. Her current medications include diltiazem, carvedilol, and dabigatran. Upon arrival to the ED, she was sent for a STAT CT scan, then evaluated by the Stroke Team nurse. Her initial vital signs include BP 110/60, P 158, R 20, T 100.8° F
(38.2° C). She weighs 198 pounds (90 kg).
1. Name at least 2 risk factors P.S. has that led to the evaluation for a stroke.
2. What other things will you ask about when completing the history?
Case study progress The CT scan results were normal, and the NIHSS Stroke score was rated as zero. The ED physician orders lab work, which has been drawn. P.S. asks to use the bedpan, and her urine was noted to be dark orange, cloudy, with a strong odor. You perform a point of care urinalysis and, suspecting a urinary tract infection (UTI), send a specimen for culture and sensitivity. A second set of vital signs are recorded: BP 98/58, P 164, R 18, T 101.6° F (38.7° C).
Chart View
Laboratory Test Values
Sodium 150 mEq/L (150 mmol/L)
Potassium 4.8 mEq/L (4.8 mmol/L)
Chloride 100 mEq/L (100 mmol/L)
CO2 25 mEq/L (25 mmol/L)
Glucose 104 mg/dL (5.8 mmol/L)
BUN 10 mg/dL (3.6 mmol/L)
Creatinine 1.2 mg/dL (106 mcmol/L)
Lactic acid 3.2 mg/dL (3.6 mmol/L)
WBC 18.6 1000/mm3 (18.6 x 109/L)
Hgb 14 g/dL (140 g/L)
Hct 40.9%
Platelet 211,000 /mm3 (211 x 109/L)
3. Which lab results concern you and why? 4. The ED physician suspects that P.S. has sepsis. Explain sepsis. 5. After reviewing P.S.’s assessment, which findings reflect
positive SIRS criteria? Select all that apply. a. Elevated pulse b. Elevated temperature c. Elevated sodium level d. Decreased blood pressure e. Elevated white blood cell count
6. Do any of P.S.’s assessment findings indicate organ dysfunction? Provide rationale.
Case study progress Based on the possible urinary tract infection, positive SIRS criteria, and elevated lactic acid level, P.S. is diagnosed with severe sepsis. The physician gives new orders for ceftriaxone 1 gram every 12 hours IVPB; blood cultures × 2; lactic acid every 4 hours × 2; IV bolus of Normal Saline (NS), 30 mL/kg; and O2 at 2 L per nasal cannula. She is to be transferred to the progressive care unit.
7. Will you administer the ceftriaxone first, or obtain the lab work first? Provide rationale for your choice.
8. Calculate the dose of the IV NS bolus.
9. What is the purpose of the fluid bolus?
Case study progress P.S. is transferred to the progressive care unit. Current vital signs are BP 108/72; P 148; R 18; T 100.4° F (38° C). P.S. seems more alert and is asking what has happened. When told that she is in the hospital, she states, “I don’t even remember getting here!” You explain to P.S. that she is receiving antibiotics for a serious infection and ask P.S. how
long her urine had looked dark and cloudy. P.S. replied, “It’s been a week or so. I just didn’t want to bother anyone.”
10. The nurse discusses with P.S. the importance of reporting the signs and symptoms of a UTI and reviews the importance of proper perineal hygiene. Which statement by P.S. indicates that she understands instructions?
a. “If I think I have a urine infection, I will start an antihistamine.”
b. “If I drink enough cranberry juice, I won’t get any urine infections.”
c. “I will be sure to wipe from back to front when I use the bathroom.”
d. “If I think I’m getting another infection, I will call my doctor right away.”
11. Which tasks are appropriate to assign to the UAP assisting you with P.S.’s care? Select all that apply.
a. Take vital signs. b. Assist P.S. to walk to the bathroom. c. Assess P.S.’s lung and heart sounds. d. Provide teaching about her sepsis diagnosis. e. Attach P.S. to portable telemetry monitoring.
Case study progress P.S.’s second lactic acid level results are 2.8 mg/dL (3.1 mmol/L), and her vital signs are BP 118/72, P 136, R 18, T 100.2° F (37.9° C). She is awake, alert, and asking for dinner.
12. Interpret her lactic acid level. What does the result indicate? 13. P.S. will stay in the progressive care unit for another 24 hours,
then will be transferred to a medical/telemetry unit before she is discharged. During this time, what is your priority action?
Case study outcome P.S. is discharged after 3 days in the hospital. At her 1 month follow-
up checkup, she tells her provider that she “has not felt strong” since she was hospitalized and hopes to regain her strength soon.
1 3
Developmental
Case Study 131 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario P.M. comes to the obstetric (OB) clinic because she has missed 2 menstrual periods and thinks she might be pregnant. She states she is nauseated, especially in the morning, so she completed a home pregnancy test and she reports that the result was positive. As the intake nurse in the clinic, you are responsible for gathering information before she sees the physician.
1. What are the 2 most important questions to ask to determine possible pregnancy?
2. You ask whether she has ever been pregnant, and she tells you she has never been pregnant. How would you record this information?
3. What additional information would be needed to complete the TPAL record?
4. It is important to complete the intake interview. What categories will you address with P.M.?
Case study progress Per the clinic protocol, you obtain the following for her prenatal record: Complete blood count, blood type with Rh factor, urine for
urinalysis (protein, glucose, blood), vital signs, height, and weight. In addition, the pregnancy is confirmed with a blood or urine hCG test and an ultrasound. Next, the nurse-midwife performs a physical examination, which includes a pelvic examination. The examination and tests confirm that P.M. is pregnant. P.M. has a gynecoid pelvis by measurement, and the fetus is at approximately 6 weeks’ gestation.
Chart View
Vital Signs
Blood pressure 116/74
Heart rate 88
Respiratory rate 16
Temperature 98.9° F (37.2° C)
5. Do any of these vital signs cause concern? What should you do?
6. P.M. tells you that the date of her last menstrual period (LMP) was February 2. How would you calculate her due date? What is her due date?
7. What is the significance of a gynecoid pelvis? 8. What specimens are important to obtain when the pelvic
examination is done?
Case study progress Nursing interventions focus on monitoring the mother and fetus for growth and development, and detecting potential complications. Educating P.M. about the importance of proper nutrition, managing the common discomforts of pregnancy, and activities of self-care will help in the wellbeing of her and her baby.
9. A psychological assessment is done to determine P.M.’s
feelings and attitudes regarding her pregnancy. How do attitudes, beliefs, and feelings affect pregnancy?
10. P.M. asks you whether there are any foods she should avoid while pregnant. She lists some of her favorite foods. Which foods, if any, should she avoid eating while she is pregnant? Select all that apply.
a. Sushi b. Yogurt c. Hot dogs d. Deli meat e. Cheddar cheese
11. As the nurse, you understand that assessment and teaching are vital in the prenatal period to ensure a positive outcome. What information is important to include at every visit and at specific times during the pregnancy?
12. After her examination, P.M. states that she is worried because her sister had an ectopic pregnancy and had to have surgery. She asks you, “What are the signs of an ectopic pregnancy?” Identify the correct response. Select all that apply.
a. Nausea b. Increased fatigue c. Dark red or brown vaginal bleeding d. Fullness and tenderness in her abdomen, near the
ovaries e. Pain, either unilateral, bilateral, or diffuse over the
abdomen 13. P.M. asks the nurse about what should be reported to her
doctor. List at least 6 of the danger signs during pregnancy. 14. Common changes in the body caused by pregnancy
include relaxation of joints, altered center of gravity, syncope, and generalized discomfort. These changes can lead to problems with coordination and balance. After a teaching session about safety measures, you use the Teach-Back technique to assess P.M.’s understanding. Which statement by P.M. indicates a need for more teaching?
a. “I will take rest periods throughout the day.” b. “I will always wear a helmet when riding my bike.” c. “I will avoid activities that cause sudden, jarring
moves to my body.” d. “Later in my pregnancy, I won’t use a seatbelt in
the car because I’ll be too big.” 15. P.M. asks, “Is a vaginal examination done at every visit?”
Select the best response and provide a rationale for your answer.
a. “No, a vaginal examination will not be done again until you go into labor.”
b. “No, vaginal examinations are not routinely done until the final weeks of your pregnancy.”
c. “Yes, an examination is done with each visit because it offers vital information about the status of the pregnancy.”
d. “Yes, an examination is done with each visit because it allows the examiner to note any possible infections that may be developing.”
Case study outcome P.M. makes an appointment for her next checkup. She is excited and cannot wait to tell her family that she is pregnant.
Case Study 132 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are the charge nurse working in labor and delivery at a local hospital. D.H. arrives, reporting contractions and feeling somewhat uncomfortable. You take her to the triage room to provide privacy, have her change into a gown, and begin your assessment to determine
your next course of action.
1. What 4 initial questions will you ask, and why? 2. D.H.’s contractions are 2 to 3 minutes apart and lasting 45
seconds. It is her third pregnancy (gravida 3, para 2-0-0-2). She tells you that she is 39 weeks pregnant and she is due to deliver in 3 days. Before performing a vaginal exam, you would need to ask D.H. addition information. What additional information do you need?
3. What assessment should you make to gain further information from D.H.?
4. On examination, D.H. is 80% effaced and 4 cm dilated. The fetal heart rate (FHR) is 150 and regular. She is admitted to a labor and delivery room on the unit. What nursing measures should be done at this time?
5. As part of your assessment, you review the fetal heart rate strip pictured here. Based on the findings, what is your intervention?
6. Identify the stage of labor D.H. is experiencing 7. List the stages of labor. 8. How long does labor last? 9. D.H. states she is feeling increasing discomfort and asks you
whether there is alternative therapy available before taking a medication. List at least 4 alternative methods to assist D.H. with controlling her discomfort.
10. As you assess both D.H. and the fetus during the active stage of labor, you will monitor for potential abnormalities. Identify which potential abnormalities you may encounter in your assessment. Select all that apply.
a. Unusual bleeding b. Sudden, severe pain c. Increased maternal fatigue d. Brown or greenish amniotic fluid e. Decelerations of the fetal heart rate f. Contractions that last 40 to 70 seconds
Case study progress Although D.H. continues to use alternative therapies for discomfort, she asks for pain medication and receives a dose of meperidine (Demerol). She is also placed on an oxytocin (Pitocin) infusion.
11. What is the purpose of the oxytocin infusion? a. To reduce pain. b. To stimulate uterine contractions. c. To prevent maternal hypertension. d. To increase cervical effacement and dilation.
Case study progress Three hours later, D.H. is lying on her back, and during contractions you notice a few late decelerations of the FHR. You stay with D.H. to monitor her and her fetus and immediately call for someone to notify the primary care provider.
12. Put these actions in order of priority: a. Discontinue the oxytocin infusion. b. Increase the rate of the maintenance IV fluids. c. Turn D.H. onto her left side and elevate her legs. d. Administer oxygen at 8 to 10 L/min by
nonrebreather face mask. 13. Decelerations occur in an early, variable, or late pattern. What
is the significance of these patterns? State what the nurse should do for each type.
14. As you monitor D.H., you observe for signs of umbilical cord prolapse. Describe what this is and what can happen to the fetus if this occurs.
15. Describe your interventions if you were to note that D.H. has umbilical cord prolapse.
Case study progress The decelerations stop, and the rest of her labor is uneventful. D.H. has an episiotomy to allow more room for the infant to emerge, and she delivers a male infant.
16. What is involved in the immediate care of the newborn? 17. As you assess the newborn, you observe for central nervous
system (CNS) depressant effects that might result because the mother received an opioid during labor. What drug would be helpful to reverse signs of CNS depression in the infant?
a. Nalbuphine b. Naloxone (Narcan) c. Midazolam (Versed) d. Carbamazepine (Tegretol)
18. D.H. has her episiotomy repaired and the placenta delivered. What are the signs that the placenta has released from the uterine wall?
19. What assessments are important for D.H. after delivery?
Case study outcome
D.H. and her newborn baby boy are taken to the maternity unit. DH begins to breastfeed him and all is well.
Case Study 133 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario T.N. delivered a healthy male newborn 2 hours ago. She had a midline episiotomy and an epidural block for her labor and delivery. She is now admitted to the postpartum unit.
1. What is important to note in the initial assessment? 2. You find a boggy fundus during your assessment. What
corrective measures can be instituted? 3. The patient complains of pain and discomfort in her perineal
area. How will you respond? 4. The nurse reviews the hospital security guidelines with
T.N. The nurse points out that her baby has a special identification bracelet that matches a bracelet worn by T.N. and reviews other security procedures. Which statement by T.N. indicates a need for more teaching? Explain your answer.
a. “Nurses on this unit all wear the same purple uniforms.”
b. “If I have a question about someone’s identity, I can ask about it.”
c. “Each staff member who takes my baby somewhere will have a picture identification badge.”
d. “If someone takes my baby for an examination, that person will carry my baby to the examination room.”
5. An hour after admission, you recheck T.N.’s perineal pad and
notice there is a very small amount of drainage on the pad. What will you do next? Explain your answer.
a. Ask T.N. to change her perineal pad. b. Check her perineal pad again in 1 hour. c. Check the pad underneath T.N.’s buttocks. d. Document the findings in T.N.’s medical record.
6. That evening, the unlicensed assistive personnel assesses T.N.’s vital signs. Which vital signs would be of concern at this time?
Chart View
Vital Signs
Temperature 99.9° F (37.7° C) oral
Pulse rate 120
Blood pressure 94/50
Respiratory rate 16
7. What will you do next? 8. After your prompt intervention, you need to document what
happened. Write an example of a documentation entry describing this event.
9. Two hours later, you perform another perineal pad check and note the findings in the diagram. How will you describe the amount of drainage in your note?
a. Scant b. Light c. Heavy d. Moderate
10. T.N.’s condition is stable and you prepare to provide patient teaching. Identify the key points in your patient teaching.
11. T.N. tells you she must go back to work in 6 weeks and is not sure she can continue breastfeeding. What options are available to her?
Case study outcome T.N. is seen by a lactation specialist before being discharged home. She plans to consult a lactation support group before returning to work.
Case Study 134 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario Y.C. was in labor for 12 hours and gave birth vaginally to Baby H, her first child. The nurse will complete the physical assessment and observe for physiologic changes in the newborn’s transition from intrauterine to extrauterine life.
1. Name the 3 phases that occur during the newborn transition period and state an approximate time frame for each.
2. Identify the care specific to the first period of reactivity. 3. The sleep phase and second reactive phase might occur in the
nursery or while the newborn is with the mother. Identify 8 assessments that the nurse needs to do during the transitional care periods of the decreased responsiveness and second period of reactivity.
4. You are preparing to give the injection of vitamin K
(AquaMEPHYTON). The order is to give 0.5 mg subcutaneously on arrival in the nursery. The medication comes in a solution of 1 mg/0.5 mL. Calculate the medication dose you will draw up into the syringe.
5. Erythromycin ointment is instilled in both eyes to prevent which infection?
a. Gonorrhea b. Chlamydia c. Herpes simplex virus infection d. Human papillomavirus (HPV) infection
6. Once the transitional care and documentation are completed, the infant might be transferred to the normal newborn nursery. The newborn nursery nurse is responsible for what ongoing care of the newborn infant?
7. The lab performs a direct Coombs test on Baby H. What is the purpose of the direct Coombs test?
a. It checks the RBCs for anemia. b. It is a test for immunity to the hepatitis virus. c. It is done to identify the infant’s blood type. d. It tests for damage to the RBCs from maternal
antibodies. 8. True or False? A phenylketonuria (PKU) blood test can be done
any time before an infant is discharged to home. If false, explain your rationale.
Case study progress Y.C. has decided to breastfeed her infant. She asks for assistance.
9. Identify 6 important points to include in your teaching plan. 10. Y.C. calls you to tell you that her baby seems too sleepy and is
not feeding well. What will your next action be?
Case study progress You are meeting with Y.C. to review discharge instructions.
11. Baby H.’s mother asks you about cord care and circumcision care for her infant. Your teaching instructions would include:
12. Y.C. asks you how she can keep her infant from catching a cold or some other type of infection. What is the most important measure to teach her?
13. After discharge, it is important for Baby H. to receive follow- up care. What information will you give to Y.C. to help her understand the importance of regular visits to the pediatrician?
14. You realize Y.C. needs information about safety issues
before being discharged. After a review of safety issues, you use the Teach-Back technique to assess her understanding. Which statement by Y.C. indicates that she needs further instruction?
a. “I will not drink hot coffee while holding my baby.”
b. “I will check the bath water temperature before bathing him.”
c. “I have a car seat and will use it for my baby every time we use the car.”
d. “I can leave him on the infant table for just a few moments while he is a newborn.”
Case study outcome Baby H. is discharged to home with his parents and will be seeing a pediatrician in the next 2 weeks for his follow up care.
Case Study 135 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario
P.T. is a married 30-year-old gravida 4, para 1-2-0-3 at 28 weeks’ gestation. She arrives in the labor and delivery unit reporting lower back pain and frequency of urination. She states that she feels occasional uterine cramping and does not believe that her membranes have ruptured.
1. You are the charge nurse and admit P.T. to the unit. Based on her symptoms you suspect she may be experiencing signs of:
2. You need additional information from P.T. to direct your nursing interventions. What important questions do you need to ask P.T. at this time?
3. Identify the priority nursing interventions you would implement before calling the health care provider?
4. Early recognition of preterm labor is essential for a successful outcome. Explain the signs and symptoms of preterm labor.
5. What possible problems might be going on with P.T. that you should consider?
Case study progress P.T.’s history reveals that she had 1 preterm delivery 4 years ago at 31 weeks’ gestation. The newborn girl was in the neonatal intensive care unit (NICU) for 3 weeks and discharged without sequelae. The second preterm newborn, a boy, was delivered 2 years ago at 35 weeks’ gestation and spent 4 days in the hospital before discharge. She has no other risk factors for preterm labor. Vital signs are normal. Her vaginal examination findings indicate her cervix to be long, closed, and thick with membranes intact. Abdominal examination revealed that the abdomen was nontender, with fundal height at 29 cm, and the fetus in a vertex presentation.
6. While you are waiting for lab results, what therapeutic measures do you consider?
7. The provider orders a loading dose of indomethacin (Indocin) 50 mg PO now, followed by 50 mg PO every 6 hours for up to 48 hours. Explain the purpose of the indomethacin.
8. Lifestyle modifications are required for P.T. because of the symptoms of preterm labor. Which activities would you discuss with P.T.?
Case study progress While waiting for lab results, you consider that if P.T. is actually experiencing preterm labor, she would receive antenatal glucocorticoids.
9. What is the reason for giving antenatal glucocorticoids for preterm labor?
a. To soften the cervix b. To stop uterine contractions c. To prevent maternal infection d. To accelerate fetal lung maturity
10. How long do these drugs take to become effective? 11. Which situations are considered contraindications to antenatal
glucocorticoids when a woman is in preterm labor? Select all that apply.
a. Cord prolapse b. Chorioamnionitis c. Abruptio placentae d. Presence of twin fetuses e. Cervical dilation of 2.5 cm
Case study progress Two hours later, the lab results indicate a urinary tract infection (UTI). The contraction monitor indicates infrequent, mild contractions. Her physician discharges her to home on an antibiotic for the UTI.
12. What follow-up measures should be considered in providing P.T. with discharge instructions?
Case study outcome P.T. completes the antibiotic that was prescribed for the UTI, and 2
weeks later her urine tests were negative for an infection. She has no further complications and delivers a healthy baby girl at 38 weeks.
Case Study 136 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.F. is an 18-year-old woman, gravida 1 para 0, at 38 weeks’ gestation. She felt fine until 2 days ago, when she noticed swelling in her hands, feet, and face. She states she has a frontal headache, which started yesterday and has not been relieved by acetaminophen or coffee. She says she feels irritable and does not want the “overhead lights on.” Her physician is admitting her for induction of labor. You begin to assess her.
Chart View
Assessment
Vital signs: BP 152/84; HR 88 Oral temperature: 98.8° F (37.1° C) Weight: 186 lb (84.4 kg); height: 5 ft, 4 in (163 cm) Edema: Noted in hands, feet, and face Deep tendon reflexes (DTRs) + 2, no clonus Urine dipstick reveals proteinuria + 3
1. Based on J.F.’s assessment data, what do you think the possible cause is at this time?
2. As you assess J.F. for edema in her ankles, you note that she is closest to letter B in the figure below, with edema at about 4 mm. How would you document this edema?
3. During your assessment, you note that her deep tendon reflexes (DTRs) are more brisk than expected or slightly hyperactive. How would you rate this DTR assessment?
a. 1 + b. 2 + c. 3 + d. 4 +
4. You check her medical record and note that she has gained 8 pounds since her last visit, 1 week ago. What other assessment questions should you ask her at this time?
5. What information should you obtain from her obstetric record? 6. What lab values should be considered at this time? 7. Name at least 3 possible maternal and 3 possible fetal
complications with J.F.’s potential diagnosis. 8. What risk factors does J.F. have that cause her to be at risk for
this condition? Select all that apply. a. Obesity b. Nulliparity c. Coffee drinker d. Single-fetus pregnancy e. Age younger than 40 years
9. Based on your nursing assessment, identify 8 nursing interventions that you would implement to help J.F with her signs and symptoms.
Case study progress The physician orders a magnesium sulfate infusion. You prepare the infusion and explain to J.F. what you are doing.
10. J.F. asks you, “Why am I getting magnesium now?” Explain your answer.
11. As you monitor J.F., you observe for signs of magnesium sulfate toxicity. What are potential signs of magnesium sulfate toxicity? Select all that apply.
a. Oliguria b. Absent DTRs c. Muscle rigidity d. Severe hypotension e. Increased respiratory rate
12. Is there an antidote for magnesium sulfate?
Case study progress An oxytocin infusion has been ordered by the physician and is being given intravenously in increments to achieve an adequate contraction pattern. You notice on the fetal monitor strip that J.F. is experiencing 7 uterine contractions in a 10-minute period over a 30-minute window, with late decelerations noted on the fetal monitor.
13. Explain what is happening at this time. 14. What are your priority interventions? 15. After your prompt intervention, J.F.’s tachysystole resolves.
Write an example of a documentation entry describing this event.
Case study progress J.F. progresses in labor, and at 4-cm dilation her membranes spontaneously rupture. The small amount of amniotic fluid is green.
16. What does the green amniotic fluid indicate? What are the risks?
Case study progress Four hours later, J.F. delivers a 6-pound, 8-ounce (2948 grams) boy, with Apgar scores of 6 and 7.
17. What are your responsibilities at this time?
Case study outcome J.F. is hospitalized for 5 days. By the time of discharge, her BP was within normal limits and her edema had subsided. Her baby boy experienced no problems.
1 4
Reproductive
Case Study 137 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario L.B. and her husband, J.B., come to the clinic, saying they want to become pregnant. L.B. is 29 years old and a self-employed photographer. J.B. is 31 years old and a dispatcher with a local oil and gas company. They have been married for 4 years and have been trying to become pregnant for just over 2 years. L.B. has not been pregnant previously; J.B. says he has never gotten a girl pregnant “that he knows of.”
1. Is this couple infertile? Defend your response. 2. What type of infertility does the couple have, primary or
secondary? 3. What are the common causes of male infertility? 4. What are the common causes of female infertility? 5. Describe the reproductive and sexual history you need to
obtain from the couple. 6. In addition to performing a general physical examination, what
lab tests do you expect the provider to order?
Case study progress
Chart View
General Assessment
L.B. J.B.
29 years old 31 years old
BMI 26.1 BMI 27.4
Reproductive structures normal Reproductive structures normal
Slightly irregular menses with a cycle of 28–35 days Nonsmoker; nondrinker
No problems with erection or ejaculation Nonsmoker; drinks 1–2 alcoholic beverages weekly
Both report their spouse has been their only sexual partner for the past 6 years. They engage in intercourse an average of 2 to 3 times per week and deny any sexual problems. L.B. had been using oral contraceptive pills for about 4 years prior to their attempting to conceive. She says her menses were regular before using the oral contraceptives, but once she stopped using them, regular menses did not resume. Both deny any history of urinary tract and sexually transmitted infections. Their general physical assessments are unremarkable except for their BMIs. Neither engages in any regular physical exercise. The provider orders an ultrasound for L.B. and lab testing for both. L.B. is to begin performing basal body temperature (BBT) charting in conjunction with using an ovulation kit.
7. J.B. needs a semen analysis. What instructions will you give him about specimen collection? Select all that apply.
a. Keep the container in an insulated bag with ice. b. Bring the specimen to the office within 8 hours. c. Place the specimen in a clean container for
transport. d. He can collect the specimen in a sterile,
nonlubricated condom. e. He should not have sex or ejaculate for 2 to 5 days
before the procedure. 8. What information is obtained from a semen analysis? 9. The provider orders follicle stimulating hormone (FSH),
estradiol, and progesterone levels for L.B.; a luteinizing hormone (LH) level for J.B.; and TSH levels for both. When will you schedule these tests?
10. What is the purpose of BBT charting? 11. What teaching will you provide L.B. on how to perform BBT
charting? 12. Outline the teaching you will provide L.B. on how to use an
ovulation kit. 13. Because lifestyle and sexual practices can affect fertility, what
do you encourage the couple to do to enhance their ability to conceive? Select all that apply.
a. Relax in a hot tub daily before going to bed. b. Avoid the use of artificial lubricants during sex. c. Have them drink alcohol before sex to help relax. d. Eat a healthy diet with plenty of fruits and
vegetables. e. Use strategies that are usually helpful in reducing
stress. f. Engage in moderate exercise for 30 minutes, 3 to 4
times per week. 14. As you are finishing the appointment, L.B. begins to cry and
says, “I can’t believe this is happening to us when all of my friends are just popping out babies.” How do you respond?
Case study progress
Chart View
Laboratory Results
L.B. J.B.
Progesterone low Testosterone normal
Estradiol normal FSH normal TSH normal Pelvic ultrasound normal
LH normal TSH normal Seminal parameters normal
J.B.’s semen analysis reveals no apparent problem. L.B. appears to be ovulating normally. BBT charting captures a change in temperature, and ovulation testing reveals an LH surge. The provider suspects L.B. may have a luteal phase defect because her progesterone levels are low after ovulation. The provider decides to order an hysterosalpingogram (HSG) for L.B.
15. How will you describe a HSG to the couple? 16. You tell L.B. that it is important for her to call the office when
her menstrual cycle starts so the HSG can be scheduled between days 7 and 10 of her cycle. It is important they abstain from sex between the first day of her cycle until after the test. L.B. asks why. What do you tell her?
Case study progress The HSG was normal, with no blockage to the fallopian tubes. The provider speaks with the couple about starting L.B. on clomiphene (Clomid) and progesterone vaginal suppositories, starting 2 days after ovulation.
17. What is the expected outcome associated with each of these medications?
18. You determine that L.B. understands your teaching about clomiphene therapy when she says: (Select all that apply.)
a. “I do not need to use the LH testing kits anymore.” b. “There is a higher risk of my having twins, or
more.” c. “I will take this medicine orally for 5 days each
month.”
d. “I may experience some flushing and breast tenderness.”
e. “My husband will need to learn to give me daily injections.”
Case study outcome On the fourth round of clomiphene, L.B. and J.B. were successful in becoming pregnant. She delivered an 8 pound, 7-ounce (3827 grams) baby boy vaginally at 38 weeks after having an induced labor because of mild preeclampsia.
Case Study 138 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.H., a 53-year-old man, comes to the primary care provider’s office for his annual physical. He has a history of familial hypercholesteremia for which he takes atorvastatin. His only other medication is a once daily, low dose aspirin. During the initial intake, he tells you his greatest concern is that he cannot get an erection. He states, “my wife and I have only had sex a few times in the past 6 months!”
1. What is the best response to J.H.’s concern? a. “Let’s talk more about your concern and what is
going on.” b. “Have you discussed with your wife how
important sex is to her?” c. “Don’t worry, we can start you on medications that
will help you have sex again.” d. “That sounds normal. Couples tend to have sex less
often the longer they are married.” 2. Describe the history you need to obtain from J.H.
3. What are the primary risk factors for ED?
Case study progress J.H. says the quality of his erections and the ability to keep an erection has been worsening over the past year. When he does have an erection sufficient for intercourse, he says it is less firm but ejaculatory function and sensations are normal. There are no morning or nocturnal erections. He denies any problems with libido or history of trauma, STIs, or UTIs.
4. What should be included in J.H.’s physical assessment?
Case study progress J.H. is 6 ft, 3 in (190.5 cm) and weighs 250 lb (113 kg). His physical assessment is otherwise unremarkable. He has a normal, circumcised penis without any discharge or lesions. His testes are bilaterally descended, with normal size and texture. Perianal sensations are intact. The digital rectal exam completed by the provider shows no prostate enlargement or nodules. His femoral and pedal pulses are all 2 +. His VS are 140/80, 90, 16, 97.7° F (36.5° C).
5. What lab tests do you expect the provider will order and why? 6. What other diagnostic tests may be done to evaluate ED? 7. While waiting on the results of lab work, the provider decides
to start J.H. on sildenafil (Viagra) 50 mg orally once daily as needed, 30 minutes to 1 hour before sexual activity. How does sildenafil work?
8. You review J.H.’s medical record to verify that it is safe
for him to take sildenafil. What may preclude J.H. from taking sildenafil?
9. You teach J.H. about which common side effects of sildenafil? Select all that apply.
a. Flushing b. Headache
c. Dizziness d. Sleepiness e. Constipation f. Hypertension
10. What teaching will you provide J.H. about the safe use of
sildenafil? 11. After teaching J.H. about the safe use of sildenafil, you
determine your teaching has been effective if he says: a. “I should contact my provider if I have any vision
loss.” b. “We can have sex all night because my erections
will last 3 to 4 hours.” c. “Having a few beers before will help the
medication work more quickly.” d. “I can take two in 1 day on special occasions if I
don’t have any chest pain.” 12. Describe 4 other treatments options for ED. 13. Describe the counseling you will provide to J.H. to help him
cope with the psychosocial implications of ED.
Case study progress
Chart View
Laboratory Test Results (Fasting)
Total cholesterol 189 mg/dL (4.9 mmol/L)
HDL 28 mg/dL (0.7 mmol/L)
LDL 112 mg/dL (2.9 mmol/L)
Triglycerides 270 mg/dL (3.1 mmol/L)
Glucose 108 mg/dL (6.0 mmol/L)
Total testosterone 673 ng/dL (23.3 nmol/L)
TSH 1.04 mU/L
14. Which, if any, of J.H.’s lab results concern you and why? 15. The provider adds metformin 500 mg orally twice daily to
J.H.’s medication regimen. Why? 16. A teaching plan for J.H. should include which intervention?
Give your rationale. a. Removing all sugars from his diet b. Exploring lower stress career options c. Following a liquid meal replacement diet d. Exercising 60 minutes, 4 to 5 times per week
Case study progress A few days later J.H. calls into the office and asks if the provider can write a different prescription. He tells you that although the drug did work, filling the 5-pill prescription cost $336 and he “won’t be having too much sex – I can’t afford to at those prices!” He says a friend of his told him to get 100 mg pills, which only cost a few dollars more, and cut them in half.
17. How will you handle J.H.’s request? 18. What will you tell J.H. is the safest way to split a pill?
Case study outcome With diet and exercise, J.H. loses 25 pounds (11 kg) over the next several months. However, he still requires sildenafil to achieve an adequate erection but is satisfied with the results of therapy and has continued its use.
Case Study 139 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working in a busy obstetrics/gynecology (OB/GYN) office. The last patient of the day is P.B., a 27-year-old who is being married in 2 weeks. She wants to use birth control but is not sure what to choose. Her fiancé and she are both in graduate school and have limited health insurance, so she is anxious not to become pregnant right away. She asks you to review the various methods and help her explore what is best for her.
1. What factors influence the choice of the most appropriate method of birth control?
2. What past medical information will you need to obtain from P.B. and why?
3. What lifestyle information will help you aid P.B. in choosing a birth control method?
4. P.B. asks you about the effectiveness rating of available birth control methods. Describe the term efficacy.
5. What factors influence how effective a contraceptive method is?
6. Match the available contraceptive methods according to their efficacy ratings:
7. P.B. asks you to review the main advantages and disadvantages of the hormonal birth control methods first.
Method Advantages Disadvantages
Oral contraceptives
Transdermal patch
Hormone injections
Hormone implants
Vaginal ring
8. After reviewing the hormonal methods, you choose to discuss intrauterine devices. How would you describe the copper and levonorgestrel (Mirena) IUD systems to P.B.?
9. Next, you steer the conversation to barrier methods. What will you share with P.B. about the use of a diaphragm or cervical cap and condoms?
10. The major advantage of using a condom for birth control is that condoms:
a. Do not require monthly injections b. Are easy to obtain and inexpensive c. Reduce the risk for acquiring infections d. Come in assorted styles, shapes, and textures
11. Describe what you would tell P.B. about the natural family planning method.
12. P.B. wants to know about the associated costs with each method because she is on a tight budget. How would you respond?
13. She asks you which method you would pick. What do you tell her?
Case study progress P.B. comes back in a week and tells you that she can get a low-cost oral contraceptive (OC) through a local store. You convey this information to the nurse practitioner, who examines P.B. and writes a prescription for a biphasic 28-day pill pack containing ethinyl estradiol and norethindrone. You are asked to discuss the use of the OC pill with P.B.
14. Explain how biphasic OC pills work. 15. When should P.B. take her first OC? 16. You tell P.B. that is does not matter what time of day she takes
the OC, just that she takes it at the same time each day. Describe 3 suggestions you can offer to help her remember to take her pill.
17. What should you tell her about missed pills? 18. How will you prepare P.B. for possible side effects? 19. Using the acronym ACHES, what symptoms should you
teach P.B. to report? 20. Are there any other key points you should review? 21. A few months later, P.B. calls the clinic because she missed a
dose of her first week of OC the prior day and cannot remember what you told her. What will you tell her? Select all that apply.
a. “Throw that pill away. Restart taking your pills tomorrow.”
b. “It’s okay; you’re still protected from pregnancy if you take two now.”
c. “You should use a backup form of contraception for the next 7 days.”
d. “Please make an appointment so we can insert a temporary intrauterine device.”
e. “Don’t take any more pills. Begin a new pack when you start your next menses.”
f. “Take the missed pill now, along with today’s pill, then resume the pack tomorrow.”
Case study outcome P.B. uses OC without experiencing a pregnancy. She stops 4 years later, and her husband and she conceive their first child 6 months later.
Case Study 140
Name _________________________________ Class/Group _____________________________ Date _____________
Scenario R.Z., a 34-year-old man, presents to the urgent care clinic reporting dysuria and a purulent urethral discharge for 3 days.
1. What key sexual and health history questions do you need to ask R.Z.?
Case study progress R.Z. says he is married and has unprotected vaginal intercourse with his wife 1 or 2 times per week, the last time being 4 days ago. He believes his wife is asymptomatic. He goes on to tell you that while on a trip to a business conference 10 days ago, he “had way too much to drink” and had a one-time sexual encounter with a work associate. They had unprotected oral and vaginal sex. He says he has not “had anything like this before.”
2. What should be included in R.Z.’s physical assessment? 3. R.Z.’s physical examination is unremarkable except for the
genital examination. The urethral meatus is red with a mucopurulent discharge. Given his symptoms and findings, what differential diagnoses do you consider?
4. What diagnostic tests do you expect the provider to order and why?
Case study progress
Chart View
Laboratory Test Results
Pharyngeal culture Negative Neisseria gonorrhoeae
Urethral culture Positive N. gonorrhoeae Negative Chlamydia trachomatis Negative Trichomonas vaginalis
RPR Nonreactive
HIV Antibody Test Negative
5. Based on the assessment and diagnostic test results, what problem does R.Z. have?
6. What are your overall goals of nursing care for R.Z.? 7. How is this problem treated? 8. The provider orders ceftriaxone 250 mg IM. How many
milliliters will you give for this dose? Mark the syringe with your answer. Round to the tenth.
From Gray Morris D. (2010). Calculate with confidence (5th ed.). 5, St. Louis, MO: Mosby.
9. Where is the best place to inject the ceftriaxone?
10. What teaching will you provide R.Z. to promote successful treatment?
11. What complications may R.Z. develop if treatment is not successful?
12. R.Z. says he is not going to tell his wife, because “she is going to kill me,” or his work associate, because he is embarrassed. What are the possible complications in women if this STI remains untreated?
13. What symptoms do women with this STI commonly experience?
14. R.Z. asks if you are going to tell anyone about his infection. How do you respond?
15. What implications might this diagnosis have for R.Z. and his wife?
16. What advice do you offer R.Z. about telling both women? 17. R.Z. pauses for a moment, then asks if it is possible for
someone from the health department to tell his work associate. How do you respond?
18. Which additional instructions will you include in your discharge teaching?
a. “Make sure you do not have sexual intercourse for 21 days.”
b. “It is important to wash your hands frequently so you don’t spread the infection.”
c. “You will need to come back for a follow-up
appointment if the drainage does not stop.” d. “If you do have sexual intercourse in the next 7
days, have your partner douche afterward.” 19. R.Z. asks what he could do to prevent getting another
infection. You determine he understands your teaching when he states:
a. “I will not have sex with women I do not know.” b. “Using a spermicidal cream will decrease my risk.” c. “I will use a fresh condom each time I have
intercourse.” d. “If I don’t see any signs of infection, then that
partner is safe.”
Case study outcome R.Z. does return to the clinic for the follow-up visit and his symptoms resolved with the prescribed treatment. He states his wife also developed the infection. R.Z. is currently staying with his brother until his wife “cools off” and they “work some things out.” He says that they will be starting marital counseling the following week.
Case Study 141 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working as the triage nurse in the emergency department (ED) when a woman arrives with heavy vaginal bleeding and extreme pain. S.K. is single, 47 years of age, and has been bleeding for 24 hours, soaking one pad per hour. She works in a law firm as a paralegal and was embarrassed yesterday when she leaked around her pad and stained a chair in the conference room. She has 2 sexual partners currently and has been relying on condoms for birth control. She thinks her last menstrual period was 2 months ago, but they have
been irregular, and she is not sure. She has had some occasional spotting during the past 6 months. She says she is afraid because of the amount of bleeding in the past 24 hours.
1. Identify 3 conditions that would require emergency care and could prove life-threatening.
2. She asks you, “Could I be pregnant?” How will you respond? 3. You ask her how she would feel if she was pregnant, and she
says, “It would ruin my life.” She states she is a single mother with 2 children in high school. What can you tell her to help her with her obvious distress?
4. Describe the assessment needed to determine what might be occurring with S.K.
5. What is your priority concern as you care for S.K.?
Chart View
Laboratory Test Results
Hgb 12.2 g/dL (122 g/L)
Hct 44%
RBCs 4.2 dL
hCG Negative
Vital Signs
BP 110/68
Heart rate 88
Respiratory rate 22
6. Interpret S.K.’s lab results and vital signs. 7. S.K. is obviously relieved about not being pregnant, but she
expresses fear the bleeding could be caused by cancer. What will you tell her to reassure her?
Case study progress You determine that S.K. is stable at the present; she is not diaphoretic or pale. The provider orders an ultrasound to evaluate possible causes of her bleeding. Shortly after she returns from the ultrasound, her BP drops to 90/42, and she complains of considerable cramping.
Chart View
Physician’s Orders
Infuse 1 L of D5 LR over 4 hours Meperidine 5 mg IV now
8. Before administering the meperidine, what will you ask
her? 9. What precautions do you need to take to safely
administer meperidine? Select all that apply. a. Administer the medication undiluted b. Have oxygen equipment and naloxone at her
bedside c. Administer the dose over a minimum of 4 to 5
minutes d. Place her in semi-Fowler position with her head to
the side e. Monitor S.K.’s respiratory status every 15 minutes
for 1 hour after 10. You are preparing to infuse the D5 LR. The available IV tubing
supplies 15 gtt/mL. At how many drops per minute will you regulate the infusion?
Case study progress Thirty minutes later the UAP reports S.K.’s vital signs are 90/64, 118, 8, 97.6° F (36.4° C), and Spo2 84% on room air.
11. What is your immediate concern and why?
12. What actions will you initiate?
Case study progress With treatment, S.K. stabilizes within an hour. You give her a nonopioid analgesic for pain and continue to monitor her status. The ultrasound results arrive and show there are no polyps or fibroids. The endometrial lining is thick, even after 24 hours of bleeding.
13. What is the most likely cause of S.K.’s bleeding and why? 14. S.K. asks if there is any way to stop the bleeding. How will you
respond?
Case study progress You continue to monitor S.K. for the next few hours. Her respiratory status remains stable, and she is feeling more comfortable. The provider prescribes oral contraceptive pills to control the bleeding. He tells her to take 1 pill 4 times a day for the next 5 days or until her bleeding stops. Once the bleeding has stopped, she should continue taking 1 pill per day, for the rest of the cycle, then continue to use the pills for at least 3 cycles. She will need to follow up with her OB/GYN.
15. What risk factors will you ask her about because she is starting oral contraceptives?
16. What warning signs and symptoms do you need to teach
her as she starts oral contraceptives? 17. Which statements indicate S.K. understands the discharge
instructions? Select all that apply. a. “I can take 325 mg of aspirin every 6 hours for the
cramping pain.” b. “I will try to eat more beans and spinach over the
next several days.” c. “I will call if I continue to have heavy bleeding,
soaking a pad an hour.” d. “I will avoid sexual intercourse until the bleeding
has completely stopped.” e. “If I get dizzy or feel my heart beating funny, I will
come back to the emergency room.”
Case study outcome The oral contraceptives lessen but do not completely alleviate her bleeding. Her next 3 cycles last 7 days, with heavy flows and moderate cramping. She undergoes an endometrial ablation and has a significant reduction in symptoms that lasts until she completes menopause.
Case Study 142 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are the nurse in a walk-in clinic. A.P. is being seen this morning for a 2-day history of diffuse, severe abdominal pain. She has some nausea; she denies vaginal bleeding or discharge. A.P. reports having unprotected sex with a few partners recently who “might have” had penile discharge. Her last menstrual period ended 3 days ago. She has no known drug allergies and denies prior medical or psychiatric problems. Vital signs are 108/60, 110, 20, 100.6° F (38.1° C). Physical examination reveals her abdomen is very tender. The slightest touch of her abdomen causes her to wince with pain. Bowel sounds are normal. Pelvic examination reveals purulent material pooled in the vaginal vault, which appears to be coming from the cervix. A sample
of the vaginal drainage is obtained and sent for culture. The result of a pregnancy test is negative; a rapid diagnostic test for chlamydial infection has a positive result.
1. Which assessment findings are significant and why? 2. What medical interventions can you expect? 3. What are the risk factors for chlamydia? 4. Describe the common symptoms of chlamydia infection in men
and women. 5. What are the consequences of an untreated chlamydia infection
in women? 6. How will you offer emotional support to A.P.?
Case study progress The provider has 2 options of treating A.P. The first option is doxycycline 100 mg orally twice a day for 7 days. The second option is a one-time dose of azithromycin 1 gram orally, which would be given at the clinic.
7. Which choice is best for A.P.? Explain your reasoning. 8. You tell A.P. that chlamydial infection is a sexually transmitted
infection (STI) that must be reported to the health department. What is the purpose of reporting the infection, and what actions will the health department take?
9. A.P. says she does not understand why her partners must be told about the infection. How will you respond?
10. Based on the information A.P. has given you, you decide that she is at risk for other STIs and unplanned pregnancy. Based on the “5 Ps,” what risk assessment questions do you need to ask A.P.?
11. You ask whether someone has talked with A.P. about “safe sex.” She laughs. Undaunted, you ask if she would be willing for you to discuss the use of condoms with her sexual partners. She tells you that she is already careful; if she does not “know the guy,” then she uses a condom. How are you
going to respond? 12. You ask A.P. whether she has been tested for HIV. She says no,
she does not know anyone with acquired immunodeficiency syndrome (AIDS) and she only has sex with “100% straight guys.” Now what are you going to say?
13. You ask her whether she would like to be tested for HIV. You tell her the test will not cost her anything, only she will know the results, no one else, and test results are completely confidential. She agrees to the test. What counseling will you provide A.P.?
14. You make an appointment for A.P. to return to the clinic in 1 week for her HIV test results. Describe the instructions you will give to A.P. before she leaves the clinic.
Case study progress A.P. returns to the clinic in 1 week for her HIV test results, which are negative. Her culture results confirm the diagnosis of chlamydial infection.
15. What are your primary nursing concerns right now? 16. A.P. has completed the course of antibiotic therapy and is not
experiencing any symptoms. After counseling her on ways to reduce her risk for acquiring another STI, you determine A.P. understood your teaching about safe sexual practices if she says she will: (Select all that apply.)
a. Have her partner wear a new condom with each sexual encounter
b. Not worry about contacting an STI if the man says he has few partners
c. Apply a new application of spermicidal jelly before each sexual encounter
d. Douche with an over-the-counter solution within 4 hours of having intercourse
e. Inspect the genitalia of her partner before intercourse or other contact with perianal area
Case study outcome A.P. returns to the clinic a few months later with symptoms of another STI and is diagnosed with both chlamydia and gonorrhea. Treatment of both infections is started, and you again review measures to prevent acquiring an STI. You report the STIs to the health department. A.P. does not return to your clinic for follow-up.
Case Study 143 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario T.C. is a 49-year-old woman who underwent a vaginal hysterectomy and right salpingo-oophorectomy for abdominal pain and endometriosis. Intraoperatively, she had an intra-abdominal hemorrhage, requiring transfusion with 3 units of packed red blood cells (RBCs). T.C. is now being admitted to your unit from the postanesthesia care unit (PACU).
T.C.’s vital signs are 130/70, 94, 16, 99.7° F (37.6° C). Respirations are shallow and her Spo2 is 93% with oxygen at 2 L by nasal cannula. She is easily aroused and oriented to place and person. She dozes between verbal requests. She has a low-midline abdominal dressing that is dry and intact, and a Jackson-Pratt drain that is fully compressed and has a scant amount of bright red blood. Her indwelling urinary catheter has clear yellow urine. She is receiving an IV of 1000 mL D5.45NS at 100 mL/hr in her left forearm, with no swelling or redness. T.C. is receiving IV morphine sulfate for pain control through a patient- controlled analgesia (PCA) pump. The settings are dose 2 mg, lock-out interval 20 minutes, 4-hour maximum dose of 30 mg. When aroused, she says that her pain is an 8 on a scale of 1 to 10.
1. What concerns you most right now about T.C. and why? 2. Identify 3 factors likely affecting T.C.’s respiratory status.
3. Name 5 interventions you need to implement to promote T.C.’s respiratory status.
Case study progress The unit is busy, and you are concerned about monitoring T.C. carefully enough. Your present patient load is 6; of these, 2 patients are newly postoperative and 1 is getting ready for discharge. You have one experienced UAP to help you. You are concerned T.C.’s respiratory status may further decline.
4. Formulate a plan for the UAP and you to care for T.C. during your shift.
5. Which of T.C.’s vital sign values would be most important for the UAP to report to you at once?
a. Heart rate of 100 b. Temperature of 100° F (37.8° C) c. Respiratory rate of 9 d. Blood pressure of 160/80
6. Name 3 outcomes you expect for T.C. because of your interventions.
Case study progress Throughout the first postoperative day, balancing T.C.’s need for pain medication and depression of her respiratory status is difficult.
7. Discuss how PCA devices are used for controlling pain. 8. During the first 24 hours, T.C. has 122 PCA demands and
31 doses delivered. How many total milligrams of morphine sulfate did she receive?
9. What adjustments could be made to her plan of care to
better control her pain? 10. What other measures can you use to manage T.C.’s pain more
effectively?
11. How do you best evaluate the effectiveness of the PCA therapy?
a. Assess the time interval between doses received b. Have T.C. state her pain level on a scale of 1 to 10 c. Determine how many doses of morphine T.C.
received d. Appraise whether T.C. understands the purpose of
PCA therapy
Case study progress The surgeon adjusts T.C.’s pain management regimen. By the end of the second postoperative day, her pain is better controlled, although she is still complaining of moderate incisional pain. She can ambulate in her room with help, voided after the indwelling catheter was removed, and tolerates oral fluids without nausea. As you perform your shift assessment, you note the abdominal dressing is saturated with blood.
12. What 2 assessments do you need to make and why? 13. How should her wound appear at this time? 14. When you remove the dressing, you note a large amount of
bloody drainage coming from the distal end of the wound. What other assessments do you need to obtain?
15. Her assessment findings are unremarkable, and you place a new sterile dressing on the wound. What will you do next?
Case study progress The surgeon comes, and after examining T.C. thinks she could have some internal bleeding. He takes her back to surgery, where he isolates an area where the sutures have broken and cauterizes the affected vessels. T.C. returns to the unit, and her condition is quickly stabilized. The next evening you overhear T.C. and her husband saying they are very dissatisfied with the care provided by the surgeon. The couple believes the surgeon mismanaged T.C.’s care. They are discussing the possibility of getting an attorney. They ask
you what you think.
16. What do you do and why? 17. You state, “Tell me what’s going on with you right now.
Maybe I can help you be more comfortable.” What would be the benefit of taking this approach?
18. What referrals might be beneficial?
Case study outcome The rest of T.C.’s recovery is uneventful, and she requires no further surgeries. Her husband and she meet with a social worker and representative from the hospital. Together, they are able to work through the couple’s concerns.
1 5
Mood, Stress, and Addiction
Case Study 144 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working the day shift on a medical inpatient unit. You are discussing discharge instructions with J.B., an 86-year-old man who was admitted for mitral valve repair. His serum blood glucose is 250 mg/dL (13.9 mmol/L) and increasing for the past several months. During this admission, his dosage of insulin was adjusted and he was given additional education in managing his diet. While you are giving these instructions, J.B. tells you his wife died 9 months ago. He becomes tearful when telling you about his loss and the loneliness he has been feeling. J.B. states he just doesn’t feel good lately, feels sad most of the time. J.B. also expresses his lack of involvement in his normal activities. He has few friends left in the community because most of them have passed away. He has a daughter in town, but she is busy with her work and grandchildren. He tells you he has been feeling “depressed” the last few months with thoughts of suicide.
1. What further assessment data is needed to determine the seriousness of J.B.’s thoughts of suicide?
2. What characteristics of J.B. put him at high risk for suicide? 3. Which psychiatric disorders can result in suicidal ideations or
gestures? Name at least 3. 4. People with a physical illness, often have trouble sleeping,
experience a change in appetite, reduce their level of activity, and have thoughts of death. How can you tell the difference between old age with illness and depression?
5. List 5 of the most common signs of depression in the older adult.
Case study progress You use the SAD PERSONS scale to assess J.B.’s potential for suicide and find that he is at a 4 on the 10-point scale. J.B. tells you he has general thoughts of suicide, but has not really thought about how he would do it.
6. What important questions about suicide must the nurse ask J.B. at this time?
You recall that there are 2 types of suicide methods based on lethality: higher risk or hard methods and lower risk or soft methods.
7. Which of these would be considered soft methods of suicide? Select all that apply.
a. Hanging b. Using a gun c. Ingesting pills d. Inhaling natural gas e. Slashing one’s wrist f. Poisoning with carbon monoxide
Case study progress You decide to notify J.B.’s physician about your findings. The attending physician calls in a psychiatrist to evaluate J.B. In addition, Suicide Precautions are ordered.
8. Which interventions are part of Suicide Precautions? Select all that apply.
a. Document his behavior every shift.
b. He is not permitted to leave his room. c. No glass or metal dishes or utensils with meals. d. Observe him swallow each dose of oral medication. e. One-to-one observation and interaction 24 hours
per day. 9. Identify 2 treatments that are available for depression.
10. Would J.B. be a candidate for electroconvulsive therapy (ECT)? Why or why not?
Case study progress The psychiatrist on call evaluates J.B. and writes an order for escitalopram (Lexapro) 10 mg/day at bedtime. J.B. is scheduled to see the psychiatrist the day after he is discharged from the hospital.
11. What special instructions will you give him regarding the Lexapro? Select all that apply.
a. There are no known food interactions. b. Taking a glass of wine at bedtime will help him go
to sleep. c. The full effects of the medication might not be seen
for 4 to 6 weeks. d. The medication may cause nausea, dry mouth,
sedation, and insomnia. e. The herbal product St. John’s wort will enhance the
action of the Lexapro.
Case study progress J.B.’s daughter visits him in the hospital. She is shocked to hear that her father is lonely, depressed, and thought about suicide. The daughter discusses with you how she will do all she can to help him when he goes home.
12. What important information needs to be conveyed to J.B.’s daughter about the first few weeks of therapy with the SSRI?
Case study outcome J.B. is discharged to home with a psychiatric home health nurse scheduled to visit him twice a week for 4 weeks. J.B.’s daughter also plans to check in on him daily and makes an effort to include him in more family activities. He also is considering a move to an assisted living facility.
Case Study 145 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are the registered nurse case manager in an outpatient mental health clinic. S.T. is here today for her outpatient mental health appointment. She was diagnosed with bipolar disorder type II 2 years ago, and has been stable for the past year. Her last episode was one of mania that required hospitalization. S.T. is 29 years old, married, with two children aged 2 and 4. She reports that her mood is better than it has been in a long time and she has lots of energy. When asked whether she thinks this is a recurrence of mania, she says no, she thinks that things are just finally getting better.
1. It is common for patients with bipolar illness to deny the onset of mania because it feels good. What other information would be important to ask S.T.?
2. What other information would help determine whether S.T. is experiencing the onset of a manic or hypomanic episode?
3. Bipolar disorder is a disorder of mood, characterized by episodes of depression, mania, or hypomania. What symptoms might you see if S.T. is experiencing mania?
4. How is hypomania different from mania?
Case study progress
Lithium (Eskalith) is a mood stabilizer commonly used to treat bipolar disorders. S.T. has been taking lithium for a year.
5. When S.T. started her initial lithium dose, she would have been cautioned to report side effects. Which are common side effects of lithium? Select all that apply.
a. Thirst b. Nausea c. Tremor d. Dizziness e. Constipation
6. Lithium toxicity can occur in patients taking lithium.
What are the symptoms of early lithium toxicity? Select all that apply.
a. Dyspnea b. Diarrhea c. Lethargy d. Vomiting e. Insomnia
7. S.T.’s maintenance lithium level results are reported as 1.0 mEq/L (1.0 mmol/L). Interpret these results.
8. List additional lab examinations that should be routinely performed while S.T. is taking lithium.
9. Explain the instructions you would give S.T. concerning lithium therapy
10. Aside from lithium, list other medications that are used to treat bipolar disorder:
11. You assess S.T.’s understanding of her Lithium drug treatment using the Teach-Back technique. Identify the statement by S.T. revealing a need for further education?
a. “I take the lithium tablets with meals.” b. “I need to be careful because lithium is addictive.” c. “I will call my doctor if I have severe vomiting or
diarrhea.” d. “I will keep my appointments to have my drug
levels checked.” 12. Given her history of bipolar disorder type II, what should you
teach S.T. to minimize mood swings?
Case study outcome S.T. is told that her lithium level is within normal limits and states, “I feel better than I’ve felt in ages!” She expresses hope that this will last a long time.
Case Study 146 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working on an inpatient psychiatric unit and need to do an initial assessment of R.B., who has just been admitted. He has a diagnosis of schizophrenia, paranoid type. He is 22 years old and has been attending the local university and living at home with his parents. R.B. has always been a good student and has been socially active. Last semester his grades began declining. He became very withdrawn and spends most of his time alone in his room. His personal self-care has deteriorated as he can go days without bathing. Prior to admission, R.B. spent several weeks in seclusion. He refused to join family gatherings, isolated himself, and closed the blinds. Within the past 2 days he refused to eat, stating, “They have contaminated the food.” As you approach R.B., you note that he appears to be talking to himself. When you talk to him, he looks around and answers in a whisper but gives you little information. He states, “They are watching me and told me not to cooperate.”
1. Identify at least 3 negative symptoms of schizophrenia that R.B. might be experiencing.
2. Identify at least 2 positive symptoms of schizophrenia that R.B.
might be experiencing. 3. Give the definition of each of the following types of delusional
thinking: a. Grandeur b. Persecutory/Paranoid c. Thought insertion d. Ideas of reference e. Somatic delusions
4. What symptoms indicate that R.B. has paranoid schizophrenia? 5. Why is it important to know R.B.’s history before he is
diagnosed with schizophrenia? 6. What diagnostic screenings are important in evaluating R.B.? 7. What are the most important initial interventions for treating
R.B.?
Case study progress The psychiatrist evaluates R.B. by conducting a mental status assessment and orders antipsychotic medications with close monitoring in the inpatient setting.
8. Identify the class of antipsychotic medications considered as first-line therapy for schizophrenia?
9. R.B. will need to be monitored closely. How will this be done? 10. Identify 5 types of psychosocial treatments that may be used to
treat R.B.’s schizophrenia?
Case study progress R.B. is started on olanzapine (Zyprexa). You inform R.B. and his family about the common side effects of the second-generation antipsychotics.
11. What are the common side effects of second-generation antipsychotics such as olanzapine (Zyprexa)? Select all that apply.
a. Nausea
b. Dry mouth c. Drowsiness d. Palpitations e. Weight gain f. Tardive dyskinesia
12. Which condition is a risk associated with second-generation antipsychotics, such as olanzapine?
a. Metabolic syndrome b. Prolonged QT interval c. Anticholinergic toxicity d. Neuroleptic malignant syndrome
Case study progress As you go in to give R.B. his medication, he speaks to you in a hushed tone. “Is that a bird?” Before you can say anything, he asks, “Do you see that bird over my bed? She is telling me not to leave this room. If I move she will swoop down and try to peck at my eyes. Be careful!”
13. Is he experiencing a delusion or a hallucination? Explain your answer.
14. Identify the appropriate nursing response you would state to R.B. Select all that apply.
a. “There is no bird over your bed.” b. “Tell me more about what you are seeing.” c. “I’ll come back to talk to you when you are settled
down.” d. “The voice you are hearing is part of your illness. It
can’t hurt you.” e. “I don’t see a bird over your head. I can understand
how that would be upsetting to you.”
Case study outcome After 2 weeks of inpatient therapy, R.B. is discharged back to his parents’ home and is enrolled in a day treatment program. He and his parents attend family therapy sessions twice a month. He hopes to
move to a halfway house in the community.
Case Study 147 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are on duty in the emergency department (ED) when a “code blue” is called. As the code nurse, you grab the crash cart and rush to the code, which is in the employee lounge of the operating room. On the couch, you find a nurse, Z.H., unconscious, dusky, and barely breathing; she has a palpable pulse.
1. What immediate assessment of Z.H. do you need to perform? 2. What intervention has the greatest priority?
a. Obtaining a STAT toxicology screen b. Connecting her to the portable ECG monitor c. Establishing an IV line with 0.9% normal saline d. Supporting respirations by manually ventilating
her 3. What assessment finding would lead you to suspect that Z.H.
had an opioid overdose? Explain your answer. a. Hypertension b. Fever and tachycardia c. Constricted pupils and bradypnea d. Diaphoresis and cool, clammy skin
4. Z.H.’s respirations are shallow with a rate of 8. The respiratory therapist intubates her and continues to ventilate her manually. An IV line is established. You attach ECG leads to her chest and find the results shown in the figure. What is your interpretation of Z.H.’s rhythm?
Case study progress Z.H. is given an ampule of 50 mL D50W and 0.4 mg naloxone IV push. Her respirations improve slightly, and her pulse increases to 56. She is transported to the ED.
5. Describe the purpose of administering the combination of D50W and naloxone.
6. What treatment will Z.H. require in the ED? 7. Within 5 minutes of receiving the naloxone, Z.H. is starting to
respond. Why do you need to continue to observe her closely? Select all that apply.
a. Opioid dosage may exceed that of the naloxone. b. Z.H. may develop pulmonary edema after receiving
naloxone. c. A common adverse effect of naloxone is the onset of
atrial fibrillation. d. The risk for developing diabetic ketoacidosis is
high after receiving naloxone and D50W. e. Rapidly reversing the effects of the drug overdose
will cause a rebound decline in level of consciousness.
8. State the onset and duration times for IV naloxone. 9. Z.H. begins to lose consciousness again, and the physician
orders an additional dose of naloxone, this time 0.6 mg IV STAT. The vial in the accompanying illustration is available. How many milliliters will Z.H. receive?
Case study progress After the additional dose of naloxone, Z.H.’s level of consciousness and respiratory effort significantly improve, allowing her to be extubated.
10. What information do you need to obtain from Z.H.? 11. In response to your questions, Z.H, states she “periodically”
used fentanyl from the hospital for several months. How does the Health Insurance Portability and Accountability Act (HIPAA) apply given that Z.H. is a nurse?
12. Explain the meaning of a chemically impaired nurse? 13. One of Z.H.’s colleagues, Meghan, telephones you to ask about
Z.H’s condition. You convey that you cannot discuss her case due to privacy issues. Meghan mentions to you that Z.H’s behavior was strange and erratic. What are the behaviors of a
chemically impaired nurse? 14. State 4 problems associated with impaired nurses who are
practicing. 15. Z.H. asks what is going to happen to her career. What are the
regulatory issues related to impaired nurses that will guide your response?
16. Z.H. then asks you to call a friend to come stay with her. What information would you give her friend over the phone?
17. The friend asks you what is wrong. How do you respond?
Case study outcome Once stabilized, Z.H. is admitted to the chemical dependency unit. She successfully completes a rehabilitation treatment program and continues to practice as a nurse. She is now serving as a sponsor for another nurse undergoing treatment for chemical dependency.
Case Study 148 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario You are working the afternoon shift in an inpatient psychiatric unit. The patients are in the day room watching a movie when suddenly someone starts yelling. You and other staff members rush to the day room to find J.J., a 48-year-old male patient, crouched in the corner behind a chair, yelling at the other patients, “Get down. Get down quick.” You and the other staff are able to calm J.J. and the other patients and take J.J. to his room. He apologizes for his outburst and explains to you that the movie brought back memories of his experiences in the Gulf War. He had forgotten where he was and thought he was in combat again. He describes to you in detail the memory he had of being ambushed by the enemy and watching several of his comrades be killed. You review J.J.’s chart and note that
he was a Gulf War veteran admitted with posttraumatic stress disorder (PTSD).
1. What are common causes of PTSD? What is the most likely cause of J.J.’s condition?
2. List 3 criteria that must be present for a diagnosis of PTSD. 3. Describe the difference between PTSD and acute stress
disorder. 4. Which symptom(s) of PTSD did J.J. most likely experience? 5. What therapeutic measures can be done to help J.J. during your
shift this afternoon?
Case study progress While you are in J.J.’s room, he states that he would like to rest for a while, and he requests something to “calm his nerves.” You check his Medication Administration Record (MAR) and review the PRN (as needed) medications listed.
Chart View
PRN Medications
Acetaminophen (Tylenol) 650 mg PO every 6 hours prn for pain or fever
Alprazolam (Niravam) orally dissolving tablet, 0.5 mg by mouth every 4 hours prn for anxiety
Zolpidem (Ambien CR) extended release, 12.5 mg PO at bedtime prn for sleep
6. Which medication is most appropriate to give at this time? Explain.
7. What are the adverse effects of long-term use of benzodiazepine anxiolytics?
8. You decide to notify J.J.’s physician about his reaction to the
movie. The physician writes an order to start paroxetine (Paxil). How does this medication differ from alprazolam?
9. Which of these are potential side effects of paroxetine (Paxil)? Select all that apply.
a. Nausea b. Tinnitus c. Headache d. Constipation e. Sexual dysfunction
Case study progress In addition to medications, J.J. has expressed interest about relaxation therapy. He understands it may help with his anxiety and would like to know more about it.
10. What would you discuss with J.J. about relaxation therapy? 11. The physician writes an order for Eye Movement and
Desensitization Reprocessing (EMDR) therapy. Explain this type of therapy.
12. List other supportive treatment modalities you may refer J.J. to after his hospitalization to help treat his PTSD and related problems?
Case study outcome Over the next 2 weeks, J.J. participates in individual and group therapy sessions. He mentions to you that he is able to come to terms with his fears and experiences that occurred during the Gulf war. He tells you that he feels “encouraged” and wants to help others with the same problems.
Case Study 149 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario J.G., a 49-year-old man, was assessed in the emergency department (ED) 4 days ago. He was diagnosed with alcohol intoxication, and released after 8 hours to his brother’s care. He was readmitted to the ED 12 hours ago with a gastrointestinal (GI) bleed and is being transferred to the intensive care unit (ICU). His diagnosis is upper GI bleed and alcohol intoxication.
You are assigned to J.G. for the remainder of your shift. According to the ED notes, his admission vital signs (VS) were 84/56, 110, 26, and he was vomiting bright red blood. He was given IV fluids and transfused 6 units of packed red blood cells (PRBCs) in the ED. On initial assessment, you note that J.G.’s VS are 102.2° F (39° C), 174/98, 110, 24. He has a slight tremor in his hands, is diaphoretic, and he appears anxious. He reports a headache and appears flushed. No report of vomiting, frank red blood or melena in the stools, according to the chart, for the past 5 hours. In response to your questions, J.G. denies he has an alcohol problem but later on admits to drinking approximately a fifth of vodka daily for the past 2 months. He admits to having seizures while withdrawing from alcohol in the past. He tells you that he “just can’t help it” and has strong urges to drink, but that he never means “to drink very much.” He has had trouble keeping a job over the past several months.
Chart View
Admission Laboratory Work
Hgb 10.9 g/dL (109 g/L)
Hct 23%
ALT (formerly SGPT) 69 units/L
AST (formerly SGOT) 111 units/L
GGT 75 units/L
ETOH 291 mg/dL (63 mmol/L)
aPTT 35 seconds
PT/INR 12 seconds/1.0
Hepatitis C Screening Negative
1. Which data from your assessment of J.G. are of concern to you? 2. What do the admission lab results indicate? 3. Which of the previous lab results specifically reflects chronic
alcohol ingestion? 4. What are the 2 most likely causes of J.G.’s symptoms? 5. What is the most likely time frame for someone to have
withdrawal symptoms after abrupt cessation of alcohol?
Case study progress You discuss with J.G. and his brother about the history of his alcohol use. You conclude J.G. may be demonstrating behaviors of alcohol use disorder.
6. List the criteria for alcohol use disorder as outlined in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V) and put an asterisk or star next to the ones J.G. demonstrates.
7. Based on the DSM-V criteria, how would you rate the severity of J.G.’s alcohol use? Explain your decision.
a. No problem b. Mild c. Moderate d. Severe
8. What would be helpful for J.G.’s physician to know regarding J.G.’s substance use history?
Case study progress
J.G.’s physician arrives in the ICU and discusses with you the possibility of J.G. manifesting signs of alcohol withdrawal delirium. The physician writes several medication orders.
9. What medications are commonly prescribed for patients withdrawing from alcohol? Select all that apply.
a. Thiamine, a B vitamin b. Beta blockers, such as propranolol c. Naltrexone (Revia), an opioid-reversal agent d. Benzodiazepines, such as lorazepam (Ativan) e. Clonidine (Catapres), an alpha-adrenergic blocker f. Acamprosate (Campral), an alcohol deterrent agent g. Antiepileptic drugs, such as carbamazepine
(Tegretol) 10. Explain the rationale for each of the drugs used during acute
alcohol withdrawal. 11. What chronic health problems are associated with alcoholism? 12. What lab tests might the physician order to assess for
nutritional deficiencies or other medical problems J.G. is experiencing?
Case study progress J.G. experiences alcohol withdrawal delirium that lasts for 36 hours before subsiding. He did not experience any seizures this time. As his medical condition stabilizes, he is transferred out of the ICU to the hospital’s psychiatric unit. He tells you that he is “ready to go home” and does not want to “touch another drink” but admits that he needs help.
13. What medications might be prescribed to J.G. to assist him with sobriety? What would you discuss with J.G. concerning the treatment regimen, side effects and precautions of his medications?
14. What types of information and referrals will be discussed with J.G. before his discharge from the hospital?
15. J.G. is referred to the local Alcoholics Anonymous (AA) program. What strategy can be implemented to increase his likelihood of attendance at these meetings?
Case study outcome J.G.’s AA sponsor met with him while J.G. was still in the hospital, and the meeting went well. The day after his discharge from the hospital, J.G. attends his first AA meeting with his sponsor.
Case Study 150 Name _________________________________ Class/Group _____________________________ Date _____________
Scenario It is 1000 hours in the emergency department (ED) when the ambulance brings in G.G., a 35-year-old man who is having difficulty breathing. He complains of chest pain, tightness in the chest, dizziness, palpitations, nausea, paresthesia, and feelings of impending doom. He states, “I don’t think I’m going to make it. I must be having a heart attack.” He is diaphoretic and trembling. His vital signs are 184/92, 104, 28, 98.4° F (36.9° C). These symptoms began at work during a meeting at approximately 0920 and became progressively worse. A co-worker called 911 and stayed with him until the first responder arrived. The patient has no apparent history of cardiac problems.
1. What are your initial interventions?
Case study progress Following the full medical workup, including testing to rule out MI, pulmonary embolism, and thyroid disorders, it is determined that G.G.’s condition is stable. His shortness of breath and anxiety resolve after he is given lorazepam (Ativan) 1 mg IV push (IVP). The lab work
and ECG results are all within normal parameters, and there is no evidence of any physical disorder. A diagnosis of panic attack is made. G.G. admits to having had 3 similar episodes in the past 2 weeks; however, they were not nearly as severe or long-lasting.
2. Based on the evidence in this case, list the signs and symptoms associated with the diagnosis of panic attack.
3. G.G. asks whether there is something wrong with his memory because he has been having trouble remembering things. What effect does panic disorder have on memory?
Case study progress G.G. shares with the ED staff that he has been under severe stress at work and home. He tells them he is going through a divorce, he lost a child last summer in a motor vehicle accident, and his company is downsizing. He will probably be out of a job soon. He hasn’t been sleeping well for the past couple of months and has lost about 20 pounds (9 kg).
4. Identify 5 triggers that may be associated with panic attacks. 5. Explain the differences between panic attacks and panic
disorders according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V).
6. Has G.G. had an expected or unexpected panic attack? Explain your answer.
7. What are possible symptoms of a panic attack? Select all that apply.
a. Sweating b. Drowsiness c. Palpitations d. Hallucinations e. Feelings of choking f. Feelings of unreality
Case study progress
G.G.’s condition is stable and the ED physician discusses what has happened with G.G. The physician provides G.G. a prescription for alprazolam (Xanax) 0.5 mg tid for 1 week and a referral to see his primary care physician for further treatment and evaluation.
8. Explain the rationale for prescribing Xanax for only 1 week. 9. For each class of medications used to treat panic attacks, what
will your patient teaching include?
Case study progress G.G. tells you about his worries with his job and all that has happened to him in the past year. He tells you that he appreciates you listening to him and expresses fear that the panic attacks will return.
10. Identify 5 non-pharmacological techniques you will explore with G.G. to help manage his expressed fear of panic attacks.
11. What actions or interventions are most indicated in the treatment of panic disorder?
Case study outcome G.G. makes an appointment with his company’s Employee Assistance Program to take advantage of the resources offered for counseling to help him work with his coping strategies. In addition, his primary care physician starts him on a low dose of an SSRI. After a few months, G.G.’s experiences fewer panic attacks, and he joined a yoga class to help manage his stress.
Proposed Evidence-Based Practice Change
/in Nursing /by adminPrepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the Topic 1, 2, and 3 assignments and the guidelines below.
PICOT Statement
Revise the PICOT statement you wrote in the Topic 1 assignment.
Research Critiques
In the Topic 2 and Topic 3 assignments you completed a qualitative and quantitative research critique. Use the feedback you received from your instructor on these assignments to finalize the critical analysis of the study by making appropriate revisions.
The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT statement.
Refer to “Research Critique Guidelines.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.
Proposed Evidence-Based Practice Change
Discuss the link between the PICOT statement, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
NRS-433V-RS-Research-Critique-Guidelines.docx
Assess The Musculoskeletal System Of Tina Jones, A Digital Standardized Patient. Interview And Examine The Patient, And Document Your Findings
/in Nursing /by adminPlease submit your post work to Canvas within 24 hours of the completion of your VCBC Experience. Please refer to the Experiential Learning Orientation for further questions and a reminder on how to ensure your assignment is properly saved.
Please complete the Concept Notebook (Map) for the concept of Assessment linked to your clients for the day.
205/225 Concept Notebook Rubric205/225 Concept Notebook RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeRelated Concept1 ptsSatisfactoryDocumented at least 2 concepts, related to the client with a detailed explanation of each related concept and how the related concept is impacted by the main concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented at least 1 concept, 1 concept is related to the client, or only minimal explanation of each related concept and how the related concept is impacted by the main concept, or incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no related concept, did not relate the concept to the client, no explanation of each related concept and how the related concept is impacted by the main concept, and no APA in-text citations (if used).1 pts
This criterion is linked to a Learning OutcomeExemplar1 ptsSatisfactoryDocumented at least 3 Exemplars, related to the client and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 Exemplars, 1-2 concepts are related to the client, or incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no Exemplars , did not relate the concept to the client and no APA in-text citations (if used).1 pts
This criterion is linked to a Learning OutcomeAssessment1 ptsSatisfactoryDocumented at least 3 assessments used to find and rule out alterations with the main concept and are all related to the client, a detailed explanation of each assessment and why one would do that assessment relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 assessments used to find and rule out alterations with the main concept and 1-2 relate to the client, minimal explanation of why one would do that assessment relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no assessments used to find and rule out alterations with the main concept and did not relate to the client, no explanation of why one would do that assessment relating to the concept, and no APA in-text citations (if used).1 pts
This criterion is linked to a Learning OutcomeLab & Diagnostic1 ptsSatisfactoryDocumented at least 3 lab or diagnostic test used to find and rule out alterations with the main concept and all related to the client, a detailed explanation of each lab/test and why one would do that lab/test relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 lab or diagnostic test used to find and rule out alterations with the main concept, 1-2 relate to the client, minimal explanation of each lab/test and why one would do that lab/test relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no lab or diagnostic test used to find and rule out alterations with the main concept and did not relate to the client, no explanation of each lab/test and why one would do that lab/test relating to the concept, and no APA in-text citations (if used).1 pts
This criterion is linked to a Learning OutcomeInterventions1 ptsSatisfactoryDocumented at least 3 nursing interventions needed to care for clients with alterations to the main concept and all related to the client, a detailed explanation of each intervention and why one would perform the interventions relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 nursing interventions needed to care for clients with alterations to the main concept, 1-2 relate to the client, minimal explanation of each intervention and why one would perform the interventions relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no nursing interventions needed to care for clients with alterations to the main concept and did not relate to the client, no explanation of each intervention and why one would perform the interventions relating to the concept, and no APA in-text citations (if used).1 pts
This criterion is linked to a Learning OutcomeMedications1 ptsSatisfactoryDocumented at least 3 medications administered to clients to treat or prevent alterations to the main concept and all related to the client, a detailed explanation of each medication and why one would administer the medication relating o the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2medications administered to clients to treat or prevent alterations to the main concept, 1-2 relate to the client, minimal explanation of each medication and why one would administer the medication relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no medications administered to clients to treat or prevent alterations to the main concept and did not relate to the client, no explanation of each medication and why one would administer the medication relating to the concept, and no APA in-text citations (if used).1 pts
This criterion is linked to a Learning OutcomePotential Complications1 ptsSatisfactoryDocumented at least 2 potential problems that could occur if alterations to the main concept are not addressed/treated and all related to the client, a detailed explanation of each complication and how it could occur relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1 potential problem that could occur if alterations to the main concept are not addressed/treated, 1 concept is related to the client, minimal explanation of each complication and how it could occur relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no potential problems that could occur if alterations to the main concept are not addressed/treated, did not relate the concept to the client, no explanation of each complication and how it could occur relating to the concept, and incorrect APA in-text citations (if used).1 pts
This criterion is linked to a Learning OutcomeCollaborative Care1 ptsSatisfactoryDocumented at least 1 department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept and is related to the client, a detailed explanation of each how that department/ancillary staff could assist the client relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented at least 1 department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept and is related to the client, minimal explanation of each how that department/ancillary staff could assist the client relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept, did not relate the concept to the client, no explanation of each how that department/ancillary staff could assist the client relating to the concept, and no APA in-text citations (if used).1 pts
This criterion is linked to a Learning OutcomeSpelling and Grammar1 ptsSatisfactory0- 2 mistakes in spelling or grammar.0.5 ptsNeeds Improvement3 -4 mistakes in spelling or grammar.0 ptsUnsatisfactory5 or more mistakes in spelling or grammar.1 pts
This criterion is linked to a Learning OutcomeReferences1 ptsSatisfactoryCorrect APA references.0.5 ptsNeeds ImprovementIncorrect APA references.0 ptsUnsatisfactoryNo APA references.1 pts
Total Points: 10PreviousNext
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
/in Nursing /by adminWeek Two Assignment Instructions DNP 820
Please read the instructions thoroughly there are strict requirements
I need at least 10 different articles/literature reviews added to the ones in the 815 attachment. I have also included the chart to be filled out All within 5 years and pertinent to the subject.
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”P: Patients > 65 years of age with a Central lineI: Staff training and reinforcement of Central Catheter, Hub HygieneC: Other area hospitalsO: Reduce probability of CLABSIs“In adult patients, withdefine CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longest time you can use for a prospective project
Please note the following regarding the instructors grading
IMPORTANT INFORMATION ABOUT MY GRADING STYLE
As you prepare for written papers and manuscripts I’d like to give you some details about my grading style. I provide significant feedback on your papers, this is because I believe you should be working towards improving your writing so that at the end of this program you are able to successfully write your DPI project. In order to write well, you need feedback and you need to review that feedback and make progress on the next written work. To that end I always grade accordingly. This means that if I provide feedback one an item (for example APA format of your reference page) I expect that this will be improved on the next written submission. Otherwise I will deduct additional points. In addition, some other criteria to get down pat now. References should always
1. Be current, no older than 5 years that means 5 years from your proposed graduation date (2014-2019). Otherwise you will have to redo everything in DNP 955.
2. Be primary sources. You can no longer cite Young declared literary war in 1956 (as cited by Brown 2006). You must cite Young 1956. That means go find that paper and read it and make sure that you agree with what Brown said. What if you don’t agree due to some very valid points? Then the literary war is not what occurred, but instead you have concerns regarding point ____, ____, and ____.
3. You may no longer cite textbooks, they are 1) secondary sources and 2) not current enough, and please use peer reviewed manuscripts.
One more item that is not a reference. You may not use direct quotes any longer. There is no need. This may be difficult at first, but you are moving towards a different type of writing. This is manuscript writing (scientific writing). Scientific writing is terse, clear, and concise. No frilly words. In order to avoid the use of direct quotes you will synthesize the literature. There is a great resource for synthesizing the literature under Resources – Add-ons. These are also some other great writing resources there.
Details:
In the prospectus, proposal, and scholarly project there are 10 strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. The 10 strategic points emerge from researching literature on a topic that is based on or aligned with the learner’s personal passion, future career purpose, and degree area. These 10 points provide a guiding vision for DPI Project. In this assignment, you will continue the work begun in DNP-815, working on your draft of a document addressing the 10 key strategic points that define your intended research focus and approach.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Directions:
Use the “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” resource to draft statements for each of the 10 points for your intended research study.
You worked on this last in DNP 815. Pick up from where you left off (if you transferred in and did not complete this, you will have to begin fresh). Please include a copy of your last instructor feedback when you submit this assignment. You can either copy and paste the instructor feedback into your current paper (as an appendix and clearly marked); or upload two separate papers. I expect significant improvement from your last submission.
Please review the 10 Strategic Points document for additional instructions and an example. Add references to this document, I suggest 5-10 at this point. You need to realize that your literature review chapter will need at least 50+ articles by the time you get to DNP 955, so work on expanding your literature search each week, to include more and more to this paper as you move through each course. If you cannot locate 50+ articles you can ask your faculty for assistance or chose a different topic.
For the methodology and design sections. Methodology should cover the broad methods you plan to use (qualitative, quantitative, or mixed methods). The design portion will then go into more detail and discuss the design (i.e. correlational, cross-sectional, pre/posttest, etc.). Describe each and explain why your chosen methodology and design are appropriate to your topic and project questions. You may NOT use qualitative, GCU leadership does not support a qualitative methodology.
Intervention. You must have an intervention that you implement. Since you cannot evaluate a project that has already been implemented, please write up a description of your intervention and what your role will be in implementing this intervention. This is not a section listed on your 10 Strategic Points document as of yet, so add it after the methodology and design sections. Describe step by step what the intervention consists of, how it is evidence based, how you will implement, and your role in implementation.
Data collection should go step by step (extremely over-detailed) on how you will collect the data. Tell me about all instruments, surveys, and/or questions you will ask of participants. One MUST be a valid and reliable tool.
Data Analysis. Tell me the specific statistics you will use. Start with descriptive statistics, which ones will you use, why (cite current primary sources). Then tell me how you will compare your data (which statistic), what your p value will be before you start your data collection.
Nursing Research Methods and Critical Appraisal for Evidence-Based Practice
/in Nursing /by adminNursing Research
Methods and Critical Appraisal for Evidence-Based Practice
NINETH EDITION
Geri LoBiondo-Wood, PhD, RN, FAAN Professor and Coordinator, PhD in Nursing Program, University of Texas Health Science Center at Houston, School of Nursing, Houston, Texas
Judith Haber, PhD, RN, FAAN
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The Ursula Springer Leadership Professor in Nursing, New York University, Rory Meyers College of Nursing, New York, New York
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Table of Contents
Cover image
Title page
Copyright
About the authors
Contributors
Reviewers
To the faculty
To the student
Acknowledgments I. Overview of Research and Evidence-Based Practice
Introduction
4
References
1. Integrating research, evidence-based practice, and quality improvement processes
References
2. Research questions, hypotheses, and clinical questions
References
3. Gathering and appraising the literature
References
4. Theoretical frameworks for research
References
II. Processes and Evidence Related to Qualitative Research
Introduction
References
5. Introduction to qualitative research
References
6. Qualitative approaches to research
References
7. Appraising qualitative research
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Critique of a qualitative research study
References
References
III. Processes and Evidence Related to Quantitative Research
Introduction
References
8. Introduction to quantitative research
References
9. Experimental and quasi-experimental designs
References
10. Nonexperimental designs
References
11. Systematic reviews and clinical practice guidelines
References
12. Sampling
References
13. Legal and ethical issues
References
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14. Data collection methods
References
15. Reliability and validity
References
16. Data analysis: Descriptive and inferential statistics
References
17. Understanding research findings
References
18. Appraising quantitative research
Critique of a quantitative research study
Critique of a quantitative research study
References
References
References
IV. Application of Research: Evidence-Based Practice
Introduction
References
19. Strategies and tools for developing an evidence-based practice
References
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20. Developing an evidence-based practice
References
21. Quality improvement
References
Example of a randomized clinical trial (Nyamathi et al., 2015) Nursing case management peer coaching and hepatitis A and B vaccine completion among homeless men recently released on parole
Example of a longitudinal/Cohort study (Hawthorne et al., 2016) Parent spirituality grief and mental health at 1 and 3 months after their infant schild s death in an intensive care unit
Example of a qualitative study (van dijk et al., 2015) Postoperative patients perspectives on rating pain: A qualitative study
Example of a correlational study (Turner et al., 2016) Psychological functioning post traumatic growth and coping in parents and siblings of adolescent cancer survivors
Example of a systematic Review/Meta analysis (Al mallah et al., 2015) The impact of nurse led clinics on the mortality and morbidity of patients with cardiovascular diseases
Glossary
Index
Special features
8
Copyright
3251 Riverport Lane St. Louis, Missouri 63043
NURSING RESEARCH: METHODS AND CRITICAL APPRAISAL FOR EVIDENCE-BASED PRACTICE, NINTH EDITION ISBN: 978- 0-323-43131-6
Copyright © 2018 by Elsevier, Inc. All rights reserved.
No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Details on how to seek permission, further information about the Publisher’s permissions policies, and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency can be found at our website: www.elsevier.com/permissions.
This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein).
Notices Knowledge and best practice in this field are constantly changing.
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As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary.
Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility.
With respect to any drug or pharmaceutical products identified, readers are advised to check the most current information provided (i) on procedures featured or (ii) by the manufacturer of each product to be administered, to verify the recommended dose or formula, the method and duration of administration, and contraindications. It is the responsibility of practitioners, relying on their own experience and knowledge of their patients, to make diagnoses, to determine dosages and the best treatment for each individual patient, and to take all appropriate safety precautions.
To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein.
Previous editions copyrighted 2014, 2010, 2006, 2002, 1998, 1994, 1990, 1986.
Library of Congress Cataloging-in-Publication Data
Names: LoBiondo-Wood, Geri, editor. | Haber, Judith, editor. Title: Nursing research : methods and critical appraisal for evidence-based practice / [edited by] Geri LoBiondo-Wood, Judith Haber. Other titles: Nursing research (LoBiondo-Wood) Description: 9th edition. | St. Louis, Missouri : Elsevier, [2018] |
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Includes bibliographical references and index. Identifiers: LCCN 2017008727 | ISBN 9780323431316 (pbk. : alk. paper) Subjects: | MESH: Nursing Research—methods | Research Design | Evidence-Based Nursing—methods Classification: LCC RT81.5 | NLM WY 20.5 | DDC 610.73072—dc23 LC record available at https://lccn.loc.gov/2017008727
Executive Content Strategist: Lee Henderson Content Development Manager: Lisa Newton Content Development Specialist: Melissa Rawe Publishing Services Manager: Jeff Patterson Book Production Specialist: Carol O’Connell Design Direction: Renee Duenow
Printed in China
Last digit is the print number: 9 8 7 6 5 4 3 2 1
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About the authors
Geri LoBiondo-Wood, PhD, RN, FAAN, is Professor and Coordinator of the PhD in Nursing Program at the University of Texas Health Science Center at Houston, School of Nursing (UTHSC-Houston) and former Director of Research and Evidence- Based Practice Planning and Development at the MD Anderson Cancer Center, Houston, Texas. She received her Diploma in Nursing at St. Mary’s Hospital School of Nursing in Rochester, New York; Bachelor’s and Master’s degrees from the University of Rochester; and a PhD in Nursing Theory and Research from New York University. Dr. LoBiondo-Wood teaches research and evidence-based practice principles to undergraduate, graduate, and doctoral students. At MD Anderson Cancer Center, she developed and implemented the Evidence-Based Resource Unit Nurse (EB- RUN) Program. She has extensive national and international experience guiding nurses and other health care professionals in the development and utilization of research. Dr. LoBiondo-Wood is an Editorial Board member of Progress in Transplantation and a reviewer for Nursing Research, Oncology Nursing Forum, and Oncology Nursing. Her research and publications focus on chronic
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illness and oncology nursing. Dr. Wood has received funding from the Robert Wood Johnson Foundation Future of Nursing Scholars program for the past several years to fund full-time doctoral students.
Dr. LoBiondo-Wood has been active locally and nationally in many professional organizations, including the Oncology Nursing Society, Southern Nursing Research Society, the Midwest Nursing Research Society, and the North American Transplant Coordinators Organization. She has received local and national awards for teaching and contributions to nursing. In 1997, she received the Distinguished Alumnus Award from New York University, Division of Nursing Alumni Association. In 2001 she was inducted as a Fellow of the American Academy of Nursing and in 2007 as a Fellow of the University of Texas Academy of Health Science Education. In 2012 she was appointed as a Distinguished Teaching Professor of the University of Texas System and in 2015 received the John McGovern Outstanding Teacher Award from the University of Texas Health Science Center at Houston School of Nursing.
Judith Haber, PhD, RN, FAAN, is the Ursula Springer Leadership Professor in Nursing at the Rory Meyers College of Nursing at New York University. She received her undergraduate nursing education at Adelphi University in New York, and she holds a Master’s degree in Adult Psychiatric–Mental Health Nursing and a PhD in Nursing Theory and Research from New York University. Dr. Haber is internationally recognized as a clinician and educator in psychiatric–mental health nursing. She was the editor of the award- winning classic textbook, Comprehensive Psychiatric Nursing, published for eight editions and translated into five languages. She has extensive clinical experience in psychiatric nursing, having been an advanced practice psychiatric nurse in private practice for over
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30 years, specializing in treatment of families coping with the psychosocial impact of acute and chronic illness. Her NIH-funded program of research addressed physical and psychosocial adjustment to illness, focusing specifically on women with breast cancer and their partners and, more recently, breast cancer survivorship and lymphedema prevention and risk reduction. Dr. Haber is also committed to an interprofessional program of clinical scholarship related to interprofessional education and improving oral-systemic health outcomes and is the Executive Director of a national nursing oral health initiative, the Oral Health Nursing Education and Practice (OHNEP) program, funded by the DentaQuest and Washington Dental Service Foundations.
Dr. Haber is the recipient of numerous awards, including the 1995 and 2005 APNA Psychiatric Nurse of the Year Award, the 2005 APNA Outstanding Research Award, and the 1998 ANA Hildegarde Peplau Award. She received the 2007 NYU Distinguished Alumnae Award, the 2011 Distinguished Teaching Award, and the 2014 NYU Meritorious Service Award. In 2015, Dr. Haber received the Sigma Theta Tau International Marie Hippensteel Lingeman Award for Excellence in Nursing Practice. Dr. Haber is a Fellow in the American Academy of Nursing and the New York Academy of Medicine. Dr. Haber has consulted, presented, and published widely on evidence-based practice, interprofessional education and practice, as well as oral-systemic health issues.
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Contributors
Terri Armstrong, PhD, ANP-BC, FAANP, Senior Investigator, Neuro-oncology Branch, Center for Cancer Research, National Cancer Institute, National Institutes of Health, Bethesda, Maryland
Julie Barroso, PhD, ANP, RN, FAAN, Professor and Department Chair, Medical University of South Carolina, Charleston, South Carolina
Carol Bova, PhD, RN, ANP, Professor of Nursing and Medicine, Graduate School of Nursing, University of Massachusetts, Worcester, Massachusetts
Dona Rinaldi Carpenter, EdD, RN, Professor and Chair, University of Scranton, Department of Nursing, Scranton, Pennsylvania
Maja Djukic, PhD, RN, Assistant Professor, Rory Meyers College of Nursing, New York University, New York, New York
Mei R. Fu, PhD, RN, FAAN, Associate Professor, Rory Meyers College of Nursing, New York University, New York, New York
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Mattia J. Gilmartin, PhD, RN, Senior Research Scientist , Executive Director, NICHE Program, Rory Meyers College of Nursing, New York University, New York, New York
Deborah J. Jones, PhD, MS, RN, Margaret A. Barnett/PARTNERS Professorship , Associate Dean for Professional Development and Faculty Affairs , Associate Professor, University of Texas Health Science Center at Houston, School of Nursing, Houston, Texas
Carl Kirton, DNP, RN, MBA, Chief Nursing Officer, University Hospital, Newark, New Jersey; , Adjunct Faculty, Rory Meyers College of Nursing, New York University, New York, New York
Barbara Krainovich-Miller, EdD, RN, PMHCNS-BC, ANEF, FAAN, Professor, Rory Meyers College of Nursing, New York University, New York, New York
Elaine Larson, PhD, RN, FAAN, CIC, Anna C. Maxwell Professor of Nursing Research , Associate Dean for Research, Columbia University School of Nursing, New York, New York
Melanie McEwen, PhD, RN, CNE, ANEF, Professor, University of Texas Health Science Center at Houston, School of Nursing, Houston, Texas
Gail D’Eramo Melkus, EdD, ANP, FAAN, Florence & William Downs Professor in Nursing Research, Associate Dean for Research, Rory Meyers College of Nursing, New York University, New York, New York
Susan Sullivan-Bolyai, DNSc, CNS, RN, FAAN, Associate
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Professor, Rory Meyers College of Nursing, New York University, New York, New York
Marita Titler, PhD, RN, FAAN, Rhetaugh G. Dumas Endowed Professor , Department Chair, Department of Systems, Populations and Leadership, University of Michigan School of Nursing, Ann Arbor, Michigan
Mark Toles, PhD, RN, Assistant Professor, University of North Carolina at Chapel Hill, School of Nursing, Chapel Hill, North Carolina
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Reviewers Karen E. Alexander, PhD, RN, CNOR, Program Director RN- BSN, Assistant Professor, Department of Nursing, University of Houston Clear Lake-Pearland, Houston, Texas
Donelle M. Barnes, PhD, RN, CNE, Associate Professor, College of Nursing, University of Texas, Arlington, Arlington, Texas
Susan M. Bezek, PhD, RN, ACNP, CNE, Assistant Professor, Division of Nursing, Keuka College, Keuka Park, New York
Rose M. Kutlenios, PhD, MSN, MN, BSN, ANCC Board Certification, Adult Psychiatric/Mental Health Clinical Specialist, ANCC Board Certification, Adult Nurse Practitioner, Nursing Program Director and Associate Professor, Department of Nursing, West Liberty University, West Liberty, West Virginia
Shirley M. Newberry, PhD, RN, PHN, Professor, Department of Nursing, Winona State University, Winona, Minnesota
Sheryl Scott, DNP, RN, CNE, Assistant Professor and Chair, School of Nursing, Wisconsin Lutheran College, Milwaukee, Wisconsin
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To the faculty Geri LoBiondo-Wood, Geri.L.Wood@uth.tmc.edu, Judith Haber, jh33@nyu.edu
The foundation of the ninth edition of Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice continues to be the belief that nursing research is integral to all levels of nursing education and practice. Over the past three decades since the first edition of this textbook, we have seen the depth and breadth of nursing research grow, with more nurses conducting research and using research evidence to shape clinical practice, education, administration, and health policy.
The National Academy of Medicine has challenged all health professionals to provide team-based care based on the best available scientific evidence. This is an exciting challenge. Nurses, as clinicians and interprofessional team members, are using the best available evidence, combined with their clinical judgment and patient preferences, to influence the nature and direction of health care delivery and document outcomes related to the quality and cost-effectiveness of patient care. As nurses continue to develop a unique body of nursing knowledge through research, decisions about clinical nursing practice will be increasingly evidence based.
As editors, we believe that all nurses need not only to understand the research process but also to know how to critically read, evaluate, and apply research findings in practice. We realize that understanding research, as a component of evidence-based practice and quality improvement practices, is a challenge for every student, but we believe that the challenge can be accomplished in a
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stimulating, lively, and learner-friendly manner. Consistent with this perspective is an ongoing commitment to
advancing implementation of evidence-based practice. Understanding and applying research must be an integral dimension of baccalaureate education, evident not only in the undergraduate nursing research course but also threaded throughout the curriculum. The research role of baccalaureate graduates calls for evidence-based practice and quality improvement competencies; central to this are critical appraisal skills—that is, nurses should be competent research consumers.
Preparing students for this role involves developing their critical thinking skills, thereby enhancing their understanding of the research process, their appreciation of the role of the critiquer, and their ability to actually critically appraise research. An undergraduate research course should develop this basic level of competence, an essential requirement if students are to engage in evidence-informed clinical decision making and practice, as well as quality improvement activities.
The primary audience for this textbook remains undergraduate students who are learning the steps of the research process, as well as how to develop clinical questions, critically appraise published research literature, and use research findings to inform evidence- based clinical practice and quality improvement initiatives. This book is also a valuable resource for students at the master’s, DNP, and PhD levels who want a concise review of the basic steps of the research process, the critical appraisal process, and the principles and tools for evidence-based practice and quality improvement.
This text is also an important resource for practicing nurses who strive to use research evidence as the basis for clinical decision making and development of evidence-based policies, protocols, and standards or who collaborate with nurse-scientists in conducting clinical research and evidence-based practice. Finally, this text is an important resource for considering how evidence-based practice, quality improvement, and interprofessional collaboration are essential competencies for students and clinicians practicing in a transformed health care system, where nurses and their interprofessional team members are accountable for the quality and cost-effectiveness of care provided to their patient population.
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Building on the success of the eighth edition, we reaffirm our commitment to introducing evidence-based practice, quality improvement processes, and research principles to baccalaureate students, thereby providing a cutting-edge, research consumer foundation for their clinical practice. Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice prepares nursing students and practicing nurses to become knowledgeable nursing research consumers by doing the following:
• Addressing the essential evidence-based practice and quality improvement role of the nurse, thereby embedding evidence- based competencies in clinical practice.
• Demystifying research, which is sometimes viewed as a complex process.
• Using a user-friendly, evidence-based approach to teaching the fundamentals of the research process.
• Including an exciting chapter on the role of theory in research and evidence-based practice.
• Providing a robust chapter on systematic reviews and clinical guidelines.
• Offering two innovative chapters on current strategies and tools for developing an evidence-based practice.
• Concluding with an exciting chapter on quality improvement and its application to practice.
• Teaching the critical appraisal process in a user-friendly progression.
• Promoting a lively spirit of inquiry that develops critical thinking and critical reading skills, facilitating mastery of the critical appraisal process.
• Developing information literacy, searching, and evidence-based practice competencies that prepare students and nurses to
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effectively locate and evaluate the best research evidence.
• Emphasizing the role of evidence-based practice and quality improvement initiatives as the basis for informing clinical decisions that support nursing practice.
• Presenting numerous examples of recently published research studies that illustrate and highlight research concepts in a manner that brings abstract ideas to life for students. These examples are critical links that reinforce evidence-based concepts and the critiquing process.
• Presenting five published articles, including a meta-analysis, in the Appendices, the highlights of which are woven throughout the text as exemplars of research and evidence-based practice.
• Showcasing, in four new inspirational Research Vignettes, the work of renowned nurse researchers whose careers exemplify the links among research, education, and practice.
• Introducing new pedagogical interprofessional education chapter features, IPE Highlights and IPE Critical Thinking Challenges and quality improvement, QSEN Evidence-Based Practice Tips.
• Integrating stimulating pedagogical chapter features that reinforce learning, including Learning Outcomes, Key Terms, Key Points, Critical Thinking Challenges, Helpful Hints, Evidence-Based Practice Tips, Critical Thinking Decision Paths, and numerous tables, boxes, and figures.
• Featuring a revised section titled Appraising the Evidence, accompanied by an updated Critiquing Criteria box in each chapter that presents a step of the research process.
• Offering a student Evolve site with interactive review questions that provide chapter-by-chapter review in a format consistent with that of the NCLEX® Examination.
• Offering a Student Study Guide that promotes active learning and assimilation of nursing research content.
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• Presenting Faculty Evolve Resources that include a test bank, TEACH lesson plans, PowerPoint slides with integrated audience response system questions, and an image collection. Evolve resources for both students and faculty also include a research article library with appraisal exercises for additional practice in reviewing and critiquing, as well as content updates.
The ninth edition of Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice is organized into four parts. Each part is preceded by an introductory section and opens with an engaging Research Vignette by a renowned nurse researcher.
Part I, Overview of Research and Evidence-Based Practice, contains four chapters: Chapter 1, “Integrating Research, Evidence- Based Practice, and Quality Improvement Processes,” provides an excellent overview of research and evidence-based practice processes that shape clinical practice. The chapter speaks directly to students and highlights critical reading concepts and strategies, facilitating student understanding of the research process and its relationship to the critical appraisal process. The chapter introduces a model evidence hierarchy that is used throughout the text. The style and content of this chapter are designed to make subsequent chapters user friendly. The next two chapters address foundational components of the research process. Chapter 2, “Research Questions, Hypotheses, and Clinical Questions,” focuses on how research questions and hypotheses are derived, operationalized, and critically appraised. Students are also taught how to develop clinical questions that are used to guide evidence-based inquiry, including quality improvement projects. Chapter 3, “Gathering and Appraising the Literature,” showcases cutting-edge information literacy content and provides students and nurses with the tools necessary to effectively search, retrieve, manage, and evaluate research studies and their findings. Chapter 4, “Theoretical Frameworks for Research,” is a user-friendly theory chapter that provides students with an understanding of how theories provide the foundation of research studies and evidence-based practice projects.
Part II, Processes and Evidence Related to Qualitative Research, contains three interrelated qualitative research chapters. Chapter 5,
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“Introduction to Qualitative Research,” provides an exciting framework for understanding qualitative research and the significant contribution of qualitative research to evidence-based practice. Chapter 6, “Qualitative Approaches to Research,” presents, illustrates, and showcases major qualitative methods using examples from the literature as exemplars. This chapter highlights the questions most appropriately answered using qualitative methods. Chapter 7, “Appraising Qualitative Research,” synthesizes essential components of and criteria for critiquing qualitative research reports using published qualitative research study.
Part III, Processes and Evidence Related to Quantitative Research, contains Chapters 8 to 18Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Chapter 17Chapter 18. This group of chapters delineates essential steps of the quantitative research process, with published clinical research studies used to illustrate each step. These chapters are streamlined to make the case for linking an evidence-based approach with essential steps of the research process. Students are taught how to critically appraise the strengths and weaknesses of each step of the research process in a synthesized critique of a study. The steps of the quantitative research process, evidence- based concepts, and critical appraisal criteria are synthesized in Chapter 18 using two published research studies, providing a model for appraising strengths and weaknesses of studies, and determining applicability to practice. Chapter 11, a unique chapter, addresses the use of the types of systematic reviews that support an evidence-based practice as well as the development and application of clinical guidelines.
Part IV, Application of Research: Evidence-Based Practice, contains three chapters that showcase evidence-based practice models and tools. Chapter 19, “Strategies and Tools for Developing an Evidence-Based Practice,” is a revised, vibrant, user-friendly, evidence-based toolkit with exemplars that capture the essence of high-quality, evidence-informed nursing care. It “walks” students and practicing nurses through clinical scenarios and challenges them to consider the relevant evidence-based practice “tools” to develop and answer questions that emerge from clinical situations.
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Chapter 20, “Developing an Evidence-Based Practice,” offers a dynamic presentation of important evidence-based practice models that promote evidence-based decision making. Chapter 21, “Quality Improvement,” is an innovative, engaging chapter that outlines the quality improvement process with information from current guidelines. Together, these chapters provide an inspirational conclusion to a text that we hope motivates students and practicing nurses to advance their evidence-based practice and quality improvement knowledge base and clinical competence, positioning them to make important contributions to improving health care outcomes as essential members of interprofessional teams.
Stimulating critical thinking is a core value of this text. Innovative chapter features such as Critical Thinking Decision Paths, Evidence-Based Practice Tips, Helpful Hints, Critical Thinking Challenges, IPE Highlights, and QSEN Evidence-Based Practice Tips enhance critical thinking, promote the development of evidence-based decision-making skills, and cultivate a positive value about the importance of collaboration in promoting evidence- based, high quality and cost-effective clinical outcomes.
Consistent with previous editions, we promote critical thinking by including sections called “Appraising the Evidence,” which describe the critical appraisal process related to the focus of the chapter. Critiquing Criteria are included in this section to stimulate a systematic and evaluative approach to reading and understanding qualitative and quantitative research and evaluating its strengths and weaknesses. Extensive resources are provided on the Evolve site that can be used to develop critical thinking and evidence-based competencies.
The development and refinement of an evidence-based foundation for clinical nursing practice is an essential priority for the future of professional nursing practice. The ninth edition of Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice will help students develop a basic level of competence in understanding the steps of the research process that will enable them to critically analyze research studies, judge their merit, and judiciously apply evidence in clinical practice. To the extent that this goal is accomplished, the next generation of nursing professionals will have a cadre of clinicians who inform their
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practice using theory, research evidence, and clinical judgment, as they strive to provide high-quality, cost-effective, and satisfying health care experiences in partnership with individuals, families, and communities.
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To the student Geri LoBiondo-Wood, Geri.L.Wood@uth.tmc.edu, Judith Haber, jh33@nyu.edu
We invite you to join us on an exciting nursing research adventure that begins as you turn the first page of the ninth edition of Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice. The adventure is one of discovery! You will discover that the nursing research literature sparkles with pride, dedication, and excitement about the research dimension of professional nursing practice. Whether you are a student or a practicing nurse whose goal is to use research evidence as the foundation of your practice, you will discover that nursing research and a commitment to evidence-based practice positions our profession at the forefront of change. You will discover that evidence-based practice is integral to being an effective member of an interprofessional team prepared to meet the challenge of providing quality whole person care in partnership with patients, their families/significant others, as well as with the communities in which they live. Finally, you will discover the richness in the “Who,” “What,” “Where,” “When,” “Why,” and “How” of nursing research and evidence-based practice, developing a foundation of knowledge and skills that will equip you for clinical practice and making a significant contribution to achieving the Triple Aim, that is, contributing to high quality and cost-effective patient outcomes associated with satisfying patient experiences!
We think you will enjoy reading this text. Your nursing research course will be short but filled with new and challenging learning
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experiences that will develop your evidence-based practice skills. The ninth edition of Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice reflects cutting-edge trends for developing evidence-based nursing practice. The four-part organization and special features in this text are designed to help you develop your critical thinking, critical reading, information literacy, interprofessional, and evidence-based clinical decision- making skills, while providing a user-friendly approach to learning that expands your competence to deal with these new and challenging experiences. The companion Study Guide, with its chapter-by-chapter activities, serves as a self-paced learning tool to reinforce the content of the text. The accompanying Evolve website offers review questions to help you reinforce the concepts discussed throughout the book.
Remember that evidence-based practice skills are used in every clinical setting and can be applied to every patient population or clinical practice issue. Whether your clinical practice involves primary care or critical care and provides inpatient or outpatient treatment in a hospital, clinic, or home, you will be challenged to apply your evidence-based practice skills and use nursing research as the foundation for your evidence-based practice. The ninth edition of Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice will guide you through this exciting adventure, where you will discover your ability to play a vital role in contributing to the building of an evidence-based professional nursing practice.
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Acknowledgments Geri LoBiondo-Wood, Judith Haber
No major undertaking is accomplished alone; there are those who contribute directly and those who contribute indirectly to the success of a project. We acknowledge with deep appreciation and our warmest thanks the help and support of the following people:
• Our students, particularly the nursing students at the University of Texas Health Science Center at Houston School of Nursing and the Rory Meyers College of Nursing at New York University, whose interest, lively curiosity, and challenging questions sparked ideas for revisions in the ninth edition.
• Our chapter contributors, whose passion for research, expertise, cooperation, commitment, and punctuality made them a joy to have as colleagues.
• Our vignette contributors, whose willingness to share evidence of their research wisdom made a unique and inspirational contribution to this edition.
• Our colleagues, who have taken time out of their busy professional lives to offer feedback and constructive criticism that helped us prepare this ninth edition.
• Our editors, Lee Henderson, Melissa Rawe, and Carol O’Connell, for their willingness to listen to yet another creative idea about teaching research in a meaningful way and for their expert help
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with manuscript preparation and production.
• Our families: Rich Scharchburg; Brian Wood; Lenny, Andrew, Abbe, Brett, and Meredith Haber; and Laurie, Bob, Mikey, Benjy, and Noah Goldberg for their unending love, faith, understanding, and support throughout what is inevitably a consuming—but exciting—experience.
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PART I
Overview of Research and Evidence-Based Practice Research Vignette: Terri Armstrong
OUTLINE
Introduction
1. Integrating research, evidence-based practice, and quality improvement processes
2. Research questions, hypotheses, and clinical questions
3. Gathering and appraising the literature
4. Theoretical frameworks for research
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Introduction
Research vignette
With a little help from my friends Terri Armstrong, PhD ANP-BC, FAANP, FAAN
Senior Investigator Neuro-Oncology Branch National Cancer Institute National Institute of Health Bethesda, Maryland I grew up surrounded by family and strong role models of
women working in health care in a small town in Ohio. When in college, the three most important women in my life (my mom, grandmother, and great-grandmother) were all diagnosed with cancer. This led me to seek out a nursing position in oncology, and over time, I was able to be actively involved in their care. This experience taught me so much and led to the desire to do more to make the daily lives of people with cancer better. After obtaining a master’s in oncology and a postmaster’s nurse practitioner, an opportunity to work with Dr. M. Gilbert, a well-known caring physician who specialized in the care and treatment of patients with central nervous system (CNS) tumors and a great mentor, became available, so my work with people with CNS tumors began.
After several years, I realized that the quality of life of the brain tumor patients and families was significantly impacted by the symptoms they experienced. Over 80% were unable to return to work from the time of diagnosis, and their daily lives (and those of their families) were often consumed with managing the neurologic
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and treatment-related symptoms. I realized that obtaining my PhD would be an important step to learn the skills I would need to try to find answers to solve the problems CNS tumor patients were facing.
At that time, many of the conceptual models identified solitary symptoms and their impact on the person. I learned from my experience and in caring for patients that symptoms seldom occurred in isolation and that the meaning the symptoms had for patients’ daily lives was important, as was learning about the patients’ perception of that impact. I developed a conceptual model to identify those relationships and guide my research (Armstrong, 2003). My focus since then has been on patient-centered outcomes research, focusing on the impact of symptoms on the illness trajectory, tolerance of therapy, and potential to influence survival. My work is never done in isolation. I have been fortunate to work with research teams, including those who work alongside me and important collaborators across disciplines and the world. Team research, in which the views of various disciplines are brought together, is important in every step of research—from the hypothesis to study design and finally interpretation of the results.
My work is interconnected, but I believe it can be categorized into three general areas:
1. Improving assessment and our understanding of the experience of patients with CNS tumors.
Patients with primary brain tumors are highly symptomatic, with implications for functional status, and are used in making treatment decisions. I led a team that developed the M.D. Anderson Symptom Inventory for Brain Tumors (MDASI-BT) (Armstrong et al., 2005; Armstrong et al., 2006) and spinal cord tumors (MDASI-Spine) (Armstrong, Gning, et al., 2010). We have completed studies showing that symptoms are associated with tumor progression (Armstrong et al., 2011). We have also been able to quantify limitations of patients’ functional status (Armstrong et al., 2015), in a way that caregivers report is congruent with the patient, and have found that electronic technology (such as iPads) can be used for this (Armstrong et al., 2012). Our work with the Collaborative Ependymoma Research
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Organization (CERN, www.cern-foundation.org) has allowed us to reach out to patients with this rarer tumor to understand the natural history and impact of the disease and its treatment on patients around the world (Armstrong, Vera-Bolanos, et al., 2010; Armstrong, Vera-Bolanos, & Gilbert, 2011). Based on these surveys, we have developed materials to inform patients and are launching an expansion of this project, in which we will evaluate risk factors (both based on history and genetics) for the occurrence of these tumors in both adults and children.
2. Incorporation of clinical outcomes assessment into brain tumor clinical trials.
Clinical trials often assess the impact of therapy on how the tumor appears on imaging or survival, but the impact on the person is often not assessed. I have been fortunate to work with Dr. M. Gilbert and Dr. J. Wefel to incorporate these outcomes into large clinical trials, providing clear evidence that it was feasible to incorporate patient outcomes measures and that the results of these evaluations could impact the interpretation of the clinical trial (Armstrong et al., 2013; Gilbert et al., 2014). As a result of my involvement in these efforts, I recently chaired a daylong workshop exploring the use of clinical outcomes assessments (COAs) in brain tumor trials, a workshop cosponsored by the FDA and the Jumpstarting Brain Tumor Drug Development (JSBTDD) consortia that also included members of the academic community, patient advocates, pharmaceutical industry, and the NIH. This successful workshop has resulted in a series of white papers that were recently published on the importance of including these in clinical trials (Armstrong, Bishof, et al., 2016; Helfer et al., 2016).
3. Identification of clinical and genomic predictors of toxicity.
Toxicity associated with treatment also impacts the patient. For example, Temozolomide, the most common agent used in the treatment of brain tumors, has a low overall incidence of myelotoxicity (impact on blood counts that help to fight infection or clot the blood). However, in the select patients who develop
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toxicity, there are significant clinical implications (treatment holds or cessation, and even death). I work with an interdisciplinary group that began to explore the clinical predictors of this toxicity and then explored associated genomic changes associated with risk (Armstrong et al., 2009). Currently, I am also working with a research team exploring risk factors and pathogenesis of radiation-induced fatigue and sleepiness, which is a major symptom in a large percentage of patients undergoing cranial radiotherapy for their brain tumor (Armstrong, Shade, et al., 2016). The ultimate goal of this part of my research is to begin to uncover phenotypes associated with symptoms and to uncover the underlying biologic processes, so that we can initiate measures prior to the occurrence of symptoms, rather than waiting for them to occur and then trying to mitigate them.
In addition to conducting focused outcomes research as outlined previously, I have over 25 years’ dedication to the clinical care of persons with tumors of the CNS. This work is the best part of my job and is a critical linkage and inspiration in my research, with the goal of improving the daily life of patients and improving our understanding of the underlying biology of symptoms and experience that our patients have.
References 1. Armstrong T. S. Symptoms experience a concept analysis.
Oncology Nursing Society 2003;30(4):601-606. 2. Armstrong T. S, Cohen M. Z, Eriksen L., Cleeland C.
Content validity of self-report measurement instruments an illustration from the development of the Brain Tumor Module of the M. D. Anderson Symptom Inventory. Oncology Nursing Society 2005;32(3):669-676.
3. Armstrong T. S, Mendoza T., Gning I., et al. Validation of the M. D. Anderson Symptom Inventory Brain Tumor Module (MDASI-BT). Journal of Neuro-Oncology 2006;80(1):27-35.
4. Armstrong T. S, Cao Y., Scheurer M. E, et al. Risk analysis of severe myelotoxicity with temozolomide The effects of clinical and genetic factors. Neuro-Oncology 2009;11(6):825-832.
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5. Armstrong T. S, Gning I., Mendoza T. R, et al. Reliability and validity of the M. D. Anderson Symptom Inventory-Spine Tumor Module. Journal of Neurosurgery Spine 2010;12(4):421- 430.
6. Armstrong T. S, Vera-Bolanos E., Bekele B. N, et al. Adult ependymal tumors prognosis and the M. D. Anderson Cancer Center experience. Neuro-Oncology 2010;12(8):862-870.
7. Armstrong T. S, Vera-Bolanos E., Gilbert M. R. Clinical course of adult patients with ependymoma results of the Adult Ependymoma Outcomes Project. Cancer 2011;117(22):5133- 5141.
8. Armstrong T. S, Vera-Bolanos E., Gning I., et al. The impact of symptom interference using the MD Anderson Symptom Inventory-Brain Tumor Module (MDASI-BT) on prediction of recurrence in primary brain tumor patients. Cancer 2011;117(14):3222-3228.
9. Armstrong T. S, Wefel J. S, Gning I., et al. Congruence of primary brain tumor patient and caregiver symptom report. Cancer 2012;118(20):5026-5037.
10. Armstrong T. S, Wefel J. S, Wang M., et al. Net clinical benefit analysis of radiation therapy oncology group 0525 a phase III trial comparing conventional adjuvant temozolomide with dose-intensive temozolomide in patients with newly diagnosed glioblastoma. Journal of Clinical Oncology 2013;31(32):4076-4084.
11. Armstrong T. S, Vera-Bolanos E., Acquaye A. A, et al. The symptom burden of primary brain tumors evidence for a core set of tumor and treatment-related symptoms. Neuro- Oncology 2015;18(2):252-260 Epub August 19, 2015.
12. Armstrong T. S, Bishof A. M, Brown P. D, et al. Determining priority signs and symptoms for use as clinical outcomes assessments in trials including patients with malignant gliomas panel 1 report. Neuro-Oncology 2016;18(Suppl. 2):ii1-ii12.
13. Armstrong T. S, Shade M. Y, Breton G., et al. Sleep-wake disturbance in patients with brain tumors.;: Neuro-Oncology, in press2016;
14. Gilbert M. R, Dignam J. J, Armstrong T. S, et al. A randomized trial of bevacizumab for newly diagnosed
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glioblastoma. New England Journal of Medicine 2014;370(8):699-708.
15. Helfer J. L, Wen P. Y, Blakeley J., et al. Report of the Jumpstarting Brain Tumor Drug Development Coalition and FDA clinical trials clinical outcome assessment endpoints workshop (October 15, 2014, Bethesda, MD). Neuro-Oncology 2016;18(Suppl. 2):ii26-ii36.
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CHAPTER 1
Integrating research, evidence-based practice, and quality improvement processes Geri LoBiondo-Wood, Judith Haber
Learning outcomes
After reading this chapter, you should be able to do the following:
• State the significance of research, evidence-based practice, and quality improvement (QI). • Identify the role of the consumer of nursing research. • Define evidence-based practice. • Define QI. • Discuss evidence-based and QI decision making.
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• Explain the difference between quantitative and qualitative research. • Explain the difference between the types of systematic reviews. • Identify the importance of critical reading skills for critical appraisal of research. • Discuss the format and style of research reports/articles. • Discuss how to use an evidence hierarchy when critically appraising research studies.
KEY TERMS
abstract
clinical guidelines
consensus guidelines
critical appraisal
critical reading
critique
evidence-based guidelines
evidence-based practice
integrative review
levels of evidence
meta-analysis
meta-synthesis
quality improvement
qualitative research
quantitative research
research
systematic review
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Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
We invite you to join us on an exciting nursing research adventure that begins as you read the first page of this chapter. The adventure is one of discovery! You will discover that the nursing research literature sparkles with pride, dedication, and excitement about this dimension of professional practice. As you progress through your educational program, you are taught how to ensure quality and safety in practice through acquiring knowledge of the various sciences and health care principles. A critical component of clinical knowledge is understanding research as it applies to practicing from a base of evidence.
Whether you are a student or a practicing nurse whose goal is to use research as the foundation of your practice, you will discover that research, evidence-based practice, and quality improvement (QI) positions our profession at the cutting edge of change and improvement in patient outcomes. You will also discover the cutting edge “who,” “what,” “where,” “when,” “why,” and “how” of nursing research, and develop a foundation of evidence-based practice knowledge and competencies that will equip you for your clinical practice.
Your nursing research adventure will be filled with new and challenging learning experiences that develop your evidence-based practice skills. Your critical thinking, critical reading, and clinical decision-making skills will expand as you develop clinical questions, search the research literature, evaluate the research evidence found in the literature, and make clinical decisions about applying the “best available evidence” to your practice. For example, you will be encouraged to ask important clinical questions, such as, “What makes a telephone education intervention more effective with one group of patients with a diagnosis of congestive heart failure but not another?” “What is the effect of computer learning modules on self-management of diabetes in children?” “What research has been conducted in the area of identifying barriers to breast cancer screening in African
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American women?” “What is the quality of studies conducted on telehealth?” “What nursing-delivered smoking cessation interventions are most effective?” This book will help you begin your adventure into evidence-based practice by developing an appreciation of research as the foundation for evidence-based practice and QI.
Nursing research, evidence-based practice, and quality improvement Nurses are challenged to stay abreast of new information to provide the highest quality of patient care (Institute of Medicine [IOM], 2011). Nurses are challenged to expand their “comfort zone” by offering creative approaches to old and new health problems, as well as designing new and innovative programs that make a difference in the health status of our citizens. This challenge can best be met by integrating rapidly expanding research and evidence-based knowledge about biological, behavioral, and environmental influences on health into the care of patients and their families.
It is important to differentiate between research, evidence-based practice, and QI. Research is the systematic, rigorous, critical investigation that aims to answer questions about nursing phenomena. Researchers follow the steps of the scientific process, outlined in this chapter and discussed in detail in each chapter of this textbook. There are two types of research: quantitative and qualitative. The methods used by nurse researchers are the same methods used by other disciplines; the difference is that nurses study questions relevant to nursing practice. Published research studies are read and evaluated for use in clinical practice. Study findings provide evidence that is evaluated, and applicability to practice is used to inform clinical decisions.
Evidence-based practice is the collection, evaluation, and integration of valid research evidence, combined with clinical expertise and an understanding of patient and family values and preferences, to inform clinical decision making (Sackett et al., 2000). Research studies are gathered from the literature and assessed so that decisions about application to practice can be made,
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culminating in nursing practice that is evidence based. ➤ Example: To help you understand the importance of evidence-based practice, think about the systematic review and meta-analysis from Al- Mallah and colleagues (2015), which assessed the impact of nurse- led clinics on the mortality and morbidity of patients with cardiovascular disease (see Appendix E). Based on their synthesis of the literature, they put forth several conclusions regarding the implications for practice and further research for nurses working in the field of cardiovascular care.
QI is the systematic use of data to monitor the outcomes of care processes as well as the use of improvement methods to design and test changes in practice for the purpose of continuously improving the quality and safety of health care systems (Cronenwett et al., 2007). While research supports or generates new knowledge, evidence-based practice and QI uses currently available knowledge to improve health care delivery. When you first read about these three processes, you will notice they have similarities. Each begins with a question. The difference is that in a research study the question is tested with a design appropriate to the question and specific methodology (i.e., sample, instruments, procedures, and data analysis) used to test the research question and contribute to new, generalizable knowledge. In the evidence-based practice and QI processes, a question is used to search the literature for already completed studies in order to bring about improvements in care.
All nurses share a commitment to the advancement of nursing science by conducting research and using research evidence in practice. Research promotes accountability, which is one of the hallmarks of the nursing profession and a fundamental concept of the American Nurses Association (ANA) Code for Nurses (ANA, 2015). There is a consensus that the research role of the baccalaureate and master’s graduate calls for critical appraisal skills. That is, nurses must be knowledgeable consumers of research, who can evaluate the strengths and weaknesses of research evidence and use existing standards to determine the merit and readiness of research for use in clinical practice. Therefore, to use research for an evidence-based practice and to practice using the highest quality processes, you do not have to conduct research; however, you do need to understand and appraise the steps of the
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research process in order to read the research literature critically and use it to inform clinical decisions.
As you venture through this text, you will see the steps of the research, evidence-based practice, and QI processes. The steps are systematic and relate to the development of evidence-based practice. Understanding the processes that researchers use will help you develop the assessment skills necessary to judge the soundness of research studies.
throughout the chapters, terminology pertinent to each step is identified and illustrated with examples. Five published studies are found in the appendices and used as examples to illustrate significant points in each chapter. Judging the study’s strength and quality, as well as its applicability to practice, is key. Before you can judge a study, it is important to understand the differences among studies. There are different study designs that you will see as you read through this text and the appendices. There are standards not only for critiquing the soundness of each step of a study, but also for judging the strength and quality of evidence provided by a study and determining its applicability to practice.
This chapter provides an overview of research study designs and appraisal skills. It introduces the overall format of a research article and provides an overview of the subsequent chapters in the book. It also introduces the QI and evidence-based practice processes, a level of evidence hierarchy model, and other tools for helping you evaluate the strength and quality of research evidence. These topics are designed to help you read research articles more effectively and with greater understanding, so that you can make evidence-based clinical decisions and contribute to quality and cost-effective patient outcomes.
Types of research: Qualitative and quantitative Research is classified into two major categories: qualitative and quantitative. A researcher chooses between these categories based on the question being asked. That is, a researcher may wish to test a cause-and-effect relationship, or to assess if variables are related, or may wish to discover and understand the meaning of an experience
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or process. A researcher would choose to conduct a qualitative research study if the question is about understanding the meaning of a human experience such as grief, hope, or loss. The meaning of an experience is based on the view that meaning varies and is subjective. The context of the experience also plays a role in qualitative research. That is, the experience of loss as a result of a miscarriage would be different than the experience of losing a parent.
Qualitative research is generally conducted in natural settings and uses data that are words or text rather than numeric to describe the experiences being studied. Qualitative studies are guided by research questions, and data are collected from a small number of subjects, allowing an in-depth study of a phenomenon. ➤ Example: vanDijk et al. (2016) explored how patients assign a number to their postoperative pain experience (see Appendix C). Although qualitative research is systematic in its method, it uses a subjective approach. Data from qualitative studies help nurses understand experiences or phenomena that affect patients; these data also assist in generating theories that lead clinicians to develop improved patient care and stimulate further research. Highlights of the general steps of qualitative studies and the journal format for a qualitative article are outlined in Table 1.1. Chapters 5 through 7 provide an in-depth view of qualitative research underpinnings, designs, and methods.
TABLE 1.1 Steps of the Research Process and Journal Format: Qualitative Research
Research Process Steps and/or Format Issues Usual Location in Journal Heading or Subheading
Identifying the phenomenon
Abstract and/or in introduction
Research question study purpose
Abstract and/or in beginning or end of introduction
Literature review Introduction and/or discussion Design Abstract and/or in introductory section or under method section
entitled “Design” or stated in method section Sample Method section labeled “Sample” or “Subjects” Legal-ethical issues Data collection or procedures section or in sample section Data collection procedure Data collection or procedures section Data analysis Methods section under subhead “Data Analysis” or “Data
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Analysis and Interpretation” Results Stated in separate heading: “Results” or “Findings” Discussion and recommendation
Combined in separate section: “Discussion” or “Discussion and Implications”
References At end of article
Whereas qualitative research looks for meaning, quantitative research encompasses the study of research questions and/or hypotheses that describe phenomena, test relationships, assess differences, seek to explain cause-and-effect relationships between variables, and test for intervention effectiveness. The numeric data in quantitative studies are summarized and analyzed using statistics. Quantitative research techniques are systematic, and the methodology is controlled. Appendices A, B, and D illustrate examples of different quantitative approaches to answering research questions. Table 1.2 indicates where each step of the research process can usually be located in a quantitative research article and where it is discussed in this text. Chapters 2, 3, and 8 through 18 describe processes related to quantitative research.
TABLE 1.2 Steps of the Research Process and Journal Format: Quantitative Research
Research Process Steps and/or Format Issue
Usual Location in Journal Heading or Subheading TextChapter
Research problem Abstract and/or in article introduction or separately labeled: “Problem”
2
Purpose Abstract and/or in introduction, or end of literature review or theoretical framework section, or labeled separately: “Purpose”
2
Literature review At end of heading “Introduction” but not labeled as such, or labeled as separate heading: “Literature Review,” “Review of the Literature,” or “Related Literature”; or not labeled or variables reviewed appear as headings or subheadings
3
TF and/or CF Combined with “Literature Review” or found in separate section as TF or CF; or each concept used in TF or CF may appear as separate subheading
3, 4
Hypothesis/research questions
Stated or implied near end of introduction, may be labeled or found in separate heading or subheading: “Hypothesis” or “Research Questions”; or reported for first time in “Results”
2
Research design Stated or implied in abstract or introduction or in “Methods” or “Methodology” section
8–10
Sample: type and size
“Size” may be stated in abstract, in methods section, or as separate subheading under methods section as “Sample,” “Sample/Subjects,” or “Participants”; “Type” may be implied or stated in any of previous headings described under size
12
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Legal-ethical issues Stated or implied in sections: “Methods,” “Procedures,” “Sample,” or “Subjects”
13
Instruments Found in sections: “Methods,” “Instruments,” or “Measures” 14
Validity and reliability
Specifically stated or implied in sections: “Methods,” “Instruments,” “Measures,” or “Procedures”
15
Data collection procedure
In methods section under subheading “Procedure” or “Data Collection,” or as separate heading: “Procedure”
14
Data analysis Under subheading: “Data Analysis” 16 Results Stated in separate heading: “Results” 16, 17 Discussion of findings and new findings
Combined with results or as separate heading: “Discussion” 17
Implications, limitations, and recommendations
Combined in discussion or as separate major headings 17
References At end of article 4 Communicating research results
Research articles, poster, and paper presentations 1, 20
CF, Conceptual framework; TF, theoretical framework.
The primary difference is that a qualitative study seeks to interpret meaning and phenomena, whereas quantitative research seeks to test a hypothesis or answer research questions using statistical methods. Remember as you read research articles that, depending on the nature of the research problem, a researcher may vary the steps slightly; however, all of the steps should be addressed systematically.
Critical reading skills To develop an expertise in evidence-based practice, you will need to be able to critically read all types of research articles. As you read a research article, you may be struck by the difference in style or format of a research article versus a clinical article. The terms of a research article are new, and the content is different. You may also be thinking that the research article is hard to read or that it is technical and boring. You may simultaneously wonder, “How will I possibly learn to appraise all the steps of a research study, the terminology, and the process of evidence-based practice? I’m only on Chapter 1. This is not so easy; research is as hard as everyone says.”
Remember that learning occurs with time and help. Reading research articles can be difficult and frustrating at first, but the best
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way to become a knowledgeable research consumer is to use critical reading skills when reading research articles. As a student, you are not expected to understand a research article or critique it perfectly the first time. Nor are you expected to develop these skills on your own. An essential objective of this book is to help you acquire critical reading skills so that you can use research in your practice. Becoming a competent critical thinker and reader of research takes time and patience.
Learning the research process further develops critical appraisal skills. You will gradually be able to read a research article and reflect on it by identifying assumptions, key concepts, and methods, and determining whether the conclusions are based on the study’s findings. Once you have obtained this critical appraisal competency, you will be ready to synthesize the findings of multiple studies to use in developing an evidence-based practice. This will be a very exciting and rewarding process for you. Analyzing a study critically can require several readings. As you review and synthesize a study, you will begin an appraisal process to help you determine the study’s worth. An illustration of how to use critical reading strategies is provided in Box 1.1, which contains an excerpt from the abstract, introduction, literature review, theoretical framework literature, and methods and procedure section of a quantitative study (Nyamathi et al., 2015) (see Appendix A). Note that in this article there is both a literature review and a theoretical framework section that clearly support the study’s objectives and purpose. Also note that parts of the text from the article were deleted to offer a number of examples within the text of this chapter. BOX 1.1 Example of Critical Appraisal Reading Strategies
Introductory Paragraphs, Study’s Purpose and Aims
Globally, incarcerated populations encounter a host of public health care issues; two such issues—HAV and HBV diseases—are vaccine preventable. In addition, viral hepatitis disproportionately impacts the homeless because of increased risky sexual behaviors and drug use (Stein, Andersen, Robertson, & Gelberg, 2012), along with substandard living conditions (Hennessey, Bangsberg, Weinbaum, & Hahn, 2009). Purpose—Despite knowledge of awareness of risk factors for HBV infection, intervention programs designed to enhance completion of the three-series
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Twinrix HAV/HBV vaccine and identification of prognostic factors for vaccine completion have not been widely studied. The purpose of this study was to first assess whether seronegative parolees previously randomized to any one of three intervention conditions were more likely to complete the vaccine series as well as to identify the predictors of HAV/HBV vaccine completion.
Literature Review— Concepts
Despite the availability of the HBV vaccine, there has been a low rate of completion for the three-dose core of the accelerated vaccine series (Centers for Disease Control and Prevention, 2012). Among incarcerated populations, HBV vaccine coverage is low; in a study among jail inmates, 19% had past HBV infection, and 12% completed the HBV vaccination series (Hennessey, Kim, et al., 2009). Although HBV is well accepted behind bars—because of the lack of funding and focus on prevention as a core in the prison system— few inmates complete the series (Weinbaum, Sabin, & Santibanez, 2005). In addition, prevention may not be priority.
Preventable disease vaccinations Homelessness
Authors contend that, although the HBV vaccine is cost-effective, it is underutilized among high-risk (Rich et al., 2003) and incarcerated populations (Hunt & Saab, 2009). For homeless men on parole, vaccination completion may be affected by level of custody; generally, the higher the level of custody, the higher the risk an inmate poses.
Conceptual Framework
The comprehensive health seeking and coping paradigm (Nyamathi, 1989), adapted from a coping model (Lazarus & Folkman, 1984), and the health seeking and coping paradigm (Schlotfeldt, 1981) guided this study and the variables selected (see Fig. 1.1). The comprehensive health seeking and coping paradigm has been successfully applied by our team to improve our understanding of HIV and HBV/hepatitis C virus (HCV) protective behaviors and health outcomes among homeless adults (Nyamathi, Liu, et al., 2009)—many of whom had been incarcerated (Nyamathi et al., 2012).
Methods/Design The study used a randomized clinical trial. Specific Aims and Hypotheses
In this model, a number of factors are thought to relate to the outcome variable, completion of the HAV/HBV vaccine series. These factors include sociodemographic factors, situational factors, personal factors, social factors, and health seeking and coping responses.
Subject Recruitment and Accrual
An RCT where 600 male parolees participating in an RDT program were randomized into one of three intervention conditions aimed at assessing program efficacy on reducing drug use and recidivism at 6 and 12 months, as well as vaccine completion in eligible subjects. There were four inclusion criteria for recruitment purposes in assessing program efficacy on reducing drug use and recidivism: (1) history of drug use prior to their latest incarceration, (2) between ages of 18 and 60, (3) residing in the participating RDT program, and (4) designated as homeless as noted on the prison or jail discharge form.
Procedure The study was approved by the University of California, Los Angeles Institutional Review Board and registered with clinical Trials.gov. Building upon previous studies, we developed varying levels of peer- coached and nurse-led programs designed to improve HAV/HBV vaccine receptivity at 12-month follow-up among homeless offenders recently released to parole. See Appendix A for details in the “Interventions” section.
Intervention Fidelity
Several strategies for treatment fidelity included study design, interventionist’s training, and standardization of interventions. See the Interventions section in Appendix A.
HBA, Hepatitis A virus; HBV, hepatitis B virus; RCT, randomized clinical trial.
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HIGHLIGHT Start an IPE Journal Club with students from other health professions programs on your campus. Select a research study to read, understand, and critically appraise together. It is always helpful to collaborate on deciding whether the findings are applicable to clinical practice.
Strategies for critiquing research studies Evaluation of a research article requires a critique. A critique is the process of critical appraisal that objectively and critically evaluates a research report’s content for scientific merit and application to practice. It requires some knowledge of the subject matter and knowledge of how to critically read and use critical appraisal criteria. You will find:
• Summarized examples of critical appraisal criteria for qualitative studies and an example of a qualitative critique in Chapter 7
• Summarized critical appraisal criteria and examples of a quantitative critique in Chapter 18
• An in-depth exploration of the criteria for evaluation required in quantitative research critiques in Chapters 8 through 18
• Criteria for qualitative research critiques presented in Chapters 5 through 7
• Principles for qualitative and quantitative research in Chapters 1 through 4
Critical appraisal criteria are the standards, appraisal guides, or questions used to assess an article. In analyzing a research article, you must evaluate each step of the research process and ask questions about whether each step meets the criteria. For instance, the critical appraisal criteria in Chapter 3 ask if “the literature review identifies gaps and inconsistencies in the literature about a subject, concept, or problem,” and if “all of the concepts and
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variables are included in the review.” These two questions relate to critiquing the research question and the literature review components of the research process. Box 1.1 lists several gaps identified in the literature by Nyamathi and colleagues (2015) and how the study intended to fill these gaps by conducting research for the stated objective and purpose (see Appendix A). Remember that when doing a critique, you are pointing out strengths as well as weaknesses. Standardized critical appraisal tools such as those from the Center for Evidence Based Medicine (CEBM) Critical Appraisal Tools (www.cebm.net/critical-appraisal) can be used to systematically appraise the strength and quality of evidence provided in research articles (see Chapter 20).
Critiquing can be thought of as looking at a completed jigsaw puzzle. Does it form a comprehensive picture, or is a piece out of place? What is the level of evidence provided by the study and the findings? What is the balance between the risks and benefits of the findings that contribute to clinical decisions? How can I apply the evidence to my patient, to my patient population, or in my setting? When reading several studies for synthesis, you must assess the interrelationship of the studies, as well as the overall strength and quality of evidence and applicability to practice. Reading for synthesis is essential in critiquing research. Appraising a study helps with the development of an evidence table (see Chapter 20).
Overcoming barriers: Useful critiquing strategies throughout the text, you will find features that will help refine the skills essential to understanding and using research in your practice. A Critical Thinking Decision Path related to each step of the research process in each chapter will sharpen your decision- making skills as you critique research articles. Look for Internet resources in chapters that will enhance your consumer skills. Critical Thinking Challenges, which appear at the end of each chapter, are designed to reinforce your critical reading skills in relation to the steps of the research process. Helpful Hints, designed to reinforce your understanding, appear at various points throughout the chapters. Evidence-Based Practice Tips, which will
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help you apply evidence-based practice strategies in your clinical practice, are provided in each chapter.
When you complete your first critique, congratulate yourself; mastering these skills is not easy. Best of all, you can look forward to discussing the points of your appraisal, because your critique will be based on objective data, not just personal opinion. As you continue to use and perfect critical analysis skills by critiquing studies, remember that these skills are an expected competency for delivering evidence-based and quality nursing care.
Evidence-based practice and research Along with gaining comfort while reading and critiquing studies, there is one final step: deciding how, when, and if to apply the studies to your practice so that your practice is evidence based. Evidence-based practice allows you to systematically use the best available evidence with the integration of individual clinical expertise, as well as the patient’s values and preferences, in making clinical decisions (Sackett et al., 2000). Evidence-based practice involves processes and steps, as does the research process. These steps are presented throughout the text. Chapter 19 provides an overview of evidence-based practice steps and strategies.
When using evidence-based practice strategies, the first step is to be able to read a study and understand how each section is linked to the steps of the research process. The following section introduces you to the research process as presented in published articles. Once you read a study, you must decide which level of evidence the study provides and how well the study was designed and executed. Fig. 1.1 illustrates a model for determining the levels of evidence associated with a study’s design, ranging from systematic reviews of randomized clinical trials (RCTs) (see Chapters 9 and 10) to expert opinions. The rating system, or evidence hierarchy model, presented here is just one of many. Many hierarchies for assessing the relative worth of both qualitative and quantitative designs are available. Early in the development of evidence-based practice, evidence hierarchies were thought to be very inflexible, with systematic reviews or meta-analyses at the top and qualitative research at the bottom. When assessing a clinical
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question that measures cause and effect, this may be true; however, nursing and health care research are involved in a broader base of problem solving, and thus assessing the worth of a study within a broader context of applying evidence into practice requires a broader view.
FIG 1.1 Levels of evidence: Evidence hierarchy for rating levels of evidence associated with a study’s
design. Evidence is assessed at a level according to its source.
The meaningfulness of an evidence rating system will become clearer as you read Chapters 8 through 11. ➤ Example: The Nyamathi et al. (2015) study is Level II because of its experimental, randomized control trial design, whereas the vanDijk et al. (2016) study is Level VI because it is a qualitative study. The level itself does not tell a study’s worth; rather it is another tool that helps you think about a study’s strengths and weaknesses and the nature of
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the evidence provided in the findings and conclusions. Chapters 7 and 18 will provide an understanding of how studies can be assessed for use in practice. You will use the evidence hierarchy presented in Fig. 1.1 throughout the book as you develop your research consumer skills, so become familiar with its content.
This rating system represents levels of evidence for judging the strength of a study’s design, which is just one level of assessment that influences the confidence one has in the conclusions the researcher has drawn. Assessing the strength of scientific evidence or potential research bias provides a vehicle to guide evaluation of research studies for their applicability in clinical decision making. In addition to identifying the level of evidence, one needs to grade the strength of a body of evidence, incorporating the domains of quality, quantity, and consistency (Agency for Healthcare Research and Quality, 2002).
• Quality: Extent to which a study’s design, implementation, and analysis minimize bias.
• Quantity: Number of studies that have evaluated the research question, including overall sample size across studies, as well as the strength of the findings from data analyses.
• Consistency: Degree to which studies with similar and different designs investigating the same research question report similar findings.
The evidence-based practice process steps are: ask, gather, assess and appraise, act, and evaluate (Fig. 1.2). These steps of asking clinical questions; identifying and gathering the evidence; critically appraising and synthesizing the evidence or literature; acting to change practice by coupling the best available evidence with your clinical expertise and patient preferences (e.g., values, setting, and resources); and evaluating if the use of the best available research evidence is applicable to your patient or organization will be discussed throughout the text.
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FIG 1.2 Evidence-based practice steps.
To maintain an evidence-based practice, studies are evaluated using specific criteria. Completed studies are evaluated for strength, quality, and consistency of evidence. Before one can proceed with an evidence-based project, it is necessary to understand the steps of the research process found in research studies.
Research articles: Format and style Before you begin reading research articles, it is important to understand their organization and format. Many journals publish research, either as the sole type of article or in addition to clinical or theoretical articles. Many journals have some common features but also unique characteristics. All journals have guidelines for manuscript preparation and submission. A review of these guidelines, which are found on a journal’s website, will give you an idea of the format of articles that appear in specific journals.
Remember that even though each step of the research process is discussed at length in this text, you may find only a short paragraph or a sentence in an article that provides the details of the step. A publication is a shortened version of the researcher(s) completed work. You will also find that some researchers devote more space in an article to the results, whereas others present a longer discussion of the methods and procedures. Most authors give more emphasis to the method, results, and discussion of implications than to details of assumptions, hypotheses, or definitions of terms. Decisions about the amount of material presented for each step of the research process are bound by the following:
• A journal’s space limitations
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• A journal’s author guidelines
• The type or nature of the study
• The researcher’s decision regarding which component of the study is the most important
The following discussion provides a brief overview of each step of the research process and how it might appear in an article. It is important to remember that a quantitative research article will differ from a qualitative research article. The components of qualitative research are discussed in Chapters 5 and 6, and are summarized in Chapter 7.
Abstract An abstract is a short, comprehensive synopsis or summary of a study at the beginning of an article. An abstract quickly focuses the reader on the main points of a study. A well-presented abstract is accurate, self-contained, concise, specific, nonevaluative, coherent, and readable. Abstracts vary in word length. The length and format of an abstract are dictated by the journal’s style. Both quantitative and qualitative research studies have abstracts that provide a succinct overview of the study. An example of an abstract can be found at the beginning of the study by Nyamathi et al. (2015) (see Appendix A). Their abstract follows an outline format that highlights the major steps of the study. It partially reads as follows:
Purpose/Objective: “The study focused on completion of the HAV and HBV vaccine series among homeless men on parole. The efficacy of the three levels of peer counseling (PC) and nurse delivered intervention was compared at 12 month follow up.”
In this example, the authors provide a view of the study variables. The remainder of the abstract provides a synopsis of the background of the study and the methods, results, and conclusions. The studies in Appendices A through D all have abstracts.
HELPFUL HINT An abstract is a concise short overview that provides a reference to the research purpose, research questions, and/or hypotheses, methodology, and results, as well as the implications for practice or
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future research.
Introduction Early in a research article, in a section that may or may not be labeled “Introduction,” the researcher presents a background picture of the area researched and its significance to practice (see Chapter 2).
Definition of the purpose The purpose of the study is defined either at the end of the researcher’s initial introduction or at the end of the “Literature Review” or “Conceptual Framework” section. The study’s purpose may or may not be labeled (see Chapters 2 and 3), or it may be referred to as the study’s aim or objective. The studies in Appendices A through D present specific purposes for each study in untitled sections that appear in the beginning of each article, as well as in the article’s abstract.
Literature review and theoretical framework Authors of studies present the literature review and theoretical framework in different ways. Many research articles merge the “Literature Review” and the “Theoretical Framework.” This section includes the main concepts investigated and may be called “Review of the Literature,” “Literature Review,” “Theoretical Framework,” “Related Literature,” “Background,” “Conceptual Framework,” or it may not be labeled at all (see Chapters 2 and 3). By reviewing Appendices A through D, you will find differences in the headings used. Nyamathi et al. (2015) (see Appendix A) use no labels and present the literature review but do have a section labeled theoretical framework, while the study in Appendix B has a literature review and a conceptual framework integrated in the beginning of the article. One style is not better than another; the studies in the appendices contain all the critical elements but present the elements differently.
HELPFUL HINT Not all research articles include headings for each step or component of the research process, but each step is presented at
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some point in the article.
Hypothesis/research question A study’s research questions or hypotheses can also be presented in different ways (see Chapter 2). Research articles often do not have separate headings for reporting the “Hypotheses” or “Research Question.” They are often embedded in the “Introduction” or “Background” section or not labeled at all (e.g., as in the studies in the appendices). If a study uses hypotheses, the researcher may report whether the hypotheses were or were not supported toward the end of the article in the “Results” or “Findings” section. Quantitative research studies have hypotheses or research questions. Qualitative research studies do not have hypotheses, but have research questions and purposes. The studies in Appendices A, B, and D have hypotheses. The study in Appendix C does not, since it is a qualitative study; rather it has a purpose statement.
Research design The type of research design can be found in the abstract, within the purpose statement, or in the introduction to the “Procedures” or “Methods” section, or not stated at all (see Chapters 6, 9, and 10). For example, the studies in Appendices A, B, and D identify the design in the abstract.
One of your first objectives is to determine whether the study is qualitative (see Chapters 5 and 6) or quantitative (see Chapters 8, 9, and 10). Although the rigor of the critical appraisal criteria addressed do not substantially change, some of the terminology of the questions differs for qualitative versus quantitative studies. Do not get discouraged if you cannot easily determine the design. One of the best strategies is to review the chapters that address designs. The following tips will help you determine whether the study you are reading employs a quantitative design:
• Hypotheses are stated or implied (see Chapter 2).
• The terms control and treatment group appear (see Chapter 9).
• The terms survey, correlational, case control, or cohort are used (see
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Chapter 10).
• The terms random or convenience are mentioned in relation to the sample (see Chapter 12).
• Variables are measured by instruments or scales (see Chapter 14).
• Reliability and validity of instruments are discussed (see Chapter 15).
• Statistical analyses are used (see Chapter 16).
In contrast, qualitative studies generally do not focus on “numbers.” Some qualitative studies may use standard quantitative terms (e.g., subjects) rather than qualitative terms (e.g., informants). Deciding on the type of qualitative design can be confusing; one of the best strategies is to review the qualitative chapters (see Chapters 5 through 7). Begin trying to link the study’s design with the level of evidence associated with that design as illustrated in Fig. 1.1. This will give you a context for evaluating the strength and consistency of the findings and applicability to practice. Chapters 8 through 11 will help you understand how to link the levels of evidence with quantitative designs. A study may not indicate the specific design used; however, all studies inform the reader of the methodology used, which can help you decide the type of design the authors used to guide the study.
Sampling The population from which the sample was drawn is discussed in the section “Methods” or “Methodology” under the subheadings of “Subjects” or “Sample” (see Chapter 12). Researchers should tell you both the population from which the sample was chosen and the number of subjects that participated in the study, as well as if they had subjects who dropped out of the study. The authors of the studies in the appendices discuss their samples in enough detail so that the reader is clear about who the subjects are and how they were selected.
Reliability and validity
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The discussion of the instruments used to study the variables is usually included in a “Methods” section under the subheading of “Instruments” or “Measures” (see Chapter 14). Usually each instrument (or scale) used in the study is discussed, as well as its reliability and validity (see Chapter 15). The studies in Appendices A, B, and D discuss each of the measures used in the “Methods” section under the subheading “Measures” or “Instruments.” The reliability and validity of each measure is also presented.
In some cases, the reliability and validity of commonly used, established instruments in an article are not presented, and you are referred to other references.
Procedures and collection methods The data collection procedures, or the individual steps taken to gather measurable data (usually with instruments or scales), are generally found in the “Procedures” section (see Chapter 14). In the studies in Appendices A through D, the researchers indicate how they conducted the study in detail under the subheading “Procedure” or “Instruments and Procedures.” Notice that the researchers in each study included in the Appendices provided information that the studies were approved by an institutional review board (see Chapter 13), thereby ensuring that each study met ethical standards.
Data analysis/results The data-analysis procedures (i.e., the statistical tests used and the results of descriptive and/or inferential tests applied in quantitative studies) are presented in the section labeled “Results” or “Findings” (see Chapters 16 and 17). Although qualitative studies do not use statistical tests, the procedures for analyzing the themes, concepts, and/or observational or print data are usually described in the “Method” or “Data Collection” section and reported in the “Results,” “Findings,” or “Data Analysis” section (see Appendix C and Chapters 5 and 6).
Discussion The last section of a research study is the “Discussion” (see Chapter
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17). In this section the researchers tie together all of the study’s pieces and give a picture of the study as a whole. The researchers return to the literature reviewed and discuss how their study is similar to, or different from, other studies. Researchers may report the results and discussion in one section but usually report their results in separate “Results” and “Discussion” sections (see Appendices A through D). One particular method is no better than another. Journal and space limitations determine how these sections will be handled. Any new or unexpected findings are usually described in the “Discussion” section.
Recommendations and implications In some cases, a researcher reports the implications and limitations based on the findings for practice and education, and recommends future studies in a separate section labeled “Conclusions”; in other cases, this appears in several sections, labeled with such titles as “Discussion,” “Limitations,” “Nursing Implications,” “Implications for Research and Practice,” and “Summary.” Again, one way is not better than the other—only different.
References All of the references cited are included at the end of the article. The main purpose of the reference list is to support the material presented by identifying the sources in a manner that allows for easy retrieval. Journals use various referencing styles.
Communicating results Communicating a study’s results can take the form of a published article, poster, or paper presentation. All are valid ways of providing data and have potential to effect high-quality patient care based on research findings. Evidence-based nursing care plans and QI practice protocols, guidelines, or standards are outcome measures that effectively indicate communicated research.
HELPFUL HINT If you have to write a paper on a specific concept or topic that requires you to critique and synthesize the findings from several studies, you might find it useful to create an evidence table of the
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data (see Chapter 20). Include the following information: author, date, study type, design, level of evidence, sample, data analysis, findings, and implications.
Systematic reviews: Meta-analyses, integrative reviews, and meta-syntheses Systematic reviews Other article types that are important to understand for evidence- based practice are review articles. Review articles include systematic reviews, meta-analyses, integrative reviews (sometimes called narrative reviews), meta-syntheses, and meta-summaries. A systematic review is a summation and assessment of a group of research studies that test a similar research question. Systematic reviews are based on a clear question, a detailed plan which includes a search strategy, and appraisal of a group of studies related to the question. If statistical techniques are used to summarize and assess studies, the systematic review is labeled as a meta-analysis. A meta-analysis is a summary of a number of studies focused on one question or topic, and uses a specific statistical methodology to synthesize the findings in order to draw conclusions about the area of focus. An integrative review is a focused review and synthesis of research or theoretical literature in a particular focus area, and includes specific steps of literature integration and synthesis without statistical analysis; it can include both quantitative and qualitative articles (Cochrane Consumer Network, 2016; Uman, 2011; Whittemore, 2005). At times reviews use the terms systematic review and integrative review interchangeably. Both meta-synthesis and meta-summary are the synthesis of a number of qualitative research studies on a focused topic using specific qualitative methodology (Kastner et al., 2016; Sandelowski & Barrosos, 2007).
The components of review articles will be discussed in greater detail in Chapters 6, 11, and 20. These articles take a number of studies related to a clinical question and, using a specific set of criteria and methods, evaluate the studies as a whole. While they may vary somewhat in approach, these reviews all help to better
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inform and develop evidence-based practice. The meta-analysis in Appendix E is an example of a systematic review that is a meta- analysis.
Clinical guidelines Clinical guidelines are systematically developed statements or recommendations that serve as a guide for practitioners. Two types of clinical guidelines will be discussed throughout this text: consensus, or expert-developed guidelines, and evidence-based guidelines. Consensus guidelines, or expert-developed guidelines, are developed by an agreement of experts in the field. Evidence- based guidelines are those developed using published research findings. Guidelines are developed to assist in bridging practice and research and are developed by professional organizations, government agencies, institutions, or convened expert panels. Clinical guidelines provide clinicians with an algorithm for clinical management or decision making for specific diseases (e.g., breast cancer) or treatments (e.g., pain management). Not all clinical guidelines are well developed and, like research, must be assessed before implementation. Though they are systematically developed and make explicit recommendations for practice, clinical guidelines may be formatted differently. Guidelines for practice are becoming more important as third party and government payers are requiring practices to be based on evidence. Guidelines should present scope and purpose of the practice, detail who the development group included, demonstrate scientific rigor, be clear in its presentation, demonstrate clinical applicability, and demonstrate editorial independence (see Chapter 11).
Quality improvement As a health care provider, you are responsible for continuously improving the quality and safety of health care for your patients and their families through systematic redesign of health care systems in which you work. The Institute of Medicine (2001) defined quality health care as care that is safe, effective, patient- centered, timely, efficient, and equitable. Therefore, the goal of QI is to bring about measurable changes across these six domains by
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applying specific methodologies within a care setting. While several QI methods exist, the core steps for improvement commonly include the following:
• Conducting an assessment
• Setting specific goals for improvement
• Identifying ideas for changing current practice
• Deciding how improvements in care will be measured
• Rapidly testing practice changes
• Measuring improvements in care
• Adopting the practice change as a new standard of care
Chapter 21 focuses on building your competence to participate in and lead QI projects by providing an overview of the evolution of QI in health care, including the nurse’s role in meeting current regulatory requirements for patient care quality. Chapter 19 discusses QI models and tools, such as cause-and-effect diagrams and process mapping, as well as skills for effective teamwork and leadership that are essential for successful QI projects.
As you venture through this textbook, you will be challenged to think not only about reading and understanding research studies, but also about applying the findings to your practice. Nursing has a rich legacy of research that has grown in depth and breadth. Producers of research and clinicians must engage in a joint effort to translate findings into practice that will make a difference in the care of patients and families.
Key points • Research provides the basis for expanding the unique body of
scientific evidence that forms the foundation of evidence-based nursing practice. Research links education, theory, and practice.
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• As consumers of research, nurses must have a basic understanding of the research process and critical appraisal skills to evaluate research evidence before applying it to clinical practice.
• Critical appraisal is the process of evaluating the strengths and weaknesses of a research article for scientific merit and application to practice, theory, or education; the need for more research on the topic or clinical problem is also addressed at this stage.
• Critical appraisal criteria are the measures, standards, evaluation guides, or questions used to judge the worth of a research study.
• Critical reading skills will enable you to evaluate the appropriateness of the content of a research article, apply standards or critical appraisal criteria to assess the study’s scientific merit for use in practice, or consider alternative ways of handling the same topic.
• A level of evidence model is a tool for evaluating the strength (quality, quantity, and consistency) of a research study and its findings.
• Each article should be evaluated for the study’s strength and consistency of evidence as a means of judging the applicability of findings to practice.
• Research articles have different formats and styles depending on journal manuscript requirements and whether they are quantitative or qualitative studies.
• Evidence-based practice and QI begin with the careful reading and understanding of each article contributing to the practice of nursing, clinical expertise, and an understanding of patient values.
• QI processes are aimed at improving clinical care outcomes for patients and better methods of system performance.
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Critical thinking challenges • How might nurses discuss the differences between evidence-
based practice and research with their colleagues in other professions?
• From your clinical practice, discuss several strategies nurses can undertake to promote evidence-based practice.
• What are some strategies you can use to develop a more comprehensive critique of an evidence-based practice article?
• A number of different components are usually identified in a research article. Discuss how these sections link with one another to ensure continuity.
• How can QI data be used to improve clinical practice?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Agency for Healthcare Research and Quality. Systems to
rate the strength of scientific evidence. File inventory, Evidence Report/Technology Assessment No. 47. AHRQ Publication No. 02-E0162002.
2. Al-Mallah M.H, Farah I, Al-Madani W, et al. The impact of nurse-led clinics on the mortality and mortality of patients with cardiovascular diseases A systematic review and meta- analysis. Journal of Cardiovascular Nursing 2015;31(1):89-95 Available at: doi:10.1097/JCN.00000000000000224.
3. American Nurses Association (ANA). Code of ethics for nurses for nurses with interpretive statements. Washington, DC: The Association;2015.
4. Cochrane Consumer Network, The Cochrane Library, 2016, retrieved online. Available at: www.cochranelibrary.com
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5. Cronenwett L, Sherwood G, Barnsteiner J, et al. Quality and safety education for nurses. Nursing Outlook 2007;55(3):122- 131.
6. Institute of Medicine [IOM]. The future of nursing Leading change, advancing health. Washington, DC: National Academic Press;2011.
7. Institute of Medicine Committee on Quality of Health Care in America. Crossing the quality chasm A new health system for the 21st century. Washington, DC: National Academy Press;2001.
8. Kastner M, Antony J, Soobiah C, et al. Conceptual recommendations for selecting the most appropriate knowledge synthesis method to answer research questions related to complex evidence. Journal of Clinical Epidemiology 2016;73:43-49.
9. Nyamathi A, Salem B.E, Zhang S, et al. Nursing case management, peer coaching, and hepatitus A and B vaccine completion among homeless men recently released on parole. Nursing Research 2015;64:177-189 Available at: doi:10.1097/NNR.0000000000000083.
10. Sackett D.L, Straus S, Richardson S, et al. Evidence-based medicine How to practice and teach EBM. 2nd ed. London: Churchill Livingstone;2000.
11. Sandelowski M, Barroso J. Handbook of Qualitative Research. New York, NY: Springer Pub. Co.;2007.
12. Uman L.S. Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry 2011;20(1):57-59.
13. vanDijk J.F.M, Vervoot S.C.J.M, vanWijck A.J.M, et al. Postoperative patients’ perspectives on rating pain A qualitative study. International Journal of Nursing Studies 2016;53:260- 269.
14. Whittemore R. Combining evidence in nursing research. Nursing Research 2005;54(1):56-62.
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CHAPTER 2
Research questions, hypotheses, and clinical questions Judith Haber
Learning outcomes
After reading this chapter, you should be able to do the following:
• Describe how the research question and hypothesis relate to the other components of the research process. • Describe the process of identifying and refining a research question or hypothesis. • Discuss the appropriate use of research questions versus hypotheses in a research study. • Identify the criteria for determining the significance of a research question or hypothesis. • Discuss how the purpose, research question, and hypothesis suggest the level of evidence to be obtained from the findings of a research study. • Discuss the purpose of developing a clinical question.
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• Discuss the differences between a research question and a clinical question in relation to evidence-based practice. • Apply critiquing criteria to the evaluation of a research question and hypothesis in a research report.
KEY TERMS
clinical question
complex hypothesis
dependent variable
directional hypothesis
hypothesis
independent variable
nondirectional hypothesis
population
purpose
research hypothesis
research question
statistical hypothesis
testability
theory
variable
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
At the beginning of this chapter, you will learn about research questions and hypotheses from the perspective of a researcher, which, in the second part of this chapter, will help you generate
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your own clinical questions that you will use to guide the development of evidence-based practice projects. From a clinician’s perspective, you must understand the research question and hypothesis as it aligns with the rest of a study. As a practicing nurse, developing clinical questions (see Chapters 19, 20, and 21) is the first step of the evidence-based practice process for quality improvement programs like those that decrease risk for development of pressure ulcers.
When nurses ask questions such as, “Why are things done this way?” “I wonder what would happen if . . . ?” “What characteristics are associated with . . . ?” or “What is the effect of ____ on patient outcomes?”, they are often well on their way to developing a research question or hypothesis. Research questions are usually generated by situations that emerge from practice, leading nurses to wonder about the effectiveness of one intervention versus another for a specific patient population.
The research question or hypothesis is a key preliminary step in the research process. The research question tests a measureable relationship to be examined in a research study. The hypothesis predicts the outcome of a study.
Hypotheses can be considered intelligent hunches, guesses, or predictions that provide researchers with direction for the research design and the collection, analysis, and interpretation of data. Hypotheses are a vehicle for testing the validity of the theoretical framework assumptions and provide a bridge between theory (a set of interrelated concepts, definitions, and propositions) and the real world (see Chapter 4).
For a clinician making an evidence-informed decision about a patient care issue, a clinical question, such as whether chlorhexidine or povidone-iodine is more effective in preventing central line catheter infections, would guide the nurse in searching and retrieving the best available evidence. This evidence, combined with clinical expertise and patient preferences, would provide an answer on which to base the most effective decision about patient care for this population.
Often the research questions or hypotheses appear at the beginning of a research article, but may be embedded in the purpose, aims, goals, or even the results section of the research
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report. This chapter provides you with a working knowledge of quantitative research questions and hypotheses. It also highlights the importance of clinical questions and how to develop them.
Developing and refining a research question: Study perspective A researcher spends a great deal of time refining a research idea into a testable research question. Research questions or topics are not pulled from thin air. In Table 2.1, you will see that research questions can indicate that practical experience, critical appraisal of the scientific literature, or interest in an untested theory forms the basis for the development of a research idea. The research question should reflect a refinement of the researcher’s initial thinking. The evaluator of a research study should be able to identify that the researcher has:
• Defined a specific question area
• Reviewed the relevant literature
• Examined the question’s potential significance to nursing
• Pragmatically examined the feasibility of studying the research question
TABLE 2.1 How Practical Experience, Scientific Literature, and Untested Theory Influence the Development of a Research Idea
Area Influence Example Clinical experience
Clinical practice provides a wealth of experience from which research problems can be derived. The nurse may observe a particular event or pattern and become curious about why it occurs, as well as its relationship to other factors in the patient’s environment.
Health professionals observe that despite improvements in symptom management for cancer patients receiving chemotherapy, side effects remain highly prevalent. Symptoms such as nausea/vomiting, diarrhea, constipation, and fatigue are common, and patients report that they negatively affect functional status and quality of life, including costly and distressing hospitalizations. A study by Traeger et al. (2015) tested a model integrated into outpatient care for patients with breast cancer, lung cancer, and colorectal cancer, designed to reduce symptom
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burden to be delivered by each patient’s oncology team nurse practitioner that included telephone follow-up, symptom assessment, advice, and triage according to actual clinical practice. The aim was to ensure optimal patient-NP management of side effects early in the course of care.
Critical appraisal of the scientific literature
Critical appraisal of studies in journals may indirectly suggest a clinical problem by stimulating the reader’s thinking. The nurse may observe the outcome data from a single study or a group of related studies that provide the basis for developing a pilot study, quality improvement project, or clinical practice guideline to determine the effectiveness of this intervention in their setting.
At a staff meeting with members of an interprofessional team at a cancer center, it was noted that the center did not have a standardized clinical practice guideline for mucositis, a painful chemotherapy side effect involving the oral cavity that has a negative impact on nutrition, oral hygiene, and comfort. The team wanted to identify the most effective approaches for treating adults and children experiencing mucositis. Their search for, and critical appraisal of, existing research studies led the team to develop an interprofessional mucositis guideline that was relevant to their patient population and clinical setting (NYU Langone Medical Center, 2016).
Gaps in the literature
A research idea may also be suggested by a critical appraisal of the literature that identifies gaps in the literature and suggests areas for future study. Research ideas also can be generated by research reports that suggest the value of replicating a particular study to extend or refine the existing scientific knowledge base.
Obesity is a widely recognized risk factor for many conditions treated in primary care settings including type 2 diabetes, cardiovascular disease, hypertension, and osteoarthritis. Although weight and achieving a healthy weight for children and adults is a Healthy People 2020 goal and a national priority, the prevalence of obesity remains high, and there is little research on targeted interventions for weight loss in primary care settings. Therefore, the purpose of a study by Thabault, Burke, and Ades (2015) was to evaluate an NP-led motivational interviewing IBT program implemented in an adult primary care practice with obese patients to determine feasibility and acceptance of the intervention.
Interest in untested theory
Verification of a theory and its concepts provides a relatively uncharted area from which research problems can be derived. Inasmuch as theories themselves are not tested, a researcher may consider investigating a concept or set of concepts related to a nursing theory or a theory from another discipline. The researcher would pose questions like, “If this theory is correct, what kind of behavior would I expect to observe in particular patients and under which conditions?” “If this theory is valid, what kind of supporting evidence will I find?”
Bandura’s (1997) health self-efficacy construct, an individual’s confidence in the ability to perform a behavior, overcome barriers to that behavior, and exert control over the behavior through self- regulation and goal setting, was used by Richards, Ogata, and Cheng (2016) to investigate whether health-related self-efficacy provides the untested theoretical foundation for behavior change related to increasing physical activity using a dog walking (Dogs PAW) intervention.
IBT, Intensive behavioral therapy.
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Defining the research question Brainstorming with faculty or colleagues may provide valuable feedback that helps the researcher focus on a specific research question area. Example: ➤ Suppose a researcher told a colleague that her area of interest was health disparities about the effectiveness of peer coaching or case management in improving health outcomes with challenging patient populations such as those who are homeless. The colleague may have asked, “What is it about the topic that specifically interests you?” This conversation may have initiated a chain of thought that resulted in a decision to explore the effectiveness of a nursing case management and peer coaching intervention on hepatitis A and B (HAV and HBV) vaccine completion rates among homeless men recently released on parole (Nyamathi et al., 2015) (see Appendix A). Fig. 2.1 illustrates how a broad area of interest (health disparities, nursing case management, peer coaching) was narrowed to a specific research topic (effectiveness of nursing case management and peer coaching on HAV and HBV vaccine completion among homeless men recently released on parole).
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FIG 2.1 Development of a research question.
EVIDENCE-BASED PRACTICE TIP A well-developed research question guides a focused search for scientific evidence about assessing, diagnosing, treating, or providing patients with information about their prognosis related to a specific health problem.
Beginning the literature review
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The literature review should reveal a relevant collection of studies and systematic reviews that have been critically examined. Concluding sections in such articles (i.e., the recommendations and implications for practice) often identify remaining gaps in the literature, the need for replication, or the need for additional knowledge about a particular research focus (see Chapter 3). In the previous example, the researcher may have conducted a preliminary review of books and journals for theories and research studies on factors apparently critical to vaccine completion rates for preventable health problems like HAV and HBV, as well as risk factors contributing to the disproportionate impact of HAV and HBV on the homeless, such as risky sexual activity, drug use, substandard living conditions, and older age. These factors, called variables, should be potentially relevant, of interest, and measurable.
EVIDENCE-BASED PRACTICE TIP The answers to questions generated by qualitative data reflect evidence that may provide the first insights about a phenomenon that has not been previously studied.
Other variables, called demographic variables, such as race, ethnicity, gender, age, education, and physical and mental health status, are also suggested as essential to consider. Example: ➤ Despite the availability of the HAV and HBV vaccines, there has been a low completion rate for the three-dose core of the accelerated vaccine series, particularly following release from prison. This information can then be used to further define the research question and continue the search of the literature to identify effective intervention strategies reported in other studies with similar high- risk populations (e.g., homeless) that could be applied to this population. Example: ➤ One study documented the effectiveness of a nurse case management program in improving vaccine completion rates in a group of homeless adults, but no studies were found about the effectiveness of peer coaching. At this point, the researcher could write the tentative research question: “What is the effectiveness of peer coaching and nursing case management on completion of an HAV and HBV vaccine series among homeless men on parole?” You can envision the interrelatedness of the initial
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definition of the question area, the literature review, and the refined research question.
HELPFUL HINT Reading the literature review or theoretical framework section of a research article helps you trace the development of the implied research question and/or hypothesis.
Examining significance When considering a research question, it is crucial that the researcher examine the question’s potential significance for nursing. This is sometimes referred to as the “so what” question, because the research question should have the potential to contribute to and extend the scientific body of nursing knowledge. Guidelines for selecting research questions should meet the following criteria:
• Patients, nurses, the medical community in general, and society will potentially benefit from the knowledge derived from the study.
• Results will be applicable for nursing practice, education, or administration.
• Findings will provide support or lack of support for untested theoretical concepts.
• Findings will extend or challenge existing knowledge by filling a gap or clarifying a conflict in the literature.
• Findings will potentially provide evidence that supports developing, retaining, or revising nursing practices or policies.
If the research question has not met any of these criteria, the researcher is wise to extensively revise the question or discard it. Example: ➤ In the previously cited research question, the significance of the question includes the following facts:
• HAV and HBV are vaccine preventable.
• Viral hepatitis disproportionately impacts the homeless.
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• Despite its availability, vaccine completion rates are low among high-risk and incarcerated populations.
• Accelerated vaccine programs have shown success in RCT studies.
• The use of nurse case management programs in accelerated vaccine programs also provides evidence of effectiveness.
• Little is known about vaccine completion among ex-offender populations on parole using varying intensities of nurse case management and peer coaches.
• This study sought to fill a gap in the related literature by assessing whether seronegative parolees randomized to one of three intervention conditions were more likely to complete the vaccine series as well as to identify predictors of HAV/HBV vaccine completion.
HIGHLIGHT It is helpful to collaborate with colleagues from other professions to identify an important clinical question that provides data for a quality improvement on your unit.
The fully developed research question When a researcher finalizes a research question, the following characteristics should be evident:
• It clearly identifies the variables under consideration.
• It specifies the population being studied.
• It implies the possibility of empirical testing.
Because each element is crucial to developing a satisfactory research question, the criteria will be discussed in greater detail. These elements can often be found in the introduction of the published article; they are not always stated in an explicit manner.
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Variables Researchers call the properties that they study “variables.” Such properties take on different values. Thus a variable, as the name suggests, is something that varies. Properties that differ from each other, such as age, weight, height, religion, and ethnicity, are examples of variables. Researchers attempt to understand how and why differences in one variable relate to differences in another variable. Example: ➤ A researcher may be concerned about the variable of pneumonia in postoperative patients on ventilators in critical care units. It is a variable because not all critically ill postoperative patients on ventilators have pneumonia. A researcher may also be interested in what other factors can be linked to ventilator-acquired pneumonia (VAP). There is clinical evidence to suggest that elevation of the head of the bed and frequent oral hygiene are associated with decreasing risk for VAP. You can see that these factors are also variables that need to be considered in relation to the development of VAP in postoperative patients.
When speaking of variables, the researcher is essentially asking, “Is X related to Y? What is the effect of X on Y? How are X1 and X2 related to Y?” The researcher is asking a question about the relationship between one or more independent variables and a dependent variable. (Note: In cases in which multiple independent or dependent variables are present, subscripts are used to indicate the number of variables under consideration.)
An independent variable, usually symbolized by X, is the variable that has the presumed effect on the dependent variable. In experimental research studies, the researcher manipulates the independent variable (see Chapter 9). In nonexperimental research, the independent variable is not manipulated and is assumed to have occurred naturally before or during the study (see Chapter 10).
The dependent variable, represented by Y, varies with a change in the independent variable. The dependent variable is not manipulated. It is observed and assumed to vary with changes in the independent variable. Predictions are made from the independent variable to the dependent variable. It is the dependent variable that the researcher is interested in understanding, explaining, or predicting. Example: ➤ It might be assumed that the
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perception of pain intensity (the dependent variable) will vary in relation to a person’s gender (the independent variable). In this case, we are trying to explain the perception of pain intensity in relation to gender (i.e., male or female). Although variability in the dependent variable is assumed to depend on changes in the independent variable, this does not imply that there is a causal relationship between X and Y, or that changes in variable X cause variable Y to change.
Table 2.2 presents a number of examples of research questions. Practice substituting other variables for the examples in Table 2.2. You will be surprised at the skill you develop in writing and critiquing research questions with greater ease.
TABLE 2.2 Research Question Format
HBHC, Hospital-based home care.
Although one independent variable and one dependent variable are used in the examples, there is no restriction on the number of variables that can be included in a research question. Research questions that include more than one independent or dependent variable may be broken down into subquestions that are more concise.
Finally, it should be noted that variables are not inherently independent or dependent. A variable that is classified as independent in one study may be considered dependent in another study. Example: ➤ A nurse may review an article about depression
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that identifies depression in adolescents as predictive of risk for suicide. In this case, depression is the independent variable. When another article about the effectiveness of antidepressant medication alone or in combination with cognitive behavioral therapy (CBT) in decreasing depression in adolescents is considered, change in depression is the dependent variable. Whether a variable is independent or dependent is a function of the role it plays in a particular study.
Population The population is a well-defined set that has certain characteristics and is either clearly identified or implied in the research question. Example: ➤ In a retrospective cohort study studying the number of ED visits and hospitalizations in two different transition care programs, a research question may ask, “What is the differential effectiveness of nurse-led or physician-led intensive home visiting program providing transition care to patients with complex chronic conditions or receiving palliative care (Morrison, Palumbo, & Rambur, 2016)? Does a relationship exist between type of transition care model (nurse-led focused on chronic disease self-management or physician-led focused on palliative care and managing complex chronic conditions) and the number of ED visits and rehospitalizations 120 days pre- and posttransitional care interventions?” This question suggests that the population includes community-residing adults with complex chronic conditions or receiving palliative care who participated in either a nurse or physician-led transitional care program.
EVIDENCE-BASED PRACTICE TIP Make sure that the population of interest and the setting have been clearly described so that if you were going to replicate the study, you would know exactly who the study population needed to be.
Testability The research question must imply that it is testable, measurable by either qualitative or quantitative methods. Example: ➤ The research question “Should postoperative patients control how much pain medication they receive?” is stated incorrectly for a
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variety of reasons. One reason is that it is not testable; it represents a value statement rather than a research question. A scientific research question must propose a measureable relationship between an independent and a dependent variable. Many interesting and important clinical questions are not valid research questions because they are not amenable to testing.
HELPFUL HINT Remember that research questions are used to guide all types of research studies but are most often used in exploratory, descriptive, qualitative, or hypothesis-generating studies.
The question “What are the relationships between vaccine completion rates among the ex-offender population and use of varying intensities of nurse case management and peer coaches?” is a testable research question. It illustrates the relationship between the variables, identifies the independent and dependent variables, and implies the testability of the research question. Table 2.3 illustrates how this research question is congruent with the three research question criteria.
TABLE 2.3 Components of the Research Question and Related Criteria
This research question was originally derived from a general area of interest: health-seeking behavior and coping (HAV and HBV vaccine completion rates) in a high-risk population (ex-offenders on parole, homeless), factors related to vaccine completion (age, education, race/ethnicity, marital, and parental status), and potential strategies (nurse case management and peer coaching) to
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improve protective behaviors and health outcomes. The question crystallized further after a preliminary literature review (Nyamathi et al., 2015).
HELPFUL HINT
• Remember that research questions are often not explicitly stated. The reader has to infer the research question from the title of the report, the abstract, the introduction, or the purpose.
• Using your focused question, search the literature for the best available answer to your clinical question.
Study purpose, aims, or objectives The purpose of the study encompasses the aims or objectives the investigator hopes to achieve with the research. These three terms are synonymous. The researcher selects verbs to use in the purpose statement that suggest the planned approach to be used when studying the research question as well as the level of evidence to be obtained through the study findings. Verbs such as discover, explore, or describe suggest an investigation of an infrequently researched topic that might appropriately be guided by research questions rather than hypotheses. In contrast, verb statements indicating that the purpose is to test the effectiveness of an intervention or compare two alternative nursing strategies suggest a hypothesis- testing study for which there is an established knowledge base of the topic.
Remember that when the purpose of a study is to test the effectiveness of an intervention or compare the effectiveness of two or more interventions, the level of evidence is likely to have more strength and rigor than a study whose purpose is to explore or describe phenomena. Box 2.1 provides examples of purpose, aims, and objectives. BOX 2.1 Examples of Purpose Statements
• The purpose of this study was to explore the relationship between
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future expectations, attitude toward use of violence to solve problems, and self-reported physical and relational bullying perpetration in a sample of seventh grade students (Stoddard, Varela, & Zimmerman, 2015). The aim of this study was to determine knowledge, awareness, and practices of Turkish hospital nurses in relation to cervical cancer, HPV, and HPV (Koc & Cinarli, 2015).
• The purposes of this longitudinal study with a sample composed of Hispanic, Black non-Hispanic, and White non-Hispanic bereaved parents were to test the relationships between spiritual/religious coping strategies and grief, mental health, and personal growth for mothers and fathers at 1 and 3 months after the infant/child’s death in the NICU/PICU (Hawthorne et al., 2016). The goals of the current study were to examine psychological functioning and coping in parents and siblings of adolescent cancer survivors (Turner-Sack et al., 2016).
EVIDENCE-BASED PRACTICE TIP The purpose, aims, or objectives often provide the most information about the intent of the research question and hypotheses, and suggest the level of evidence to be obtained from the findings of the study.
Developing the research hypothesis Like the research question, hypotheses are often not stated explicitly in a research article. You will often find that hypotheses are embedded in the data analysis, results, or discussion section of the research report. Similarly, the population may not be explicitly stated, but will have been identified in the background, significance, and literature review. It is then up to you to figure out the hypotheses and population being tested. Example: ➤ In a study by Turner-Sack and colleagues (2016) (see Appendix B), the hypotheses are embedded in the “Data Analysis” and “Results” sections of the article. You must interpret that the statement, “Independent sample t-tests were conducted to compare the survivors, siblings, and parents on measures of psychological
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distress, life satisfaction, posttraumatic growth (PTG), and that of their matched parents” to understand that it represents hypotheses used to compare psychological functioning, PTG, coping, and cancer-related characteristics of adolescent cancer survivors’ parents and siblings.
Hypotheses flow from the study’s purpose, literature review, and theoretical framework. Fig. 2.2 illustrates this flow. A hypothesis is a declarative statement about the relationship between two or more variables. A hypothesis predicts an expected outcome of a study. Hypotheses are developed before the study is conducted because they provide direction for the collection, analysis, and interpretation of data.
FIG 2.2 Interrelationships of purpose, literature review,
theoretical framework, and hypothesis.
HELPFUL HINT When hypotheses are not explicitly stated by the author at the end of the introduction section or just before the methods section, they will be embedded or implied in the data analysis, results, or discussion section of a research article.
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Relationship statement The first characteristic of a hypothesis is that it is a declarative statement that identifies the predicted relationship between two or more variables: the independent variable (X) and a dependent variable (Y). The direction of the predicted relationship is also specified in this statement. Phrases such as greater than, less than, positively, negatively, or difference in suggest the directionality that is proposed in the hypothesis. The following is an example of a directional hypothesis: “Nurse staff members’ perceptions of transformational leadership among their nurse leaders (independent variable) is that it is negatively associated with nurse staff burnout (dependent variable)” (Lewis & Cunningham, 2016). The dependent and independent variables are explicitly identified, and the relational aspect of the prediction in the hypothesis is contained in the phrase “negatively associated with.”
The nature of the relationship, either causal or associative, is also implied by the hypothesis. A causal relationship is one in which the researcher can predict that the independent variable (X) causes a change in the dependent variable (Y). In research, it is rare that one is in a firm enough position to take a definitive stand about a cause- and-effect relationship. Example: ➤ A researcher might hypothesize selected determinants of the decision-making process, specifically expectation, socio-demographic factors, and decisional conflict would predict postdecision satisfaction and regret about their choice of treatment for breast cancer in Chinese-American women (Lee & Knobf, 2015). It would be difficult for a researcher to predict a cause-and-effect relationship, however, because of the multiple intervening variables (e.g., values, culture, role, support from others, personal resources, language literacy) that might also influence the subject’s decision making about treatment for their breast cancer diagnosis.
Variables are more commonly related in noncausal ways; that is, the variables are systematically related but in an associative way. This means that the variables change in relation to each other. Example: ➤ There is strong evidence that asbestos exposure is related to lung cancer. It is tempting to state that there is a causal relationship between asbestos exposure and lung cancer. Do not overlook the fact, however, that not all of those who have been
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exposed to asbestos will have lung cancer, and not all of those who have lung cancer have had asbestos exposure. Consequently, it would be scientifically unsound to take a position advocating the presence of a causal relationship between these two variables. Rather, one can say only that there is an associative relationship between the variables of asbestos exposure and lung cancer, a relationship in which there is a strong systematic association between the two phenomena.
Testability The second characteristic of a hypothesis is its testability. This means that the variables of the study must lend themselves to observation, measurement, and analysis. The hypothesis is either supported or not supported after the data have been collected and analyzed. The predicted outcome proposed by the hypothesis will or will not be congruent with the actual outcome when the hypothesis is tested.
HELPFUL HINT When a hypothesis is complex (i.e., it contains more than one independent or dependent variable), it is difficult for the findings to indicate unequivocally that the hypothesis is supported or not supported. In such cases, the reader must infer which relationships are significant in the predicted direction from the findings or discussion section.
Theory base The third characteristic is that the hypothesis is consistent with an existing body of theory and research findings. Whether a hypothesis is arrived at on the basis of a review of the literature or a clinical observation, it must be based on a sound scientific rationale. You should be able to identify the flow of ideas from the research idea to the literature review, to the theoretical framework, and through the research question(s) or hypotheses. Example: ➤ Nyamathi and colleagues (2015) (see Appendix A) investigated the effectiveness of a nursing case management intervention in comparison to a peer coaching intervention based on the comprehensive health-seeking and coping paradigm developed by
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Nyamathi in 1989, adapted from a coping model by Lazarus and Folkman (1984), and the health-seeking and coping paradigm by Schlotfeldt (1981), which is a useful theoretical framework for case management, peer coaching interventions, and vaccine completion outcomes.
Wording the hypothesis As you read the scientific literature and become more familiar with it, you will observe that there are a variety of ways to word a hypothesis that are described in Tables 2.4 and 2.5. Information about hypotheses may be further clarified in the instruments, sample, or methods sections of a research report (see Chapters 12 and 15).
TABLE 2.4 Examples of How Hypotheses are Worded
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BP, Blood pressure; CRNA, Certified Nurse Anesthetists; DV, dependent variable; IV, independent variable; TM, telemonitoring; UC, usual care.
TABLE 2.5 Examples of Statistical Hypotheses
ANPs, Adult nurse practitioners; FNPs, family nurse practitioners; DV, dependent variable; IV, independent variable.
Statistical versus research hypotheses You may observe that a hypothesis is further categorized as either a research or a statistical hypothesis. A research hypothesis, also known as a scientific hypothesis, consists of a statement about the expected relationship of the variables. A research hypothesis indicates what the outcome of the study is expected to be. A research hypothesis is also either directional or nondirectional. If the researcher obtains statistically significant findings for a research hypothesis, the hypothesis is supported. The examples in Table 2.4 represent research hypotheses.
A statistical hypothesis, also known as a null hypothesis, states that there is no relationship between the independent and dependent variables. The examples in Table 2.5 illustrate statistical hypotheses. If, in the data analysis, a statistically significant relationship emerges between the variables at a specified level of significance, the null hypothesis is rejected. Rejection of the statistical hypothesis is equivalent to acceptance of the research hypothesis.
Directional versus nondirectional hypotheses Hypotheses can be formulated directionally or nondirectionally. A
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directional hypothesis specifies the expected direction of the relationship between the independent and dependent variables. An example of a directional hypothesis is provided in a study by Parry and colleagues (2015) that investigated a novel noninvasive device to assess sympathetic nervous system functioning in patients with heart failure. The researchers hypothesized that participants with heart failure reduced ejection fraction (HFrEF), who have internal cardiac defibrillators or CRT pacemakers, will have a decrease in pre-ejection period (reflective of increased sympathetic nervous system activity) and decrease in left ventricular ejection time (reflective of an increased heart rate) with a postural change from sitting to standing.
In contrast, a nondirectional hypothesis indicates the existence of a relationship between the variables, but does not specify the anticipated direction of the relationship. Example: ➤ Rattanawiboon and colleagues (2016) evaluated the effectiveness of fluoride mouthwash delivery methods, swish, spray, or swab application, in raising salivary fluoride in comparison to conventional fluoride mouthwash, but did not predict which form of fluoride delivery would be most effective. Nurses who are learning to critically appraise research studies should be aware that both the directional and the nondirectional forms of hypothesis statements are acceptable.
Relationship between the hypothesis and the research design Regardless of whether the researcher uses a statistical or a research hypothesis, there is a suggested relationship between the hypothesis, the design of the study, and the level of evidence provided by the results of the study. The type of design, experimental or nonexperimental (see Chapters 9 and 10), will influence the wording of the hypothesis. Example: ➤ When an experimental design is used, you would expect to see hypotheses that reflect relationship statements, such as the following:
• X1 is more effective than X2 on Y.
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• The effect of X1 on Y is greater than that of X2 on Y.
• The incidence of Y will not differ in subjects receiving X1 and X2 treatments.
• The incidence of Y will be greater in subjects after X1 than after X2.
EVIDENCE-BASED PRACTICE TIP Think about the relationship between the wording of the hypothesis, the type of research design suggested, and the level of evidence provided by the findings of a study using each kind of hypothesis. You may want to consider which type of hypothesis potentially will yield the strongest results applicable to practice.
Hypotheses reflecting experimental designs also test the effect of the experimental treatment (i.e., independent variable X) on the outcome (i.e., dependent variable Y). This suggests that the strength of the evidence provided by the results is Level II (experimental design) or Level III (quasi-experimental design).
In contrast, hypotheses related to nonexperimental designs reflect associative relationship statements, such as the following:
• X will be negatively related to Y.
• There will be a positive relationship between X and Y.
This suggests that the strength of the evidence provided by the results of a study that examined hypotheses with associative relationship statements would be at Level IV (nonexperimental design).
Table 2.6 provides an example of this concept. The Critical Thinking Decision Path will help you determine the type of hypothesis or research question presented in a study.
TABLE 2.6 Elements of a Clinical Question
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CAUTIs, Catheter acquired urinary tract infections.
CRITICAL THINKING DECISION PATH Determining the Use of a Hypothesis or Research Question
Developing and refining a clinical question: A consumer’s perspective Practicing nurses, as well as students, are challenged to keep their practice up to date by searching for, retrieving, and critiquing
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research articles that apply to practice issues that are encountered in their clinical setting (see Chapter 20). Practitioners strive to use the current best evidence from research when making clinical and health care decisions. As research consumers, you are not conducting research studies; however, your search for information from clinical practice is converted into focused, structured clinical questions that are the foundation of evidence-based practice and quality improvement projects. Clinical questions often arise from clinical situations for which there are no ready answers. You have probably had the experience of asking, “What is the most effective treatment for . . . ?” or “Why do we still do it this way?”
Using similar criteria related to framing a research question, focused clinical questions form a basis for searching the literature to identify supporting evidence from research. Clinical questions have four components:
• Population
• Intervention
• Comparison
• Outcome
These components, known as PICO, provide an effective format for helping nurses develop searchable clinical questions. Box 2.2 presents each component of the clinical question. BOX 2.2 Components of a Clinical Question Using the PICO Format Population: The individual patient or group of patients with a particular condition or health care problem (e.g., adolescents age 13–18 with type 1 insulin-dependent diabetes)
Intervention: The particular aspect of health care that is of interest to the nurse or the health team (e.g., a therapeutic [inhaler or nebulizer for treatment of asthma], a preventive [pneumonia vaccine], a diagnostic [measurement of blood pressure], or an organizational [implementation of a bar coding system to reduce
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medication errors] intervention) Comparison intervention: Standard care or no intervention (e.g.,
antibiotic in comparison to ibuprofen for children with otitis media); a comparison of two treatment settings (e.g., rehabilitation center vs. home care)
Outcome: More effective outcome (e.g., improved glycemic control, decreased hospitalizations, decreased medication errors)
The significance of the clinical question becomes obvious as research evidence from the literature is critically appraised. Research evidence is used together with clinical expertise and the patient’s perspective to confirm, develop, or revise nursing standards, protocols, and policies that are used to plan and implement patient care (Cullum, 2000; Sackett et al., 2000; Thompson et al., 2004). Issues or questions can arise from multiple clinical and managerial situations. Using the example of catheter acquired urinary tract infections (CAUTIs), a team of staff nurses working on a medical unit in an acute care setting were reviewing their unit’s quarterly quality improvement data and observed that the number of CAUTIs had increased by 25% over the past 3 months. The nursing staff reviewed the unit’s standard of care and noted that although nurses were able to discontinue an indwelling catheter, according to a set of criteria and without a physician order, catheters were remaining in place for what they thought was too long and potentially contributing to an increase in the prevalence of CAUTIs. To focus the nursing staff’s search of the literature, they developed the following question: Does the use of daily nurse-led catheter rounds in hospitalized older adults with indwelling urinary catheters lead to a decrease in CAUTIs? Sometimes it is helpful for nurses who develop clinical questions from a quality improvement perspective to consider three elements as they frame their focused question: (1) the situation, (2) the intervention, and (3) the outcome.
• The situation is the patient or problem being addressed. This can be a single patient or a group of patients with a particular health problem (e.g., hospitalized adults with indwelling urinary catheters).
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• The intervention is the dimension of health care interest, and often asks whether a particular intervention is a useful treatment (e.g., daily nurse-led catheter rounds).
• The outcome addresses the effect of the treatment (e.g., intervention) for this patient or patient population in terms of quality and cost (e.g., decreased CAUTIs). It essentially answers whether the intervention makes a difference for the patient population.
The individual parts of the question are vital pieces of information to remember when it comes to searching for evidence in the literature. One of the easiest ways to do this is to use a table, as illustrated in Table 2.6. Examples of clinical questions are highlighted in Box 2.3. Chapter 3 provides examples of how to effectively search the literature to find answers to questions posed by researchers and research consumers. BOX 2.3 Examples of Clinical Questions
• Does using a Discharge Bundle combined with Teachback Methodology reduce pediatric readmissions? (Shermont et al., 2016)
• What is the most effective IV insulin practice guideline for cardiac surgery patients? (Westbrook et al., 2016)
• Does using a structured content and electronic nursing handover reduce patient clinical management errors? (Johnson et al., 2016)
• What is the impact of nursing teamwork on nurse-sensitive quality indicators? (Rahn, 2016)
• Do PCMH access and care coordination measures reflect the contributions of all team members? (Annis et al., 2016)
• Is a patient-family-staff partnership video the most effective approach for preventing falls in hospitalized patients? (Silkworth et al., 2016)
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• What is the impact of prompt nutrition care on patient outcomes and health care costs? (Meehan et al., 2016)
PCMH, Patient-centered medical home.
EVIDENCE-BASED PRACTICE TIP You should be formulating clinical questions that arise from your clinical practice. Once you have developed a focused clinical question using the PICO format, you will search the literature for the best available evidence to answer your clinical question.
Appraisal for evidence-based practice the research question and hypothesis When you begin to critically appraise a research study, consider the care the researcher takes when developing the research question or hypothesis; it is often representative of the overall conceptualization and design of the study. In a quantitative research study, the remainder of a study revolves around answering the research question or testing the hypothesis. In a qualitative research study, the objective is to answer the research question. Because this text focuses on you as a research consumer, the following sections will primarily pertain to the evaluation of research questions and hypotheses in published research reports.
Critiquing the research question and hypothesis The following Critical Appraisal Criteria box provides several criteria for evaluating the initial phase of the research process—the research question or hypothesis. Because the research question or hypothesis guides the study, it is usually introduced at the beginning of the research report to indicate the focus and direction of the study. You can then evaluate whether the rest of the study logically flows from its foundation—the research question or hypothesis. The author will often begin by identifying the background and significance of the issue that led to crystallizing development of the research question or hypothesis. The clinical and scientific background and/or significance will be summarized,
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and the purpose, aim, or objective of the study is then identified. Often the research question or hypothesis will be proposed
before or after the literature review. Sometimes you will find that the research question or hypothesis is not specifically stated. In some cases, it is only hinted at or is embedded in the purpose statement, and you are challenged to identify the research question or hypothesis. In other cases, the research question is embedded in the findings toward the end of the article. To some extent, this depends on the style of the journal.
Although a hypothesis can legitimately be nondirectional, it is preferable, and more common, for the researcher to indicate the direction of the relationship between the variables in the hypothesis. Quantifiable words such as “greater than,” “less than,” “decrease,” “increase,” and “positively,” “negatively,” or “related” convey the idea of objectivity and testability. You should immediately be suspicious of hypotheses or research questions that are not stated objectively. You will find that when there is a lack of data available for the literature review (i.e., the researcher has chosen to study a relatively undefined area of interest), a nondirectional hypothesis or research question may be appropriate.
You should recognize that how the proposed relationship of the hypothesis or research question is phrased suggests the type of research design that will be appropriate for the study, as well as the level of evidence to be derived from the findings. Example: ➤ If a hypothesis proposes that treatment X1 will have a greater effect on Y than treatment X2, an experimental (Level II evidence) or quasi- experimental design (Level III evidence) is suggested (see Chapter 9). If a research question asks if there will be a positive relationship between variables X and Y, a nonexperimental design (Level IV evidence) is suggested (see Chapter10).
Hypotheses and research questions are never proven beyond the shadow of a doubt. Researchers who claim that their data have “proven” the validity of their hypothesis or research question should be regarded with grave reservation. You should realize that, at best, findings that support a hypothesis or research question are considered tentative. If repeated replication of a study yields the same results, more confidence can be placed in the conclusions advanced by the researchers.
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When critically appraising clinical questions, think about the fact that the clinical question should be focused and specify the patient population or clinical problem being addressed, the intervention, and the outcome for a particular patient population. There should be evidence that the clinical question guided the literature search and that appropriate types of research studies are retrieved in terms of the study design and level of evidence needed to answer the clinical question.
CRITICAL APPRAISAL CRITERIA Developing Research Questions and Hypotheses The research question
1. Does the research question express a relationship between two or more variables, or at least between an independent and a dependent variable, implying empirical testability?
2. How does the research question specify the nature of the population being studied?
3. How has the research question been supported with adequate experiential and scientific background material?
4. How has the research question been placed within the context of an appropriate theoretical framework?
5. How has the significance of the research question been identified?
6. Have pragmatic issues, such as feasibility, been addressed?
7. How have the purpose, aims, or goals of the study been identified?
The hypothesis
1. Is the hypothesis concisely stated in a declarative form?
2. Are the independent and dependent variables identified in the
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statement of the hypothesis?
3. Is each hypothesis specific to one relationship so that each hypothesis can be either supported or not supported?
4. Is the hypothesis stated in such a way that it is testable?
5. Is the hypothesis stated objectively, without value-laden words?
6. Is the direction of the relationship in each hypothesis clearly stated?
7. How is each hypothesis consistent with the literature review?
8. How is the theoretical rationale for the hypothesis made explicit?
9. Given the level of evidence suggested by the research question, hypothesis, and design, what is the potential applicability to practice?
The clinical question
1. Does the clinical question specify the patient population, intervention, comparison intervention, and outcome?
2. Does the clinical question address an outcome applicable to practice?
Key points • Developing the research question and stating the hypothesis are
key preliminary steps in the research process.
• The research question is refined through a process that proceeds from the identification of a general idea of interest to the definition of a more specific and circumscribed topic.
• A preliminary literature review reveals related factors that appear critical to the research topic of interest and helps further define the research question.
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• The significance of the research question must be identified in terms of its potential contribution to patients, nurses, the medical community in general, and society. Applicability of the question for nursing practice, as well as its theoretical relevance, must be established. The findings should also have the potential for formulating or altering nursing practices or policies.
• The final research question is a statement about the relationship of two or more variables. It clearly identifies the relationship between the independent and dependent variables, specifies the nature of the population being studied, and implies the possibility of empirical testing.
• Research questions that are nondirectional may be used in exploratory, descriptive, or qualitative research studies.
• Research questions can be directional, depending on the type of study design being used.
• Focused clinical questions arise from clinical practice and guide the literature search for the best available evidence to answer the clinical question.
• A hypothesis is a declarative statement about the relationship between two or more variables that predicts an expected outcome. Characteristics of a hypothesis include a relationship statement, implications regarding testability, and consistency with a defined theory base.
• Hypotheses can be formulated in a directional or a nondirectional manner and be further categorized as either research or statistical hypotheses.
• The purpose, research question, or hypothesis provides information about the intent of the research question and hypothesis and suggests the level of evidence to be obtained from the study findings.
• The interrelatedness of the research question or hypothesis and the literature review and the theoretical framework should be
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apparent.
• The appropriateness of the research design suggested by the research question or hypothesis is also evaluated.
Critical thinking challenges • Discuss how the wording of a research question or hypothesis
suggests the type of research design and level of evidence that will be provided.
• Using the study by Hawthorne, Youngblut, and Brooten (2016) (see Appendix B), describe how the background, significance, and purpose of the study are linked to the research questions.
• The prevalence of catheter acquired urinary infections (CAUTIs) has increased on your hospital unit by 10% in the last two quarters. As a member of the Quality Improvement (QI) Committee on your unit, collaborate with your committee colleagues from other professions to develop an interprofessional action plan. Deliberate to develop a clinical question to guide the QI project.
• A nurse is in charge of discharge planning for frail older adults with congestive heart failure. The goal of the program is to promote self-care and prevent rehospitalizations. Using the PICO approach, the nurse wants to develop a clinical question for an evidence-based practice project to evaluate the effectiveness of discharge planning for this patient population. How can the nurse accomplish that objective?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Angelhoff C, Edell-Gustafason L, Morelius E. Sleep of
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parents living with a child receiving hospital-based home care. Nursing Research 2015;64(5):372-380.
2. Annis A.M, Harris M, Robinson C.H, Krein S.L. Do patient- centered medical home access and care coordination measures reflect the contributions of all team members? A systematic review. Journal of Nursing Care Quality 2016;31(4):357-366.
3. Bandura A. Self-efficacy The Exercise of Control. New York: Freeman;1997.
4. Cullum N. User’s guides to the nursing literature An introduction. Evidence-Based Nursing 2000;3(2):71-72.
5. Hawthorne D.M, Youngblut J.M, Brooten D. Patient spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;31:73-80.
6. Johnson M, Sanchez P, Zheng C. Reducing patient clinical management errors using structured content and electronic nursing handover. Journal of Nursing Care Quality 2016;31(3):245-253.
7. Lazarus R.L, Folkman S. Stress, appraisal and coping. New York, NY: Springer;1984.
8. Lee S.C, Knobf M.T. Primary breast cancer decision-making among Chinese American women. Nursing Research 2015;64(5):391-401.
9. Lewis H.S, Cunningham C.J.L. Linking nurse leadership and work characteristics to nurse burnout and engagement. Nursing Research 2016;65(1):13-23.
10. Meehan A, Loose C, Bell J, et al. Impact of prompt nutrition care on patient outcomes and health care costs. Journal of Nursing Care Quality 2016;31(3):217-223.
11. Morrison J, Palumbo M.V, Rambur B. Reducing preventable hospitalizations with two models of transitional care. Journal of Nursing Scholarship 2016;48(3):322-329.
12. Nyamathi A, Salem B.E, Zhang S, et al. Nursing case management, peer coaching, and hepatitis A and B vaccine completion among homeless men recently released on parole Randomized clinical trial. Nursing Research 2015;64(3):177- 189.
13. NYU Langone Medical Center. New York, NY: Personal
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Communication;2016. 14. Parry M, Nielson C.A, Muckle F, et al. A novel noninvasive
device to assess sympathetic nervous system function in patients with heart failure. Nursing Research 2015;64(5):351-360.
15. Rahn D. Transformational teamwork Exploring the impact of nursing teamwork on nurse-sensitive quality indicators. Journal of Nursing Care Quality 2016;31(3):262-268.
16. Rattanawiboon C, Chaweewannakorn C, Saisakphong T, et al. Effective fluoride mouthwash delivery methods as an alternative to rinsing. Nursing Research 2016;65(1):68-75.
17. Richards E.A, Ogata N, Cheng C. Evaluation of the dogs, physical activity, and walking dogs (Dogs PAW) intervention. Nursing Research 2016;65(3):191-201.
18. Sackett D, Straus S.E, Richardson W.S, et al. Evidence-based medicine How to practice and teach EBM. London: Churchill Livingstone;2000.
19. Schlotfeldt R. Nursing in the future. Nursing Outlook 1981;29:295-301.
20. Shermont H, Pignataro S, Humphrey K, Bukoye B. Reducing pediatric readmissions Using a discharge bundle combined with teach-back methodology. Journal of Nursing Care Quality 2016;31(3):224-232.
21. Silkworth A.I, Baker J, Ferrara J, et al. Nursing staff develop a video to prevent falls. A quality improvement project. Journal of Nursing Care Quality 2016;31(1):217-223.
22. Stoddard S.A, Varela J.J, Zimmerman M. Future expectations, attitude toward violence, and bullying perpetration during adolescence A mediation evaluation. Nursing Research 2015;64(6):422-433.
23. Thabault P.J, Burke P.J, Ades P.A. Intensive behavioral treatment weight loss program in an adult primary care practice. Journal of the American Association of Nurse Practitioners 2015;28:249-257.
24. Thompson C, Cullum N, McCaughan D, et al. Nurses, information use, and clinical decision-making The real world potential for evidence-based decisions in nursing. Evidence- Based Nursing 2004;7(3):68-72.
25. Traeger L, McDonnell T.M, McCarty C.E, et al. Nursing
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intervention to enhance outpatient chemotherapy symptom management Patient-reported outcomes of a randomized controlled trial. Cancer Nursing 2015;121(21):3905-3913.
26. Turner-Sack A.M, Menna R, Setchell S.R, et al. Psychological functioning, post-traumatic growth, and coping in parents and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43(1):48-56.
27. Westbrook A, Sherry D, McDermott M, et al. Examining IV insulin practice guidelines Nurses evaluating quality outcomes. Journal of Nursing Care Quality 2016;31(4):344-349.
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CHAPTER 3
Gathering and appraising the literature Barbara Krainovich-Miller
Learning outcomes
After reading this chapter, you should be able to do the following:
• Discuss the purpose of a literature review in a research study. • Discuss the purpose of reviewing the literature for an evidence- based and quality improvement (QI) project. • Differentiate the purposes of a literature review from the evidence- based practice and the research perspective. • Differentiate between primary and secondary sources. • Differentiate between systematic reviews/meta-analyses and preappraised synopses. • Discuss the purpose of reviewing the literature for developing evidence-based practice and QI projects. • Use the PICO format to guide a search of the literature. • Conduct an effective search of the literature.
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• Apply critical appraisal criteria for the evaluation of literature reviews in research studies.
KEY TERMS
Boolean operator
citation management software
controlled vocabulary
electronic databases
electronic search
Grey literature
literature review
preappraised synopses
primary source
refereed, or peer-reviewed, journals
secondary source
web browser
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
You may wonder why an entire chapter of a research text is devoted to gathering and appraising the literature. The main reason is because searching for, retrieving, and critically appraising the literature is a key step for researchers and for practitioners who are basing their practice on evidence. Searching for, retrieving, critically appraising, and synthesizing research evidence is essential to support an evidence-based practice (EBP). A question you might ask is, “Will knowing more about how to search efficiently and critically appraise research really help me as a student and as a practicing nurse?” The answer is, “Yes, it most certainly will!” Your
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ability to locate, retrieve, critically appraise, and synthesize research articles will enable you to determine whether or not you have the best available evidence to inform your clinical practice (CP).
The critical appraisal of research studies is an organized, systematic approach to evaluating a research study or group of studies using a set of standardized critical appraisal criteria. The criteria are used to objectively determine the strength, quality, quantity, and consistency of evidence provided by the available literature to determine its applicability to practice, policy, and education (see Chapters 7, 11, and 18).
The purpose of this chapter is to introduce you to how to evaluate the literature review in a research study and how to critically appraise a group of studies for EBP and quality improvement (QI) projects. This chapter provides you with the tools to (1) locate, search, and retrieve individual research studies, systematic reviews/meta-analyses, and meta-syntheses (see Chapters 6, 9, 10, and 11), and other documents (e.g., CP guidelines); (2) differentiate between a research article and a theoretical/conceptual article or book; (3) critically appraise a research study or group of research studies; and (4) differentiate between a research article and a conceptual article or book. These tools will help you develop your competencies to develop EBP and develop QI projects.
Review of the literature The literature review: The researcher’s perspective The overall purpose of the literature review in a study is to present a systematic state of the science (i.e., what research exists) on a topic. In Box 3.1, Objectives 1 to 8 and 11 present the main purposes of a literature review found in a research article. In a published study, the literature review generally appears near the beginning of the report and may or may not be labeled. It provides an abbreviated version of the literature review conducted by a researcher and represents the building blocks, or framework, of the study. Keep in mind that researchers are constrained by page limitations and so do not expect to see a comprehensive literature
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review in an article. The researcher must present in a succinct manner an overview and critical appraisal of the literature on a topic in order to generate research questions or hypotheses. A literature review is essential to all steps of the quantitative and qualitative research process, and is a broad, systematic critical review and evaluation of the literature in an area. BOX 3.1 Overall Purposes of a Literature Review Major goal To develop a strong knowledge base to conduct a research study or implement an evidence-based practice/QI project (1–3, 8–11) and carry out research (1–6, 11).
Objectives A review of the literature supports the following:
1. Determine what is known and unknown about a subject, concept, or problem.
2. Determine gaps, consistencies, and inconsistencies in the literature about a subject, concept, or problem.
3. Synthesize the strengths and weaknesses of available studies to determine the state of the science on a topic/problem.
4. Describe the theoretical/conceptual frameworks that guide a study.
5. Determine the need for replication or refinement of a study.
6. Generate research questions and hypotheses.
7. Determine an appropriate research design, methodology, and analysis for a study.
8. Provide information to discuss the findings of a study, draw conclusions, and make recommendations for future research, practice, education, and/or policy changes.
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9. Uncover a new practice intervention(s) or gain supporting evidence for revising, maintaining current intervention(s), protocols, and policies, or developing new ones.
10. Generate clinical questions that guide development of EBP/QI projects, policies, and protocols.
11. Identify recommendations from the conclusion for future research, practice, education, and/or policy actions.
QI, Quality improvement.
The following overview about use of the literature review in relation to the steps of the quantitative and qualitative research process will help you understand the researcher’s focus. In quantitative studies, the literature review is at the beginning of the published research articles, and may or may not be titled literature review (see Appendix A, B, C, and D). As you read the selected research articles found in the appendices, you will see that none of these reports have a section titled Literature Review. But each has a literature review at the beginning of the article. Example: ➤ van Dijk and colleagues (2016) labeled this beginning section with the title Introduction (see Appendix C). Hawthorne and colleagues (2016), after a brief introduction about their topic, used sublevel headings for two major concepts of their review and then provided a sublevel heading to introduce their Conceptual Framework (see Appendix B). Appendix A’s study by Nyamathi and colleagues (2015), after presenting their nonlabeled literature review, also provided a sublevel heading labeled “Theoretical Framework.”
A review of the relevant literature found in a quantitative study (Fig. 3.1) is valuable, as it provides the following:
• Theoretical or conceptual framework
• Identifies concepts/theories used as a guide or map for developing research questions or hypotheses
• Suggests the presumed relationship between the
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independent and dependent variables
• Provides a rationale and definition for the variable(s) and concepts studied (see Chapters 1 and 2)
• Primary and secondary sources
• Provides the researcher with a road map for designing the study
• Includes primary sources, which are research articles, theoretical documents, or other documents used by the author(s) who is conducting the study, developing a theory, or writing an autobiography
• Includes secondary sources, which are published articles or books written by persons other than the individual who conducted the research study or developed the theory. Table 3.1 provides definitions and examples of primary and secondary sources.
• Research question and hypothesis
• Helps the researcher identify completed studies about the research topic of interest, including gaps or inconsistencies that suggest potential research questions or hypotheses about a subject, theory, or problem
• Design and method
• Helps the researcher choose the appropriate design,
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sampling strategy, data collection methods, setting, measurement instruments, and data analysis method. Journal space guidelines limit researchers to include only abbreviated information about these areas
• Data analysis, discussion, conclusions, implications, recommendations
• Helps the researcher interpret, discuss, and explain the study results/findings
• Provides an opportunity for the researcher to return to the literature review and selects relevant studies to inform the discussion of the findings, conclusions, limitations, and recommendations. Example: ➤ Turner-Sack and colleagues’ (2016) discussion section noted several times how their findings were similar to previous studies (Appendix D)
• Useful when considering implications of research findings and making practice, education, and recommendations for practice, education, and research
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FIG 3.1 Relationship of the review of the literature to
the steps of the quantitative research process.
TABLE 3.1 Examples of Primary and Secondary Sources
Primary: Essential Secondary: Useful Publications written by the person(s) who conducted the study or developed the theory/conceptual model.
Publications written by a person(s) other than the person who conducted the study or developed the theory or model. It usually appears as a summary/critique of another author’s original work (research study, theory, or model); may appear in a study as the theoretical/conceptual framework, or paraphrased theory of the theorist.
Eyewitness accounts of historic events, autobiographies, oral histories, diaries, films, letters, artifacts, periodicals, and Internet communications on e-mail, Listservs, interviews, e- photographs, and audio/video recordings.
A biography or clinical article that cites original author’s work.
Can be published or unpublished. Can be published or unpublished. A published research study (e.g., research articles in ).
An edited textbook (e.g., LoBiondo-Wood, G., & Haber, J. [2018]. Nursing research: Methods and critical appraisal for evidence-based practice [9th ed.], Elsevier).
Theory example: Dr. Jeffries in collaboration with the National League for Nursing developed and published a monograph entitled, The NLN Jeffries Simulation Theory (2015).
Theoretical framework example: Nyamathi and colleague’s 2015 study used “comprehensive health seeking and coping paradigm” theoretical framework by Nyamathi (1989), which Nyamathi adopted from Lazarus and Folkman’s (1984) “coping model” and Schlotfeldt’s (1981) “health seeking and coping paradigm” (see study presented in Appendix A).
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HINT: Critical appraisal of primary sources is essential to a thorough and relevant literature review.
HINT: Use secondary sources sparingly; however, secondary sources, especially a study’s literature review that presents a critique of studies, are a valuable learning tool from an EBP perspective.
In contrast to the styles of quantitative studies, literature reviews of qualitative studies are usually handled differently (see Chapters 5 to 7). In qualitative studies, often little is known about the topic under study, and thus the literature review may appear more abbreviated than in a quantitative study. However, qualitative researchers use the literature review in the same manner as quantitative researchers to interpret and discuss the study findings, draw conclusions, identify limitations, and suggest recommendations for future study.
Conducting a literature review: The EBP perspective The purpose of the literature review, from an EBP perspective, focuses on the critical appraisal of research studies, systematic reviews, CP guidelines, and other relevant documents. The literature review informs the development and/or refinement of the clinical question that will guide an EBP or QI project. When a clinical problem is identified, nurses and other team members collaborate to identify a clinical question using the PICO format (Yensen, 2013; see Chapter 2).
Once your clinical question is formulated, you will need to conduct a search in electronic database(s) (you may seek the help of a librarian) to gather and critically appraise relevant studies, and synthesize the strengths and weaknesses of the studies to determine if this is the “best available” evidence to answer your clinical question. Objectives 1 to 3 and 7 to 10 in Box 3.1 specifically reflect the purposes of a literature review for these projects.
A clear and precise articulation of a clinical question is critical to finding the best evidence. Clinical questions may sound like research questions, but they are questions used to search the literature for evidence-based answers, not to test research questions or hypotheses (see Chapter 2). The PICO format is as follows:
P Problem/patient population—What is the specifically defined group?
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I Intervention—What intervention or event will be used to address the problem or population?
C Comparison—How does the intervention compare to current standards of care or another intervention?
O Outcome—What is the effect of the proposed or comparison intervention?
One group of students was interested in whether regular exercise prevented osteoporosis for postmenopausal women who had osteopenia. The PICO format for the clinical question that guided their search was as follows:
P Postmenopausal women with osteopenia (Age is part of the definition for this population.)
I Regular exercise program (How often is regular? Weekly? Twice a week?)
C No regular exercise program (comparing outcomes of regular exercise [I] and no regular exercise [C])
O Prevention of osteoporosis (How and when was this measured?)
These students’ assignment to answer the PICO question requires the following:
• Search the literature using electronic databases (e.g., Cumulative Index to Nursing and Allied Health Literature [CINAHL via EBSCO], MEDLINE, and Cochrane Database of Systematic Reviews) for the information to identify the significance of osteopenia and osteoporosis as a women’s health problem.
• Identify systematic reviews, practice guidelines, and research studies that provide the “best available evidence” related to the effectiveness of regular exercise programs for prevention of osteoporosis.
• Critically appraise information gathered using standardized
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critical appraisal criteria and tools (see Chapters 7, 11, 18, 19, and 20).
• Synthesize the overall strengths and weaknesses of the evidence provided by the literature.
• Draw a conclusion about the strength, quality, and consistency of the evidence.
• Make recommendations about applicability of evidence to CP to guide development of a health promotion project about osteoporosis risk reduction for postmenopausal women with osteopenia.
As a practicing nurse, you may be asked to work with colleagues to develop or create an EBP/QI project and/or to update current EBP protocols, CP standards/guidelines, or policies in your health care organization using the best available evidence. This will require that you know how to retrieve and critically appraise individual research articles, practice guidelines, and systematic reviews to determine each study’s overall quality and then to determine if there is sufficient support (evidence) to change a current practice and/or policy or guideline.
HELPFUL HINT Hunting for a quantitative study’s literature review? Don’t expect to find it labeled as Literature Review—many are not. Assume that the beginning paragraphs of the article comprise the literature review; the length and style will vary.
EVIDENCE-BASED PRACTICE TIPS
• Formulating a clinical question using the PICO format provides a focus that will guide an efficient electronic literature search.
• Remember, the findings of one study on a topic do not provide sufficient evidence to support a change in practice.
• The ability to critically appraise and synthesize the literature is
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essential to acquiring skills for making successful presentations, as well as participating in EBP/QI projects.
Searching for evidence Students often state, “I know how to do research; why I need to go see the librarian?” Perhaps you have thought the same thing because you too have “researched” a topic for many of your course requirements. However, it would be more accurate for you to say that you have “searched” the literature to uncover research studies and conceptual information to prepare an academic paper on a topic. During this process, you search for primary sources and secondary sources. It is best to use a primary source when available. Table 3.1 provides definitions and examples of primary and secondary sources, and Table 3.2 identifies the steps and strategies for conducting an efficient literature search. Table 3.3 indicates recommended databases. The top two, CINAHL Plus with full text and PubMed (MEDLINE), are always a must. There are multiple databases that health science libraries offer, and most offer online tutorials for how to use each database. Using the CINAHL Plus and PubMed databases and at least one additional resource database is recommended. Example: ➤ If your topic is about changing a patient’s behavior, such as promoting smoking cessation or increasing weight-bearing exercises, you would use the top two as well as PsycINFO. Another recommendation if your clinical question focuses on interventions is to use the Cochrane Library (http://www.cochranelibrary.com), which has full text systematic reviews as well as an extensive list of randomized control trials (RCTs) and other sources of studies.
TABLE 3.2 Steps and Strategies for Conducting a Literature Search: An EBP Perspective
Steps of Literature Review
Strategy
Step I: Determine clinical
Focus on the types of patients (population) of interest.
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question or research topic.
If the goal is to develop an EBP project, start with a PICO question. If the goal is to develop a research study, a researcher starts with a broad review of the literature to refine the research question or hypothesis (see Chapter 2).
Step II: Identify key variables/terms.
Review your library’s online Help and Tutorial modules related to conducting a search, including the use of each databases’ vocabulary, prior to meeting with your librarian for help. Make sure you have your PICO format completed so the librarian can help you limit the research articles that fit the parameters of your PICO question. If, after reviewing tutorials on Boolean connectors “AND, OR, and NOT” that connect your search terms when using a specific database, you don’t understand the use of these connectors, clarify with a librarian.
Step III: Conduct electronic search using at least two, preferably three if needed for your topic, recognized electronic databases.
Conduct the search, and make a decision regarding which databases, in addition to CINAHL PLUS with Full Text via EBSCO and MEDLINE via Ovid, you should search; use key mesh terms and Boolean logic (AND, OR, NOT) to address your clinical question.
Step IV: Review abstracts online and weed out irrelevant articles.
Scan through your retrieved articles, read the abstracts, mark only those that fit the topic and are research; select “references” as well as “search history” and “full-text articles” if available, before printing and saving or e-mailing your search.
Step V: Retrieve relevant sources.
Organize by type or study design and year and reread the abstracts to determine if the articles chosen are relevant research to your topic and worth retrieving.
Step VI: Store or print relevant articles; if unable to print directly from the database, order through interlibrary loan.
Download the search to a web-based bibliography and database manager/writing and collaboration tool (e.g., RefWorks, EndNote); most academic institutions have “free” management tools, such as Zotero. Using a system will ensure that you have the information for each citation (e.g., journal name, year, volume number, pages), and it will format the reference list. Download PDF versions of articles as needed.
Step VII: Conduct preliminary reading; eliminate irrelevant sources.
First read each abstract to assess if the article is relevant.
Step VIII: Critically read each source (summarize and critique each source).
Use critical appraisal strategies (e.g., use an evidence table [see Chapter 20] or a standardized critiquing tool) to summarize and critique each articles; include references in APA format.
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Step IX: Synthesize critical summaries of each article.
Decide how you will present the synthesis of overall strengths and weaknesses of the reviewed research articles (e.g., present chronologically or according to the designs); thus, the reader can review the evidence. Compare and contrast the studies in terms of the research process steps, so you conclude with the overall similarities and differences between and among studies. In the end, summarize the findings of the review—that is, determine if the strengths of the group of studies outweigh the limitations in order to determine confidence in the findings and draw a conclusion about the state of the science. Include the reference list.
CINAHL, Cumulative Index to Nursing and Allied Health Literature.
TABLE 3.3 Databases for Nursing
Database Source CINAHAL PLUS with FULL TEXT (EBSCO)
Full text database for nursing and allied health widely used by nursing and health care—a useful starting point (Source: https://health.ebsco.com/products/cinahl- plus-with-full-text)
PubMed (MEDLINE)
Provides free access to MEDLINE, NLM’s database of citations and abstracts in medicine, nursing, dentistry, veterinary medicine, health care systems, and preclinical sciences, including full text (Source: https://www.nlm.nih.gov/bsd/pmresources.html)
PsycINFO Centered on psychology, behavioral, and social sciences; interdisciplinary content, one of the most widely used databases (Source: http://www.apa.org/pubs/databases/psycinfo/)
Education Source with ERIC (EBSCO)
The largest and most complete collection of full-text education journals. This database provides research and information to meet needs of students, professionals, and policy makers, covers all levels of education—from early childhood to higher education—as well as all educational specialties such as multilingual education, health education, and testing. (Source: https://www.ebscohost.com/academic/education-source)
CINAHL, Cumulative Index to Nursing and Allied Health Literature.
Sources of literature
Preappraised literature Preappraised literature is a secondary source of evidence, sometimes referred to as preappraised synopses, or simply synopses. Reading an expert’s comment about another author’s research can help develop your critical appraisal and synthesis skills. Some synopses include a commentary about the strength and applicability of the evidence to a patient population. It is important to keep in mind that there are limitations to using preappraised sources. These sources are useful for giving you a preview about
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the potential relevance of the publication to your clinical question and the strength of the evidence. You can then make a decision about whether to search for and critically appraise the primary source. Preappraised synopses can be found in journals such as Evidence-Based Nursing (http://ebn.bmj.com) and Evidence-Based Medicine (http://ebm.bmj.com) or the Joanna Briggs Institute (JBI) EBP Database (http://joannabriggs.org).
EVIDENCE-BASED PRACTICE TIP If you find a preappraised commentary on an individual study related to your PICO question, read the preappraised commentary first. As a beginner, this strategy will make it easier for you to pick out the strengths and weaknesses in the primary source study.
Primary sources When searching the literature, primary sources should be a search strategy priority. Review Table 3.1 to identify the differences between primary and secondary sources. Then, as noted in Step VIII of Table 3.2, strategies to conduct a literature search, you need to apply your critiquing skills to determine the quality of the primary source publications. Review Chapters 7, 11, and 18 so you can apply the critical appraisal criteria outlined in these chapters to your retrieved studies. Example: ➤ For your PICO question, you searched for and found two types of primary source publications. One primary source was a rigorous systematic review related to your clinical question that provided strong evidence to support your PICO comparison intervention, the current standard of care; you also found two poorly designed RCTs that provided weak evidence supporting your proposed intervention. Which primary source would you recommend? You would need to make an evidence-based decision about the applicability of the primary source evidence supporting or not supporting the proposed or comparison intervention. The well-designed systematic review provided the highest level of evidence (Level I on the Fig. 1.1 evidence hierarchy). It also provided strong evidence that supported continuation of the current standard of care in comparison to the weak evidence supporting the proposed intervention provided by two poorly designed RCTs (Level II on
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the Fig. 1.1 evidence hierarchy). Your team would conclude that the primary source systematic review provided the strongest evidence supporting that the current standard of care be retained and recommended, and that there was insufficient evidence to recommend a practice change.
HELPFUL HINT
• If possible, consult a librarian before conducting your searches to determine which databases and keywords to use for your PICO question. Save your search history electronically.
• Learn how to use an online search management tool such as RefWorks, EndNote, or Zotero.
EVIDENCE-BASED PRACTICE TIP
• If you do not retrieve any studies from your search, review your PICO question and search strategies with a librarian.
• Every meta-analysis begins with a systematic review; however, not every systematic review results in a meta-analysis. Read Chapter 11 and find out why.
Performing an electronic search
Why use an electronic database? Perhaps you still are not convinced that electronic database searches are the best way to acquire information for a review of the literature. Maybe you have searched using Google or Yahoo! and found relevant information. This is an understandable temptation. Try to think about it from another perspective and ask yourself, “Is this the most appropriate and efficient way to find the latest and strongest research on a topic that affects patient care?” Yes, Google Scholar might retrieve some studies, but from an EBP perspective, you need to retrieve all the studies available on your topic/clinical question. The “I” and “C” of your PICO question require that you retrieve from your search all types of interventions, not just what
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you have proposed. To understand the literature in a specific area requires a review of all relevant studies. A way to decrease your frustration is to take the time to learn how to conduct an efficient database search by reviewing the steps presented in Table 3.2. Following these strategies and reviewing the Helpful Hints and EBP Tips provided in this chapter will help you gain the essential competencies needed for you to be successful in your search. The Critical Thinking Decision Path provides a means for locating evidence to support your clinical question (Kendall, 2008). Path shows a way to locate evidence to support your research or clinical question.
CRITICAL THINKING DECISION PATH
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Types of resources
Print and electronic indexes: Books and journals Most college/university libraries have management retrieval
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systems or databases to retrieve both print and online books, journals, videos, and other media items, scripts, monographs, conference proceedings, masters’ theses, doctoral dissertations, archival materials, and Grey literature (e.g., information produced by government, industry, health care organizations, and professional organizations in the form of committee reports and policy documents; dissertations are included in the Grey literature). Print indexes are useful for finding sources that have not been entered into online databases. Print resources such as the Grey literature are still necessary if a search requires materials not entered into a database before a certain year. Also, another source is the citations/reference lists from the articles you retrieved; often they contain studies not captured with your search.
Refereed journals A major portion of most literature reviews consist of journal articles. Journals are published in print and online. In contrast to textbooks, which take much longer to publish, journals are a ready source of the latest information on almost any subject. Therefore, journals are the preferred mode of communicating the latest theory or study results. You should use refereed or peer-reviewed journals as your first choice when looking for primary sources of theoretical, clinical, or research articles. A refereed or peer- reviewed journal has a panel of internal and external reviewers who review submitted manuscripts for possible publication. The external reviewers are drawn from a pool of nurse scholars and scholars from related disciplines who are experts in various specialties. In most cases, the reviews are “blind”; that is, the manuscript to be reviewed does not include the name of the author(s). The reviewers use a set of criteria to judge whether a manuscript meets the publication journal’s standards. These criteria are similar to what you will use to critically appraise the evidence you obtained in order to determine the strengths and weaknesses of a study (see Chapters 7 and 18). The credibility of a published research or theoretical/conceptual article is strengthened by the peer-review process.
Electronic: Bibliographic and abstract databases
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Electronic databases are used to find research and theoretical/conceptual articles on a variety of topics, including doctoral dissertations. Electronic databases contain bibliographic citation information such as the author name, title, journal, and indexed terms for each record. Libraries have lists of electronic databases, including the ones indicated in Table 3.3 and Table 3.4. Usually these include the abstract, and some have the full text of the article or links to the full text. If the full text is not available, look for other options such as the abstract to learn more about the article before requesting an interlibrary loan of the article. Reading the abstract (see Chapter 1) is a critical step of the process to determine if you need to retrieve the full text article through another mechanism. Use both CINAHL and MEDLINE electronic databases as well as a third database; this will facilitate all steps of critically reviewing the literature, especially identifying the gaps. Your college/university most likely enables you to access such databases electronically whether on campus or not.
TABLE 3.4 Selected Examples of Websites for Evidence-Based Practice
Website Scope Notes Virginia Henderson International Nursing Library (www.nursinglibrary.org)
Access to the Registry of Nursing Research database contains abstracts and the full text of research studies and conference papers
Offered without charge. Supported by Sigma Theta Tau International, Honor Society of Nursing.
National Guideline Clearinghouse (www.guidelines.gov)
Public resource for evidence- based CP guidelines
Offers a useful online feature of side-by-side comparison of guidelines and the ability to browse by disease/condition and treatment/intervention.
JBI (www.joannabriggs.org)
JBI is an international not-for- profit research and development center
Membership required for access. Recommended links worth reviewing, as well as descriptions on their levels of evidence and grading scale is provided.
TRIP (www.tripdatabase.com)
Content from free online resources, including synopses, guidelines, medical images, e- textbooks, and systematic reviews, organized under the TRIP search engine.
Site offers a wide sampling of available evidence and ability to filter by publication type—that is, evidence based synopses, systematic reviews, guidelines, textbooks, and research.
Agency for Health Research and Quality (www.ahrq.gov)
Evidence-based reports, statistical briefs, research findings and reports, and policy
Free source of government documents, searchable via PubMed.
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reports. Cochrane Collaboration (www. cochrane.org)
Access to abstracts from Cochrane Database of Systematic Reviews. Full text of reviews and access to databases that are part of the Cochrane Library. Information is high quality and useful for health care decision making. It is a powerful tool for enhancing health care knowledge and decision making.
Abstracts are free and can be browsed or searched; uses many databases in its reviews, including CINAHL via EBSCO and MEDLINE; some are primary sources (e.g., systematic reviews/meta-analyses); others (if commentaries of single studies) are a secondary source; important source for clinical evidence.
CP, Clinical practice; CINAHL, Cumulative Index to Nursing and Allied Health Literature; JBI, Joanna Briggs Institute; TRIP, Turning Research into Practice.
Electronic: Secondary or summary databases Some databases contain more than journal article information. These resources contain either summaries or synopses of studies, overviews of diseases or conditions, or a summary of the latest evidence to support a particular treatment. Table 3.4 provides a few examples.
Internet: Search engines You are probably familiar with accessing a web browser (e.g., Internet Explorer, Mozilla Firefox, Chrome, Safari) to conduct searches, and with using search engines such as Google or Google Scholar to find information. However, “surfing” the web is not a good use of your time when searching for scholarly literature. Table 3.4 indicates sources of online information; all are free except JBI. Most websites are not a primary source for research studies.
HELPFUL HINTS Be sure to discuss with your instructor regarding the use of theoretical/conceptual articles and other Grey literature in your EBP/QI project or a review of the literature paper.
Less common and less used sources of scholarly material are audio, video, personal communications (e.g., letters, telephone or in-person interviews), unpublished doctoral dissertations, masters’ theses, and conference proceedings.
EVIDENCE-BASED PRACTICE TIP
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Reading systematic reviews, if available, on your clinical question/topic will enhance your ability to implement evidence- based nursing practice because they generally offer the strongest and most consistent level of evidence and can provide helpful search terms. A good first step for any question is to search the Cochrane Database of Systematic Reviews to see if someone has already completed a systematic review addressing your clinical question.
How far back must the search go? Students often ask questions such as, “How many articles do I need?”; “How much is enough?”; “How far back in the literature do I need to go?” When conducting a search, you should use a rigorous focused process or you may end up with hundreds or thousands of citations. Retrieving too many citations is usually a sign that there was something wrong with your search technique, or you may not have sufficiently narrowed your clinical question.
Each electronic database offers an explanation of its features; take the time and click on each icon and explore the explanations offered, because this will increase your confidence. Also, take advantages of tutorials offered to improve your search techniques. Keep in mind the types of articles you are retrieving. Many electronic resources allow you to limit your search to the article type (e.g., systematic reviews/meta-analyses, RCTs). Box 3.2 provides a number of features through which CINAHL Plus with Full Test allows you to choose and/or insert information so that your search can be targeted. BOX 3.2 Tips: Using Cumulative Index to Nursing and Allied Health Literature via EBSCO
• Locate CINAHL from your library’s home page. It may be located under databases, online resources, or nursing resources.
• In the Advanced Search, type in your keyword, subject heading, or phrase (e.g., maternal-fetal attachment, health behavior). Do not use complete sentences. (Ask your librarian for any tip sheets,
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or online tutorials or use the HELP feature in the database.)
• Before choosing “Search,” make sure you mark “Research Articles” to ensure that you have retrieved articles that are actually research.
• In the “Limit Your Results” section, you can limit by year, age group, clinical queries, and so on.
• Using the Boolean connector “AND” between each of the words of your PICO variables narrows your search—that is, it will exclude an article that doesn’t use both terms; using “OR” broadens your search.
• Once the search results appear, save them, review titles and abstracts online, export to your management system (e.g., RefWorks), and/or e-mail the results to yourself.
CINAHL, Cumulative Index to Nursing and Allied Health Literature.
When conducting a literature review for any purpose, there is always a question of how far back one should search. There is no general time period. But if in your search you find a well-done meta-analysis that was published 6 years ago, you could continue your search, moving forward from that time period. Some research and EBP projects may warrant going back 10 or more years. Extensive literature reviews on particular topics or a concept clarification helps you limit the length of your search.
As you scroll through and mark the citations you wish to include in your downloaded or printed search, make sure you include all relevant fields when you save or print. In addition to indicating which citations you want and choosing which fields, there is an opportunity to indicate if you want the “search history” included. It is always a good idea to include this information. It is especially helpful if you feel that some citations were missed; then you can replicate your search and determine which variable(s) you missed. This is also your opportunity to indicate if you want to e-mail the search to yourself. If you are writing a paper and need to develop a reference list, you can export your citations to citation management
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software, which formats and stores your citations so that they are available for electronic retrieval when they are needed for a paper. Quite a few of these software programs are available; some are free, such as Zotero, and others your institution has most likely purchased, including EndNote and RefWorks.
HELPFUL HINT Ask your faculty for guidance if you are uncertain how far back you need to conduct your search. If you come across a systematic review/meta-analysis on your specific topic, review it to see what years the review covers; then begin your search from the last year of the studies included in the review and conduct your search from that year forward to the present to fill in the gap.
EVIDENCE-BASED PRACTICE TIP You will be tempted to use Google, Google Scholar, or even Wikipedia instead of going through Steps I through III of Table 3.2 and using the databases suggested, but this will most likely result in thousands of citations that aren’t classified as research and are not specific to your PICO question. Instead, use the specific parameters of your electronic database.
What do I need to know? Each database usually has a specific search guide that provides information on the organization of the entries and the terminology used. Academic and health science libraries continually update their websites in order to provide tutorials, guides, and tips for those who are using their databases. The strategies in Table 3.2 incorporate general search strategies, as well as those related to CINAHL and MEDLINE. Finding the right terms to “plug in” as keywords for a computer search is important for conducting an efficient search. In many electronic databases you can browse the controlled vocabulary terms and see how the terms of your question match up and then add them before you search. If you encounter a problem, ask your librarian for assistance.
HELPFUL HINT One way to discover new terms for searching is to find a systematic
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review that includes the search strategy. Match your PICO words with the controlled vocabulary terms of each database.
In CINAHL the Full Text via EBSCO host provides you with the option of conducting a basic or advanced search using the controlled vocabulary of CINAHL headings. This user-friendly feature has a built-in tutorial that reviews how to use this option. You also can click on the “Help” feature at any time during your search. It is recommended that you conduct an Advanced Search with a Guided Style tutorial that outlines the steps for conducing your search. If you wanted to locate articles about maternal-fetal attachment as they relate to the health practices or health behaviors of low-income mothers, you would first want to construct your PICO:
P Maternal-fetal attachment in low-income mothers (specifically defined group)
I Health behaviors or health practices (event to be studied)
C None (comparison of intervention)
O Neonatal outcomes (outcome)
In this example, the two main concepts are maternal-fetal attachment and health practices and how these impact neonatal outcomes. Many times when conducting a search, you only enter in keywords or controlled vocabulary for the first two elements of your PICO—in this case, maternal-fetal attachment and health practices or behaviors. The other elements can be added if your list of results is overwhelming (review the Critical Thinking Decision Path).
Maternal-fetal attachment should be part of your keyword search; however, when you click the CINAHL heading, it indicates that you should use “prenatal bonding.” To be comprehensive, you should use the Boolean operator of “OR” to link these terms together. The second concept, of health practices OR health behavior, is accomplished in a similar manner. The subject heading or controlled vocabulary assigned by the indexers could be added
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in for completeness. Boolean operators are “AND,” “OR,” and “NOT,” and they dictate the relationship between words and concepts. Note that if you use “AND,” then this would require that both concepts be located within the same article, while “OR” allows you to group together like terms or synonyms, and “NOT” eliminates terms from your search. It is suggested that you limit your search to “peer-reviewed” and “research” articles. Refine the publication range date to 10 years, or whatever the requirement is for your search, and save your search. Once these limits were chosen for the PICO search related to maternal-fetal attachment described previously, the search results decreased from an unmanageable 294 articles to 6 research articles. The key to understanding how to use this process is to try the search yourself using the terms just described. Developing search skills takes time, even if you complete the library tutorials and meet with a librarian to refine your PICO question, search terms, and limits. You should search several databases. Library database websites are continually being updated, so it is important to get to know your library database site.
HELPFUL HINT When combining synonyms for a concept, use the Boolean operator “OR”—OR is more!
Review your library’s tutorials on conducting a search for each type database (e.g., CINAHL and MEDLINE).
Use features in your database such as “limit search to” and choose peer review journal, research article, date range, age group, and country (e.g., United States).
How do I complete the search? Once you are confident about your search strategies for identifying key articles, it is time to critically read what you have found. Critically reading research articles requires several readings and the use of critical appraisal criteria (see Chapters 1, 7, and 18). Do not be discouraged if all of the retrieved articles are not as useful as you first thought, even though you limited your search to “research.” This happens to even the most experienced searcher. If most of the articles you retrieved were not useful, be prepared to do another
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search, but before you do, discuss the search terms with your librarian and faculty. You may also want to add a fourth database. It is a good practice to always save your search history when conducting a search. It is very helpful if you provide a printout of the search you have completed when consulting with your librarian or faculty. Most likely your library will have the feature that allows you to save your search, and it can be retrieved during your meeting. In the example of maternal-fetal bonding and health behaviors in low-income women, the third database of choice may be PsycINFO (see Table 3.3).
HELPFUL HINT Read the abstract carefully to determine if it is a research article; you will usually see the use of headings such as “Methodology” and “Results” in research articles. It is also a good idea to review the reference list of the research articles you retrieved, as this strategy might uncover additional related articles you missed in your database search, and then you can retrieve them.
Literature review format: What to expect Becoming familiar with the format of a literature review in the various types of review articles and the literature review section of a research article will help you use critical appraisal criteria to evaluate the review. To decide which style you will use so that your review is presented in a logical and organized manner, you must consider:
• The research or clinical question/topic
• The number of retrieved sources reviewed
• The number and type of research versus theoretical/conceptual materials and/or Grey literature
Some reviews are written according to the variables or concepts being studied and presented chronologically under each variable. Others present the material chronologically with subcategories or variables discussed within each time period. Still others present the
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variables and include subcategories related to the study’s type or designs or related variables.
Hawthorne and colleagues (2016) (see Appendix B) stated that the purpose of their “longitudinal study was to test the relationships between spirituality/religious coping strategies and grief, mental health (depression and post-traumatic stress disorder), and mothers and fathers” at selected time periods after experiencing the death of an infant in the neonatal intensive care unit (NICU) or pediatric intensive care unit (PICU). At the beginning of their article, after some basic overall facts on infant deaths and parents’ grieving, they logically presented the concepts they addressed in their quantitative study (see Appendix B). The researchers did not title the beginning of their article with a section labeled Literature Review. However, it is clear that the beginning of their article is a literature review. Example: ➤ After presenting general facts on infant deaths and parents grieving and related research, the authors title a section Use of Spirituality/Religion as a Coping Strategy and the next section Parent Mental Health and Personal Growth. In these sections they discuss studies related to each topic. Then, they present a section labeled Conceptual Framework, indicating that will use a specific grief framework to guide their study.
HIGHLIGHT Each member of your QI committee should be responsible for searching for one research study, using the agreed upon search terms and reviewing the abstract to determine its relevance to your QI project’s clinical question.
HELPFUL HINT The literature review for an EBP/QI project or another type of scholarly paper is different than one found in a research article.
Make an outline that will later become the level headings in your paper (i.e., title the concepts of your literature review). This is a good way to focus your writing and will let the reader know what to expect to read and demonstrate your logic and organization.
Include your search strategies so that a reader can re-create your search and come up with the same results. Include information on
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databases searched, time frame of studies chosen, search terms used, and any limits used to narrow the search.
Include any standardized tools used to critically appraise the retrieved literature.
Appraisal for evidence-based practice When writing a literature review for an EBP/QI project, you need to critically appraise all research reports using appropriate criteria. Once you have conducted your search and obtained all your references, you need to evaluate the articles using standardized critical appraisal criteria (see Chapters 7, 11, and 18). Using the criteria, you will be able to identify the strengths and weaknesses of each study.
Critiquing research or theoretical/conceptual reports is a challenging task for seasoned consumers of research, so do not be surprised if you feel a little intimidated by the prospect of critiquing and synthesizing research. The important issue is to determine the overall value of the literature review, including both research and theoretical/conceptual materials. The purposes of a literature review (see Box 3.1) and the characteristics of a well-written literature review (Box 3.3) provide the framework for evaluating the literature. BOX 3.3 Characteristics of a Well-Written Review of the Literature—An EBP Perspective Each reviewed source reflects critical thinking and writing and is relevant to the study/topic/project, and the content meets the following criteria:
• Uses mainly primary sources—that is, a sufficient number of research articles for answering a clinical question with a justification of the literature search dates and search terms used
• Organizes the literature review using a systematic approach
• Uses established critical appraisal criteria for specific study designs to evaluate strengths, weaknesses, conflicts, or gaps
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related to the PICO question
• Provides a synthesis and critique of the references indicating similarities, differences, strengths, and weaknesses between and among the studies
• Concludes with a summary that provides recommendations for practice and research
• In a table format, summarizes each article succinctly with references
The literature review should be presented in an organized manner. Theoretical/conceptual and research literature can be presented chronologically from earliest work of the theorist or first studies on a topic to most recent; sometimes the theoretical/conceptual literature that provided the foundation for the existing research will be presented first, followed by the research studies that were derived from this theoretical/conceptual base. Other times, the literature can be clustered by concepts, pro or con positions, or evidence that highlights differences in the theoretical/conceptual and/or research findings. The overall question to be answered from an EBP perspective is, “Does the review of the literature develop and present a knowledge base to provide sufficient evidence for an EBP/QI project?” Objectives 1 to 3, 5, 8, 10, and 11 in Box 3.1 specifically reflect the purposes of a literature review for EBP/QI project. Objectives 1 to 8 and 11 reflect the purposes of a literature review when conducting a research study.
Regardless of how the literature review is organized, it should provide a strong knowledge base for a CP or a research project. When a literature review ends with insufficient evidence, this provides a gap in knowledge and requires further research. The more you read published systematic and integrative reviews, as well as studies, the more competent you become at differentiating a well-organized literature review from one that has a limited organizing framework.
Another key to developing your competency in this area is to read both quantitative (meta-analyses) and qualitative (meta-
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syntheses) systematic reviews. A well-done meta-analysis adheres to the rigorous search, appraisal, and synthesis process for a group of like studies to answer a question and to meet the required guidelines, which include that it should be conducted by a team.
The systematic review on how nurses who lead clinics for patients with cardiovascular disease found in Appendix E is an example of a well-done quantitative systematic review that critically appraises and synthesizes the evidence from research studies related to the effect of the mortality and morbidity rates of patients with cardiovascular disease who are followed in nurse-led clinics.
The Critical Appraisal Criteria box summarizes general critical appraisal criteria for a review of the literature. Other sets of critical appraisal criteria may phrase these questions differently or more broadly. Example: ➤ “Does the literature search seem adequate?” “Does the report demonstrate scholarly writing?” These may seem to be difficult questions for you to answer; one place to begin, however, is by determining whether the source is a refereed journal. It is reasonable to assume that a refereed journal publishes manuscripts that are adequately searched, use mainly primary sources, and are written in a scholarly manner. This does not mean, however, that every study reported in a refereed journal will meet all of the critical appraisal criteria for a literature review and other components of the study in an equal manner. Because of style differences and space constraints, each citation summarized is often very brief, or related citations may be summarized as a group and lack a critique. You still must answer the critiquing questions. Consultation with a faculty advisor may be necessary to develop skill in answering these questions.
The key to a strong literature review is a careful search of published and unpublished literature. When critically appraising a literature review written for a published research study, it should reflect a synthesis or pulling together of the main points or value of all of the sources reviewed in relation to your research question, hypothesis, or clinical question (see Box 3.1). The relationship between and among these studies must be explained. The summary synthesis of a review of the literature in an area should appear at the end of a paper or article. When reading a research article, the
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summary of the literature appears before the methodology section and is referred to again when reviewing the results of the study.
CRITICAL APPRAISAL CRITERIA Literature Review
1. Are all of the relevant concepts and variables included in the literature review?
2. Is the literature review presented in an organized format that flows logically (e.g., chronologically, clustered by concept or variables), enhancing the reader’s ability to evaluate the need for the particular research study or evidence-based practice project?
3. Does the search strategy include an appropriate and adequate number of databases and other resources to identify key published and unpublished research and theoretical/conceptual sources?
4. Are both theoretical/conceptual and research sources used?
5. Are primary sources mainly used?
6. What gaps or inconsistencies in knowledge does the literature review uncover?
7. Does the literature review build on earlier studies?
8. Does the summary of each reviewed study reflect the essential components of the study design (e.g., type and size of sample, reliability and validity of instruments, consistency of data collection procedures, appropriate data analysis, identification of limitations)?
9. Does the critique of each reviewed study include strengths, weaknesses, or limitations of the design, conflicts, and gaps in information related to the area of interest?
10. Does the synthesis summary follow a logical sequence that presents the overall strengths and weaknesses of the reviewed
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studies and arrive at a logical conclusion on its topic?
11. Does the literature review for an evidence-based practice project answer a clinical question?
12. Is the literature review presented in an organized format that flows logically (e.g., chronologically, clustered by concepts or variables), enhancing the reader’s ability to evaluate the need for the particular research study or evidence-based practice project?
HELPFUL HINT
• If you are doing an academic assignment, make sure you check with your instructor as to whether or not the following sources may be used: (1) unpublished material, (2) theoretical/conceptual articles, and (3) Grey literature.
• Use a standardized critical appraisal criteria appropriate to the study’s design to evaluate research articles.
• Make a table of the studies found (see Chapter 20 for an example of a summary table).
• Synthesize the results of your analysis by comparing and contrasting the similarities and differences between the studies on your topic/clinical question and draw a conclusion.
Key points • Review of the literature is defined as a broad, comprehensive, in-
depth, systematic critique and synthesis of publications, unpublished print and online materials, audiovisual materials, and personal communication.
• Review of the literature is used for the development of EBP/QI clinical projects as well as research studies.
• There are differences between a review of the literature for research and for EBP/QI projects. For an EBP/QI project, your
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search should focus on the highest level of primary source literature available per the hierarchy of evidence, and it should relate to the specific clinical problem.
• The main objectives for conducting and writing a literature review are to acquire the ability to (1) conduct a comprehensive and efficient electronic research and/or print research search on a topic; (2) efficiently retrieve a sufficient amount of materials for a literature review in relation to the topic and scope of project; (3) critically appraise (i.e., critique) research and theoretical/conceptual material based on accepted critical appraisal criteria; (4) critically evaluate published reviews of the literature based on accepted standardized critical appraisal criteria; (5) synthesize the findings of the critique materials for relevance to the purpose of the selected scholarly project; and (6) determine applicability to answer your clinical question.
• Primary research and theoretical/conceptual resources are essential for literature reviews.
• Review the Grey literature for white papers and theoretical/conceptual materials not published in journals, and conduct “hand searches” of the reference list of your retrieved research articles as both provide background as well as uncover other studies.
• Secondary sources, such as commentaries on research articles from peer-reviewed journals, are part of a learning strategy for developing critical critiquing skills.
• It is more efficient to use electronic databases rather than print resources or general web search engines such as Google for retrieving materials.
• Strategies for efficiently retrieving literature for nursing include consulting the librarian and using at least three online sources (e.g., CINAHL, MEDLINE, and one that relates more specifically to your clinical question or topic).
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• Literature reviews are usually organized according to variables, as well as chronologically.
• Critiquing and synthesizing a number of research articles, including systematic reviews, is essential to implementing evidence-based nursing practice.
Critical thinking challenges • Why is it important for your QI team colleagues to be able to
challenge each other about the overall strength and quality of evidence provided by the group of studies retrieved from your search?
• For an EBP project, why is it necessary to critically appraise studies that are published in a refereed journal?
• How does reading preappraised commentaries of a study and systematic reviews/meta-analyses develop your critical appraisal skills?
• A general guideline for a literature search is to use a timeline of 5 years or more. Would your timeline possibly differ if you found a well-done systematic review?
• What is the relationship of the research article’s literature review to the theoretical or conceptual framework?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Hawthorne D.M, Youngblut J.M, Brooten D. Parent
spirituality, grief, and mental health at 1 year and 3 months after their infants/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;31:73-80.
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2. Jeffries P, National League for Nursing (NLN). The NLN Jeffries simulation theory. Philadelphia, PA: Wolters Kluwer;2015.
3. Kendall S. Evidence-based resources simplified. Canadian Family Physician 2008;54(2):241-243.
4. Nyamathi A, Salem B.E, Zhang S, et al. Nursing care management, peer coaching, and Hepatitis A and B vaccine completion among homeless men recently released on parole. Nursing Research 2015;64(3):177-189.
5. Turner-Sack A.M, Menna R, Setchell S.R, et al. Psychological functioning, post traumatic growth, and coping in parent and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43:48-56.
6. van Dijk J.F, Vervoort S.C, van Wijck A.J, et al. Postoperative patients’ perspective on rating pain A qualitative study. International Journal of Nursing Studies 2016;53:260- 269.
7. Yensen J. PICO search strategies. Online Journal of Nursing Informatics 2013;17(3) Retrieved from http://ojni.org/issues/? p=2860
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CHAPTER 4
Theoretical frameworks for research Melanie McEwen
Learning outcomes
After reading this chapter, you should be able to do the following:
• Describe the relationship among theory, research, and practice. • Identify the purpose of conceptual and theoretical frameworks for nursing research. • Differentiate between conceptual and operational definitions. • Identify the different types of theories used in nursing research. • Describe how a theory or conceptual framework guides research. • Explain the points of critical appraisal used to evaluate the appropriateness, cohesiveness, and consistency of a framework guiding research.
KEY TERMS
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concept
conceptual definition
conceptual framework
construct
deductive
grand theory
inductive
middle range theory
model
operational definition
situation-specific theory
theoretical framework
theory
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
To introduce the discussion of the use of theoretical frameworks for nursing research, consider the example of Emily, a novice oncology nurse. From this case study, reflect on how nurses can understand the theoretical underpinnings of both nursing research and evidence-based nursing practice, and re-affirm how nurses should integrate research into practice.
Emily graduated with her bachelor of science in nursing (BSN) a little more than a year ago, and she recently changed positions to work on a pediatric oncology unit in a large hospital. She quickly learned that working with very ill and often dying children is tremendously rewarding, even though it is frequently heartbreaking.
One of Emily’s first patients was Benny, a 14-year-old boy admitted with a recurrence of leukemia. When she first cared for
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Benny, he was extremely ill. Benny’s oncologist implemented the protocols for cases such as his, but the team was careful to explain to Benny and his family that his prognosis was guarded. In the early days of his hospitalization, Emily cried with his mother when they received his daily lab values and there was no apparent improvement. She observed that Benny was growing increasingly fatigued and had little appetite. Despite his worsening condition, however, Benny and his parents were unfailingly positive, making plans for a vacation to the mountains and the upcoming school year.
At the end of her shift one night before several days off, Emily hugged Benny’s parents, as she feared that Benny would die before her next scheduled workday. Several days later, when she listened to the report at the start of her shift, Emily was amazed to learn that Benny had been heartily eating a normal diet. He was ambulatory and had been cruising the halls with his baseball coach and playing video games with two of his cousins. When she entered Benny’s room for her initial assessment, she saw the much-improved teenager dressed in shorts and a T-shirt, sitting up in bed using his iPad. A half-finished chocolate milkshake was on the table in easy reaching distance. He joked with Emily about Angry Birds as she performed her assessment. Benny steadily improved over the ensuing days and eventually went home with his leukemia again in remission.
As Emily became more comfortable in the role of oncology nurse, she continued to notice patterns among the children and adolescents on her unit. Many got better, even though their conditions were often critical. In contrast, some of the children who had better prognoses failed to improve as much, or as quickly, as anticipated. She realized that the kids who did better than expected seemed to have common attributes or characteristics, including positive attitudes, supportive family and friends, and strong determination to “beat” their cancer. Over lunch one day, Emily talked with her mentor, Marie, about her observations, commenting that on a number of occasions she had seen patients rebound when she thought that death was imminent.
Marie smiled. “Fortunately this is a pattern that we see quite frequently. Many of our kids are amazingly resilient.” Marie told
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Emily about the work of several nurse researchers who studied the phenomenon of resilience and gave her a list of articles reporting on their findings. Emily followed up with Marie’s prompting and learned about “psychosocial resilience in adolescents” (Tusaie et al., 2007) and “adolescent resilience” (Ahern, 2006; Ahern et al., 2008). These works led her to a “middle range theory of resilience” (Polk, 1997). Focusing her literature review even more, Emily was able to discover several recent research studies (Chen et al., 2014; Ishibashi et al., 2015; Wu et al., 2015) that examined aspects of resilience among adolescents with cancer, further piquing her interest in the subject.
From her readings, she gained insight into resilience, learning to recognize it in her patients. She also identified ways she might encourage and even promote resilience in children and teenagers. Eventually, she decided to enroll in a graduate nursing program to learn how to research different phenomena of concern to her patients and discover ways to apply the evidence-based findings to improve nursing care and patient outcomes.
Practice-theory-research links Several important aspects of how theory is used in nursing research are embedded in Emily’s story. First, it is important to notice the links among practice, theory, and research. Each is intricately connected with the others to create the knowledge base for the discipline of nursing (Fig. 4.1). In her practice, Emily recognized a pattern of characteristics in some patients that appeared to enhance their recovery. Her mentor directed her to research that other nurses had published on the phenomenon of “resilience.” Emily was then able to apply the information on resilience and related research findings as she planned and implemented care. Her goal was to enhance each child’s resilience as much as possible and thereby improve their outcomes.
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FIG 4.1 Discipline knowledge: Theory-practice-
research connection.
Another key message from the case study is the importance of reflecting on an observed phenomenon and discussing it with colleagues. This promotes questioning and collaboration, as nurses seek ways to improve practice. Finally, Emily was encouraged to go to the literature to search out what had been published related to the phenomenon she had observed. Reviewing the research led her to a middle range theory on resilience as well as current nursing research that examined its importance in caring for adolescents with cancer. This then challenged her to consider how she might ultimately conduct her own research.
Overview of theory Theory is a set of interrelated concepts that provides a systematic view of a phenomenon. A theory allows relationships to be proposed and predictions made, which in turn can suggest potential actions. Beginning with a theory gives a researcher a logical way of collecting data to describe, explain, and predict nursing practice, making it critical in research.
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In nursing, science is the result of the interchange between research and theory. The purpose of research is to build knowledge through the generation or testing of theory that can then be applied in practice. To build knowledge, research should develop within a theoretical structure or blueprint that facilitates analysis and interpretation of findings. The use of theory provides structure and organization to nursing knowledge. It is important that nurses understand that nursing practice is based on the theories that are generated and validated through research (McEwen & Wills, 2014).
In an integrated, reciprocal manner, theory guides research and practice; practice enables testing of theory and generates research questions; and research contributes to theory building and establishing practice guidelines (see Fig. 4.1). Therefore, what is learned through practice, theory, and research interweaves to create the knowledge fabric of nursing. From this perspective, like Emily in the case study, each nurse should be involved in the process of contributing to the knowledge or evidence-based practice of nursing.
Several key terms are often used when discussing theory. It is necessary to understand these terms when considering how to apply theory in practice and research. They include concept, conceptual definition, conceptual/theoretical framework, construct, model, operational definition, and theory. Each term is defined and summarized in Box 4.1. Concepts and constructs are the major components of theories and convey the essential ideas or elements of a theory. When a nurse researcher decides to study a concept/construct, the researcher must precisely and explicitly describe and explain the concept, devise a mechanism to identify and confirm the presence of the concept of interest, and determine a method to measure or quantify it. To illustrate, Table 4.1 shows the key concepts and conceptual and operational definitions provided by Turner-Sack and colleagues (2016) in their study on psychological issues among parents and siblings of adolescent cancer survivors (see Appendix D).
TABLE 4.1 Concepts and Variables: Conceptual and Operational Definitions
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BOX 4.1 Definitions Concept Image or symbolic representation of an abstract idea; the key identified element of a phenomenon that is necessary to understand it. Concept can be concrete or abstract. A concrete concept can be easily identified, quantified, and measured, whereas an abstract concept is more difficult to quantify or measure. For example, weight, blood pressure, and body temperature are concrete concepts. Hope, uncertainty, and spiritual pain are more abstract concepts. In a study, resilience is a relatively abstract concept.
Conceptual definition Much like a dictionary definition, a conceptual definition conveys the general meaning of the concept. However, the conceptual definition goes beyond the general language meaning found in the dictionary by defining or explaining the concept as it is rooted in theoretical literature.
Conceptual framework/theoretical framework A set of interrelated concepts that represents an image of a phenomenon. These two terms are often used interchangeably. The conceptual/theoretical framework refers to a structure that provides guidance for research or practice. The framework identifies the key concepts and describes their relationships to each other and to the phenomena (variables) of concern to nursing. It serves as the foundation on which a study can be developed or as a
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map to aid in the design of the study.
Construct Complex concept; constructs usually comprise more than one concept and are built or “constructed” to fit a purpose. Health promotion, maternal-infant bonding, health-seeking behaviors, and health-related quality of life are examples of constructs.
Model A graphic or symbolic representation of a phenomenon. A graphic model is empirical and can be readily represented. A model of an eye or a heart is an example. A symbolic or theoretical model depicts a phenomenon that is not directly observable and is expressed in language or symbols. Written music or Einstein’s theory of relativity are examples of symbolic models. Theories used by nurses or developed by nurses frequently include symbolic models. Models are very helpful in allowing the reader to visualize key concepts/constructs and their identified interrelationships.
Operational definition Specifies how the concept will be measured. That is, the operational definition defines what instruments will be used to assess the presence of the concept and will be used to describe the amount or degree to which the concept exists.
Theory Set of interrelated concepts that provides a systematic view of a phenomenon.
Types of theories used by nurses As stated previously, a theory is a set of interrelated concepts that provides a systematic view of a phenomenon. Theory provides a foundation and structure that may be used for the purpose of explaining or predicting another phenomenon. In this way, a theory is like a blueprint or a guide for modeling a structure. A blueprint depicts the elements of a structure and the relationships among the elements; similarly, a theory depicts the concepts that compose it and suggests how the concepts are related.
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Nurses use a multitude of different theories as the foundation or structure for research and practice. Many have been developed by nurses and are explicitly related to nursing practice; others, however, come from other disciplines. Knowledge that draws upon both nursing and non-nursing theories is extremely important in order to provide excellent, evidence-based care.
Theories from related disciplines used in nursing practice and research Like engineering, architecture, social work, and teaching, nursing is a practice discipline. That means that nurses use concepts, constructs, models, and theories from many disciplines in addition to nursing-specific theories. This is, to a large extent, the rationale for the “liberal arts” education that is required before entering a BSN program. Exposure to knowledge and theories of basic and natural sciences (e.g., mathematics, chemistry, biology) and social sciences (e.g., psychology, sociology, political science) provides a fundamental understanding of those disciplines and allows for application of key principles, concepts, and theories from each, as appropriate.
Likewise, BSN-prepared nurses use principles of administration and management and learning theories in patient-centered, holistic practices. Table 4.2 lists a few of the many theories and concepts from other disciplines that are commonly used by nurses in practice and research that become part of the foundational framework for nursing.
TABLE 4.2 Theories Used in Nursing Practice and Research
Discipline Examples of Theories/Concepts Used by Nurses Biomedical sciences Germ theory (principles of infection), pain theories, immune
function, genetics/genomics, pharmacotherapeutics Sociologic sciences Systems theory (e.g., VonBertalanffy), family theory (e.g., Bowen),
role theory (e.g., Merton), critical social theory (e.g., Habermas), cultural diversity (e.g., Leininger)
Behavioral sciences Developmental theories (e.g., Erikson), human needs theories (e.g., Maslow), personality theories (e.g., Freud), stress theories (e.g., Lazarus & Folkman), health belief model (e.g., Rosenstock)
Learning theories Behavioral learning theories (e.g., Pavlov, Skinner), cognitive development/interaction theories (e.g., Piaget), adult learning
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theories (e.g., Knowles) Leadership/management Change theory (e.g., Lewin), conflict management (e.g., Rapaport),
quality framework (e.g., Donabedian)
Nursing theories used in practice and research In addition to the theories and concepts from disciplines other than nursing, the nursing literature presents a number of theories that were developed specifically by and for nurses. Typically, nursing theories reflect concepts, relationships, and processes that contribute to the development of a body of knowledge specific to nursing’s concerns. Understanding these interactions and relationships among the concepts and phenomena is essential to evidence-based nursing care. Further, theories unique to nursing help define how it is different from other disciplines.
HELPFUL HINT In research and practice, concepts often create descriptions or images that emerge from a conceptual definition. For instance, pain is a concept with different meanings based on the type or aspect of pain being referred to. As such, there are a number of methods and instruments to measure pain. So a nurse researching postoperative pain would conceptually define pain based on the patient’s perceived discomfort associated with surgery, and then select a pain scale/instrument that allows the researcher to operationally define pain as the patient’s score on that scale.
Nursing theories are often described based on their scope or degree of abstraction. Typically, these are reported as “grand,” “middle range,” or “situation specific” (also called “microrange”) nursing theories. Each is described in this section.
Grand nursing theories Grand nursing theories are sometimes referred to as nursing conceptual models and include the theories/models that were developed to describe the discipline of nursing as a whole. This comprises the works of nurse theorists such as Florence Nightingale, Virginia Henderson, Martha Rogers, Dorthea Orem, and Betty Neuman. Grand nursing theories/models are all-inclusive
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conceptual structures that tend to include views on persons, health, and environment to create a perspective of nursing. This most abstract level of theory has established a knowledge base for the discipline. These works are used as the conceptual basis for practice and research, and are tested in research studies.
One grand theory is not better than another with respect to research. Rather, these varying perspectives allow a researcher to select a framework for research that best depicts the concepts and relationships of interest, and decide where and how they can be measured as study variables. What is most important about the use of grand nursing theoretical frameworks for research is the logical connection of the theory to the research question and the study design. Nursing literature contains excellent examples of research studies that examine concepts and constructs from grand nursing theories. See Box 4.2 for an example. BOX 4.2 Grand Theory Example Wong and colleagues (2015) used Orem’s self-care deficit nursing theory to examine the relationships among several factors such as parental educational levels, pain intensity, and self-medication on self-care behaviors among adolescent girls with dysmenorrhea. The researchers used a correlational study design that surveyed 531 high school–aged girls. Using constructs from Orem’s theory, they determined health care providers should design interventions that promote self-care behaviors among adolescents with dysmenorrhea, specifically targeting those who are younger, those who report higher pain intensity, and those who do not routinely self-medicate for menstrual pain.
Middle range nursing theories Beginning in the late 1980s, nurses recognized that grand theories were difficult to apply in research, and considerable attention moved to the development and research of “middle range” nursing theories. In contrast to grand theories, middle range nursing theories contain a limited number of concepts and are focused on a limited aspect of reality. As a result, they are more easily tested through research and more readily used as frameworks for research
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studies (McEwen & Wills, 2014). A growing number of middle range nursing theories have been
developed, tested through research, and/or are used as frameworks for nursing research. Examples are Pender’s Health Promotion Model (Pender et al., 2015), the Theory of Uncertainty in Illness (Mishel, 1988, 1990, 2014), the Theory of Unpleasant Symptoms (Lenz, Pugh, et al., 1997; Lenz, Gift, et al., 2017), and the Theory of Holistic Comfort (Kolcaba, 1994, 2017).
Examples of development, use, and testing of middle range theories and models are becoming increasingly common in the nursing literature. The comprehensive health-seeking and coping paradigm (Nyamathi, 1989) is one example. Indeed, Nyamathi’s model served as the conceptual framework of a recent research study that examined interventions to improve hepatitis A and B vaccine completion among homeless men (Nyamathi et al., 2015) (see Box 4.3 and Appendix A). In this study, the findings were interpreted according to the model. The researchers identified several predictors of vaccine completion and concluded that providers work to recognize factors that promote health-seeking and coping behaviors among high-risk populations. BOX 4.3 Middle Range Theory Exemplars An integrative research review was undertaken to evaluate the connection between symptom experience and illness-related uncertainty among patients diagnosed with brain tumors. The Theory of Uncertainty in Illness (Mishel, 1988, 1990, 2014) was the conceptual framework for interpretation of the review’s findings. The researchers concluded that somatic symptoms are antecedent to uncertainty among brain tumor patients, and that nursing strategies should attempt to understand and manage symptoms to reduce anxiety and distress by mitigating illness-related uncertainty (Cahill et al., 2012).
Bryer and colleagues (2013) conducted a study of health promotion behaviors of undergraduate nursing students. This study was based on Pender’s HPM (Pender et al., 2015). Several variables for the study were operationalized and measured using the Health Promotion Lifestyle Profile II, a survey instrument that
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was developed to be used in studies that focus on HPM concepts.
HPM, Health Promotion Model.
Situation-specific nursing theories: Microrange, practice, or prescriptive theories Situation-specific nursing theories are sometimes referred to as microrange, practice, or prescriptive theories. Situation-specific theories are more specific than middle range theories and are composed of a limited number of concepts. They are narrow in scope, explain a small aspect of phenomena and processes of interest to nurses, and are usually limited to specific populations or field of practice (Chinn & Kramer, 2015; Im, 2014; Peterson, 2017). Im and Chang (2012) observed that as nursing research began to require theoretical bases that are easily operationalized into research, situation-specific theories provided closer links to research and practice. The idea and practice of identifying a work as a situation-specific theory is still fairly new. Often what is noted by an author as a middle range theory would more appropriately be termed situation specific. Most commonly, however, a theory is developed from a research study, and no designation (e.g., middle range, situation specific) is attached to it.
Examples of self-designated, situation-specific theories include the theory of men’s healing from childhood maltreatment (Willis et al., 2015) and a situation-specific theory of health-related quality of life among Koreans with type 2 diabetes (Chang & Im, 2014). Increasingly, qualitative studies are being used by nurses to develop and support theories and models that can and should be expressly identified as situation specific. This will become progressively more common as more nurses seek graduate study and are involved in research, and increasing attention is given to the importance of evidence-based practice (Im & Chang, 2012; McEwen & Wills, 2014).
Im and Chang (2012) conducted a comprehensive research review that examined how theory has been described in nursing literature for the last decade. They reported a dramatic increase in the number of grounded theory research studies, along with increases in studies using both middle range and situation-specific
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theories. In contrast, the number and percentage directly dealing with grand nursing theories have fluctuated. Table 4.3 provides examples of grand, middle range, and situation-specific nursing theories used in nursing research.
TABLE 4.3 Levels of Nursing Theory: Examples of Grand, Middle Range, and Situation-Specific Nursing Theories
Grand Nursing Theories Middle Range NursingTheories Situation-Specific (or Micro) Nursing Theories
Florence Nightingale: Notes on Nursing (1860)
Dorothy Johnson: The Behavioral Systems Model for Nursing (1990)
Martha Rogers: Nursing: A Science of Unitary Human Beings (1970, 1990)
Betty Neuman: The Neuman Systems Model (2009)
Dorthea Orem: The Self Care Deficit Nursing Theory (2001)
Callista Roy: Roy Adaptation Model (2009)
Health promotion model (Pender et al., 2015)
Uncertainty in illness theory (Mishel, 1988, 1990, 2014)
Theory of unpleasant symptoms (Lenz, Gift, et al., 2017)
Theory of holistic comfort/theory of comfort (Kolcaba, 1994, 2017)
Theory of resilience (Polk, 1997)
Theory of health promotion in preterm infants (Mefford, 2004)
Theory of flight nursing expertise (Reimer & Moore, 2010)
Theory of the peaceful end of life (Ruland & Moore, 1998)
Theory of chronic sorrow (Eakes, 2017; Eakes et al., 1998)
Asian immigrant women’s menopausal symptom experience in the United States (Im, 2012)
Theory of Caucasians’ cancer pain experience (Im, 2006)
Becoming a mother (Mercer, 2004)
How theory is used in nursing research Nursing research is concerned with the study of individuals in interaction with their environments. The intent is to discover interventions that promote optimal functioning and self-care across the life span; the goal is to foster maximum wellness (McEwen & Wills, 2014). In nursing research, theories are used in the research process in one of three ways:
• Theory is generated as the outcome of a research study (qualitative designs).
• Theory is used as a research framework, as the context for a study (qualitative or quantitative designs).
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• Research is undertaken to test a theory (quantitative designs).
Theory-generating nursing research When research is undertaken to create or generate theory, the idea is to examine a phenomenon within a particular context and identify and describe its major elements or events. Theory- generating research is focused on “What” and “How,” but does not usually attempt to explain “Why.” Theory-generating research is inductive; that is, it uses a process in which generalizations are developed from specific observations. Research methods used by nurses for theory generation include concept analysis, case studies, phenomenology, grounded theory, ethnography, and historical inquiry. Chapters 5, 6, and 7 describe these research methods. As you review qualitative methods and study examples in the literature, be attuned to the stated purpose(s) or outcomes of the research and note whether a situation-specific (practice or micro) theory or model or middle range theory is presented as a finding or outcome.
Theory as framework for nursing research In nursing research, theory is most commonly used as the conceptual framework, theoretical framework, or conceptual model for a study. Frequently, correlational research designs attempt to discover and specify relationships between characteristics of individuals, groups, situations, or events. Correlational research studies often focus on one or more concepts, frameworks, or theories to collect data to measure dimensions or characteristics of phenomena and explain why and the extent to which one phenomenon is related to another. Data is typically gathered by observation or self-report instruments (see Chapter 10 for nonexperimental designs).
HELPFUL HINT When researchers use conceptual frameworks to guide their studies, you can expect to find a system of ideas synthesized for the purpose of organizing, thinking, and providing study direction. Whether the researcher is using a conceptual or a theoretical framework, conceptual and then operational definitions will
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emerge from the framework.
Often in correlational (nonexperimental/quantitative) research, one or more theories will be used as the conceptual/theoretical framework for the study. In these cases, a theory is used as the context for the study and basis for interpretation of the findings. The theory helps guide the study and enhances the value of its findings by setting the findings within the context of the theory and previous works, describing use of the theory in practice or research. When using a theory as a conceptual framework for research, the researcher will:
• Identify an existing theory (or theories) and designate and explain the study’s theoretical framework.
• Develop research questions/hypotheses consistent with the framework.
• Provide conceptual definitions taken from the theory/framework.
• Use data collection instrument(s) (and operational definitions) appropriate to the framework.
• Interpret/explain findings based on the framework.
• Determine support for the theory/framework based on the study findings.
• Discuss implications for nursing and recommendations for future research to address the concepts and relationships designated by the framework.
Theory-testing nursing research Finally, nurses may use research to test a theory. Theory testing is deductive—that is, hypotheses are derived from theory and tested, employing experimental research methods. In experimental research, the intent is to move beyond explanation to prediction of relationships between characteristics or phenomena among different groups or in various situations. Experimental research
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designs require manipulation of one or more phenomena to determine how the manipulation affects or changes the dimension or characteristics of other phenomena. In these cases, theoretical statements are written as research questions or hypotheses. Experimental research requires quantifiable data, and statistical analyses are used to measure differences (see Chapter 9).
In theory-testing research, the researcher (1) chooses a theory of interest and selects a propositional statement to be examined; (2) develops hypotheses that have measurable variables; (3) conducts the study; (4) interprets the findings considering the predictive ability of the theory; and (5) determines if there are implications for further use of the theory in nursing practice and/or whether further research could be beneficial.
EVIDENCE-BASED PRACTICE TIP In practice, you can use observation and analysis to consider the nuances of situations that matter to patient health. This process often generates questions that are cogent for improving patient care. In turn, following the observations and questions into the literature can lead to published research that can be applied in practice.
HIGHLIGHT When an interprofessional QI team launches a QI project to develop evidence-based behavior change self-management strategies for a targeted patient population, it may be helpful to think about the Transtheoretical Model of Change and health self- efficacy as an appropriate theoretical framework to guide the project.
Application to research and evidence-based practice To build knowledge that promotes evidence-based practice, research should develop within a theoretical structure that facilitates analysis and interpretation of findings. When a study is placed within a theoretical context, the theory guides the research process, forms the questions, and aids in design, analysis, and
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interpretation. In that regard, a theory, conceptual model, or conceptual framework provides parameters for the research and enables the researcher to weave the facts together.
As a consumer of research, you should know how to recognize the theoretical foundation of a study. Whether evaluating a qualitative or a quantitative study, it is essential to understand where and how the research can be integrated within nursing science and applied in evidence-based practice. As a result, it is important to identify whether the intent is to (1) generate a theory, (2) use the theory as the framework that guides the study, or (3) test a theory. This section provides examples that illustrate different types of theory used in nursing research (e.g., non-nursing theories, middle range nursing theories) and examples from the literature highlighting the different ways that nurses can use theory in research (e.g., theory-generating study, theory testing, theory as a conceptual framework).
Application of theory in qualitative research As discussed, in many instances, a theory, framework, or model is the outcome of nursing research. This is often the case in research employing qualitative methods such as grounded theory. From the study’s findings, the researcher builds either an implicit or an explicit structure explaining or describing the findings of the research.
Example: ➤ van Dijk and colleagues (2016) (see Appendix C) reported findings from a study examining how postoperative patients rated their pain experiences. The researchers were interested in understanding potential differences in how postoperative patients interpret numeric pain rating scales. Using a qualitative approach to data collection, the team interviewed 27 patients 1 day after surgery. They discovered three themes (score- related factors, intrapersonal factors, and anticipated consequences of a pain score). The result of the research was a model that may be used by health providers to understand the factors that influence how pain scales may be interpreted by patients. Appropriate questions for calcification were also suggested.
Generally, when the researcher is using qualitative methods and inductive reasoning, you will find the framework or theory at the
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end of the manuscript in the discussion section (see Chapters 5 to 7). You should be aware that the framework may be implicitly suggested rather than explicitly diagrammed (Box 4.4). BOX 4.4 Research Martz (2015) used grounded theory research methods to examine actions taken by hospice nurses to alleviate the feelings of guilt often experienced by caregivers. In this study, 16 hospice providers (most were nurses) were interviewed to identify interventions they used to reduce feelings of guilt among family caregivers during the transition from caring for their loved one at home to enlisting their loved one in an assisted living facility. The hospice nurses explained that the family caregivers worked through a five-stage process in their guilt experiences, moving from “feeling guilty” to “resolving their guilt” during the transition period. The actions of the hospice nurses varied based on the stage of the family caregiver’s feelings of guilt. These actions included supporting, managing, navigating, negotiating, encouraging, monitoring, and coaching. A situation-specific model was proposed to explain the relationships among these processes and suggesting congruent hospice nursing interventions.
The nursing literature is full of similar examples in which inductive, qualitative research methods were used to develop theory. Example: ➤ A team headed by Oneal and colleagues (2015) used grounded theory methods to conduct interviews with 10 low- income families who were involved in a program to reduce environmental risks to their children. Their findings were developed into the “theory of re-forming the risk message,” which can be used by designing nursing interventions to reduce environmental risk. It was concluded that nurses working with low-income families should seek to discover how risk messages are heard and interpreted and develop interventions accordingly. Finally, a team led by Taplay and colleagues (2015) used grounded theory methods to develop a model to describe the process of adopting and incorporating simulation into nursing education. The researchers interviewed 27 nursing faculty members from several
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schools to learn about their experiences incorporating simulation activities into their nursing programs. From the interviews, the researchers identified a seven-phase process of simulation adoption: securing resources, leaders working in tandem, “getting it out of the box,” learning about simulation and its potential, trialing the equipment, finding a fit, and integrating simulation into the curriculum.
Examples of theory as research framework When the researcher uses quantitative methods, the framework is typically identified and explained at the beginning of the paper, before the discussion of study methods. Example: ➤ In their study examining the relationships among spirituality, coping strategies, grief, and mental health in bereaved parents, Hawthorne and colleagues (2016) (see Appendix B) indicated that their “conceptual framework” was derived from a Theory of Bereavement developed by Hogan and colleagues (1996). Specifically, Hawthorne’s team used tools developed to measure variables from the Theory of Bereavement. In addition to grief, their research examined spiritual coping, mental health, and personal growth—all variables implicit or explicit in the bereavement theory. Their conclusions were interpreted with respect to the theory, suggesting that nurses and other health care providers promote coping strategies, including religious and spiritual activities, as these appear to be helpful for mental health and personal growth in many bereaved parents.
In another example, one of the works read by Emily from the case study dealt with resilience in adolescents (Tusaie et al., 2007). The researchers in this work used Lazarus and Folkman’s (1984) theory of stress and coping as part of the theoretical framework, researching factors such as optimism, family support, age, and life events.
Examples of theory-testing research Although many nursing studies that are experimental and quasi- experimental (see Chapter 9) are frequently conducted to test interventions, examples of research expressly conducted to test a theory are relatively rare in nursing literature. One such work is a multisite, multimethods study examining women’s perceptions of
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cesarean birth (Fawcett et al., 2012). This work tested multiple relationships within the Roy Adaptation Model as applied to the study population.
CRITICAL APPRAISAL CRITERIA Critiquing Theoretical Framework
1. Is the framework for research clearly identified?
2. Is the framework consistent with a nursing perspective?
3. Is the framework appropriate to guide research on the subject of interest?
4. Are the concepts and variables clearly and appropriately defined?
5. Was sufficient literature presented to support study of the selected concepts?
6. Is there a logical, consistent link between the framework, the concepts being studied, and the methods of measurement?
7. Are the study findings examined in relationship to the framework?
Critiquing the use of theory in nursing research It is beneficial to seek out, identify, and follow the theoretical framework or source of the background of a study. The framework for research provides guidance for the researcher as study questions are fine-tuned, methods for measuring variables are selected, and analyses are planned. Once data are collected and analyzed, the framework is used as a base of comparison. Ideally, the research should explain: Did the findings coincide with the framework? Did the findings support or refute findings of other researchers who used the framework? If there were discrepancies, is there a way to explain them using the framework? The reader of research needs to know how to critically appraise a framework for research (see the Critical Appraisal Criteria box).
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The first question posed is whether a framework is presented. Sometimes a structure may be guiding the research, but a diagrammed model is not included in the manuscript. You must then look for the theoretical framework in the narrative description of the study concepts. When the framework is identified, it is important to consider its relevance for nursing. The framework does not have to be one created by a nurse, but the importance of its content for nursing should be clear. The question of how the framework depicts a structure congruent with nursing should be addressed. For instance, although the Lazarus Transaction Model of Stress and Coping was not created by a nurse, it is clearly related to nursing practice when working with people facing stress. Sometimes frameworks from different disciplines, such as physics or art, may be relevant. It is the responsibility of the author to clearly articulate the meaning of the framework for the study and to link the framework to nursing.
Once the meaning and applicability of the theory (if the objective of the research was theory development) or the theoretical framework to nursing are articulated, you will be able to determine whether the framework is appropriate to guide the research. As you critically appraise a study, you would identify a mismatch, for example, in which a researcher presents a study of students’ responses to the stress of being in the clinical setting for the first time within a framework of stress related to recovery from chronic illness. You should look closely at the framework to determine if it is “on target” and the “best fit” for the research question and proposed study design.
Next, the reader should focus on the concepts being studied. Does the researcher clearly describe and explain concepts that are being studied and how they are defined and translated into measurable variables? Is there literature to support the choice of concepts? Concepts should clearly reflect the area of study. Example: ➤ Using the concept of “anger,” when “incivility” or “hostility” is more appropriate to the research focus creates difficulties in defining variables and determining methods of measurement. These issues have to do with the logical consistency among the framework, the concepts being studied, and the methods of measurement.
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Throughout the entire critiquing process, from worldview to operational definitions, the reader is evaluating the fit. Finally, the reader will expect to find a discussion of the findings as they relate to the theory or framework. This final point enables evaluation of the framework for use in further research. It may suggest necessary changes to enhance the relevance of the framework for continuing study, and thus serves to let others know where one will go from here.
Evaluating frameworks for research requires skills that must be acquired through repeated critique and discussion with others who have critiqued the same work. As with other abilities and skills, you must practice and use the skills to develop them further. With continuing education and a broader knowledge of potential frameworks, you will build a repertoire of knowledge to assess the foundation of a research study and the framework for research, and/or to evaluate findings where theory was generated as the outcome of the study.
Key points • The interaction among theory, practice, and research is central to
knowledge development in the discipline of nursing.
• The use of a framework for research is important as a guide to systematically identify concepts and to link appropriate study variables with each concept.
• Conceptual and operational definitions are critical to the evolution of a study.
• In developing or selecting a framework for research, knowledge may be acquired from other disciplines or directly from nursing. In either case, that knowledge is used to answer specific nursing questions.
• Theory is distinguished by its scope. Grand theories are broadest in scope and situation-specific theories are the narrowest in scope and at the lowest level of abstraction; middle range theories are
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in the middle.
• In critiquing a framework for research, it is important to examine the logical, consistent link among the framework, the concepts for study, and the methods of measurement.
Critical thinking challenges • Search recent issues of a prominent nursing journal (e.g., Nursing
Research, Research in Nursing & Health) for notations of conceptual frameworks of published studies. How many explicitly discussed the theoretical framework? How many did not mention any theoretical framework? What kinds of theories were mentioned (e.g., grand nursing theories, middle range nursing theories, non- nursing theories)? How many studies were theory generating? How many were theory testing?
• Identify a non-nursing theory that you would like to know more about. How could you find out information on its applicability to nursing research and nursing practice? How could you identify whether and how it has been used in nursing research?
• Select a nursing theory, concept, or phenomenon (e.g., resilience from the case study) that you are interested in and would like to know more about and consider: How could you find studies that have used that theory in research and practice? How could you locate published instruments and tools that reportedly measure concepts and constructs of the theory?
• You have just joined an interprofessional primary care QI Team focused on developing evidence-based self-management strategies to decrease hospital admissions for the practice’s heart failure patients. Which theoretical framework could be used to guide your project?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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The author would like to acknowledge the contribution of Patricia Liehr, who contributed this chapter in a previous edition.
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48. Willis D.G, DeSanto-Madeya S, Fawcett J. Moving beyond dwelling in suffering A situation-specific theory of men’s healing form childhood maltreatment. Nursing Science Quarterly 2015;28(1):57-63.
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PART I I
Processes and Evidence Related to Qualitative Research Research Vignette: Gail D’Eramo Melkus
OUTLINE
Introduction
5. Introduction to qualitative research
6. Qualitative approaches to research
7. Appraising qualitative research
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Introduction
Research vignette
Type 2 diabetes: Journey from description to biobehavioral intervention
Gail D’Eramo Melkus, EdD, ANP, FAAN
Florence and William Downs Professor in Nursing Research
Director, Muriel and Virginia Pless Center for Nursing Research
Associate Dean for Research
New York University Rory Meyers College of Nursing
My nursing career began at a time when there was an emphasis on health promotion, disease prevention, and active participation of patients and families in health care decision making and interactions. This emphasis was consistent with an ever-increasing incidence and prevalence of chronic conditions, particularly diabetes and cardiovascular disease. It became apparent in time through epidemiological studies that certain populations had a disproportionate burden of these chronic conditions that resulted in premature morbidity and mortality. It also became apparent that the health care workforce was not prepared to deal with the changing paradigm of chronic disease management that necessitated active patient involvement. Thus I came to understand the best way to enhance diabetes care for all persons was to
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improve clinical practice through research and professional education.
Diabetes is a prevalent chronic illness affecting approximately 29 million individuals in the United States and 485 million globally. Thus the dissemination and translation of research findings to clinical practice is necessary to decrease the personal and economic burden of disease. In order to contribute to the improvement of diabetes care and outcomes, my role as a direct care provider extended to and encompassed clinical research and education and served as a model for my mentees. My integrated scholarship addresses the quality and effectiveness of diabetes behavioral interventions and care in the context of the patient and culture, primary care, and professional practice while also serving as a training ground for clinical practice and clinical research. This work has extended to collaborations with colleagues nationally and internationally. My research collectively demonstrated the beneficial effects of behavioral self-management interventions combined with diabetes care in primary care.
My program of research has contributed to the body of literature that has demonstrated the effectiveness of behavioral interventions in improving metabolic control (hemoglobin A1c [HbA1c], BP, lipids, and weight) and diabetes-related emotional distress. One of my early studies tested a comprehensive intervention for obese men and women with type 2 diabetes that demonstrated efficacy in significantly improving diabetes control and weight loss compared to a control group that received a customary intervention of diabetes patient education (D’Eramo-Melkus et al., 1992). Post-hoc analysis of study participants with equal weight loss yet disparate HbA1c levels revealed that persons with elevated HbA1c levels had decreased insulin secretion capacity that was associated with a 10 years or greater duration of type 2 diabetes. This study contributed to clinical practice recommendations that called for assessment of insulin secretion capacity to direct therapeutic interventions such that persons with low insulin secretory reserve should be started on insulin rather than continued weight loss intervention alone. It became apparent during the implementation of the intervention study that the majority of participants received diabetes care in primary care settings where diabetes care and self-management
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resources were scarce or nonexistent. In an effort to better understand the delivery of diabetes care within primary care settings so that we could best develop effective patient centered interventions, my research turned to assessing nurse practitioner (NP) and physician diabetes care practice patterns in a large urban primary care center. This study showed that both primary NPs and physicians were not providing diabetes care according to the American Diabetes Association clinical care guidelines. In fact, screening for diabetes complications occurred in fewer than 50% of cases, and NPs performed foot exams less often than physicians (Fain & D’Eramo-Melkus, 1994). These findings along with other studies that found similar results provided an impetus to develop and implement a model program of advanced practice nursing education and subspecialty training in diabetes care (D’Eramo- Melkus & Fain, 1995). Graduates of this program (over 300 to date) have assumed leadership roles in facilitating diabetes care in generalist and specialty settings throughout the United States, Canada, and various international sites. During this education and training program, many of the students participated in my program of research and contributed to a growing body of literature on diabetes care.
Epidemiological studies in the early 1990s showed that increasingly ethnic minorities suffered a disproportionate burden of type 2 diabetes and related complications. In particular, black women had and continue to have the highest rate of disease and diabetes-related complications, with the poorest health outcomes, and a 40% greater mortality compared to black men and white men and women. Therefore my program of research came to focus on this group, beginning with descriptive studies that described the context of type 2 diabetes for black women. The first study of a small convenience sample of volunteers from an urban center revealed a group of midlife black women, the majority of whom were employed and customary utilizers of primary care. Despite their poor glycemic control (average HbA1c 12.8%), only 68% received diabetes medications, and less than 50% of the time were they screened for diabetes complications. In order to better understand factors contributing to such findings, we conducted focus groups to elicit information on diabetes beliefs and practices
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of black women with type 2 diabetes. Key themes that emerged were a need for diabetes education and health care provider rapport, importance of culturally appropriate diabetes education materials, and the importance of family support (Maillet et al., 1996; Melkus et al., 2002).
Based on an informant survey and focus group data, using social learning theory and cognitive behavioral methods that incorporated the context of culture for black women with type 2 diabetes and input from a community advisory board, we developed and tested a culturally relevant intervention of group diabetes self- management education and skills training (DSME/T), along with nurse practitioner care. This intervention was first tested for feasibility using a one group repeated measures pretest, posttest design that demonstrated participant acceptability based on high rates of attendance at both group sessions and NP care visits, and feasibility of methods based on formative and summative process and fidelity measures. Further glycemic control was significantly improved baseline to 3 months and maintained at 6 months (p =.008), and the psychosocial outcome of diabetes-related emotional distress was also greatly reduced (p =.06) (Melkus et al., 2004). Given these promising results, we went on to test the efficacy of the DSME/T intervention using a two-group repeated measures design with a comparison group (control) that received customary group diabetes education; time and attention were controlled for in both groups. The primary outcome of glycemic control as measured by HbA1c was significantly improved from baseline to 3 and 6 months (p =.01, F = 6.15). The gold standard for glycemic control is HbA1c. HbA1c, when maintained in a normal range (≥7.0%), has been shown to prevent or slow the progression of diabetes-related complications (The Diabetes Control and Complications Trial Research Group, 1993).
One of the salient findings in all of the work-up to this point was that the women reported high levels of diabetes-related emotional distress, given the demands of diabetes self-management and complex lives that often included multigenerational family caregiving and work. The majority were grandmothers responsible for some extent of child care, which for many negatively affected their diabetes control (Balukonis et al., 2008). Recognizing the need
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to address this concern, we added a coping skills training component that followed DSME/T when we conducted a prospective randomized clinical trial (RCT) to test intervention effectiveness. The control/comparison group received a customary diabetes education program followed by drop-in question and answer sessions equivalent in time so to control for a potential attention effect. The experimental (n = 52) and control group (n = 57) participants were in active intervention for 12 months, consisting of assigned group sessions and monthly NP visits for the first 2 months and quarterly thereafter; they were followed for a total of 24 months. As with any prospective behavioral intervention, trial attrition occurred resulting in a sample of 77 study completers. An intention to treat analysis that included all participants as randomly assigned showed that the primary outcome of HbA1c was significantly improved over time for both groups (p <.0001) up to 12 months, after which time control group levels showed an increase from 12 to 24 months while the intervention group remained stable (Melkus et al., 2010). This finding demonstrates the importance of active intervention that includes numerous contacts and feedback in order to facilitate optimal diabetes self-management and glycemic control. When data of completers (n = 77) were analyzed, the same significant finding resulted over time for HbA1c at 12 and 24 months. Low-density and high-density lipoprotein cholesterol levels also significantly improved over time for both groups. Quality of life (MOS-36) vitality domain, social support, and diabetes-related emotional distress were all significantly changed in the intervention group at 24 months compared to the control group. The results showed that we reached the intended target group of black women with suboptimal glycemic control, cardiovascular risk factors, poor quality of life, and high levels of emotional distress, in need of social support. Moreover, it is important to note that both groups received intervention beyond standard “real world” primary care. Thus patients with type 2 diabetes cared for in primary care settings when given the opportunity to participate in DSME/T may improve in both physiological and psychosocial outcomes. Further evidence is needed to promote the need for chronic disease self-management programs and psychosocial care beyond the medical visit that focuses on physiological parameters
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and prescribing of therapeutic regimens.
References 1. Balukonis J., Melkus G. D., Chyun D. Grandparenthood
status and health outcomes in midlife African American women with type 2 diabetes. Ethnicity and Disease 2008;18(2):141-146.
2. D’Eramo Melkus G., Fain J. A. Diabetes care concentration a program of study for advanced practice nurses. Clinical Nurse Specialist 1995;9(6):313-316.
3. D’Eramo-Melkus G., Wylie-Rosett J., Hagan J. Metabolic impact of education on NIDDM. Diabetes Care 1992;15(7):864- 869.
4. The Diabetes Control and Complications Trial Research Group. The effect of intensive treatment of diabetes on the development and progression of long-term complications in insulin-dependent diabetes mellitus. New England Journal of Medicine 1993;329:977-986.
5. Fain J. A., D’Eramo G. Nurse practitioner practice patterns based on standards of medical care for patients with diabetes. Diabetes Care 1994;17(8):879-881.
6. Maillet N. A., D’Eramo Melkus G., Spollett G. Using focus groups to characterize beliefs and practices of African American women with NIDDM. The Diabetes Educator 1996;22(1):39-45.
7. Melkus G. D., Chyun D., Newlin K., et al. Effectiveness of a diabetes self-management intervention on physiological and psychosocial outcomes. Biological Research in Nursing 2010;12(1):7-19.
8. Melkus G. D., Maillet N., Novak J., et al. Primary care cancer screening and diabetes complications screening for black women with type 2 diabetes. Journal of the American Academy of Nurse Practitioners 2002;4(1):43-48.
9. Melkus G. D., Spollett G., Jefferson V., et al. Feasibility testing of a culturally competent intervention of education and care for black women with type 2 diabetes. Applied Nursing Research 2004;17(1):10-20.
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CHAPTER 5
Introduction to qualitative research Mark Toles, Julie Barroso
Learning outcomes
After reading this chapter, the student should be able to do the following:
• Describe the components of a qualitative research report. • Describe the beliefs generally held by qualitative researchers. • Identify four ways qualitative findings can be used in evidence- based practice.
KEY TERMS
context dependent
data saturation
grand tour question
inclusion and exclusion criteria
inductive
naturalistic setting
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paradigm
qualitative research
theme
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Let’s say that you are reading an article that reports findings that HIV-infected men are more adherent to their antiretroviral regimens than HIV-infected women. You wonder, “Why is that? Why would women be less adherent in taking their medications? Certainly, it is not solely due to the fact that they are women.” Or say you are working in a postpartum unit and have just discharged a new mother who has debilitating rheumatoid arthritis. You wonder, “What is the process by which disabled women decide to have children? How do they go about making that decision?” These, like so many other questions we have as nurses, can be best answered through research conducted using qualitative methods. Qualitative research gives us the answers to those difficult “why?” questions. Although qualitative research can be used at many different places in a program of research, you will most often find it answering questions that we have when we understand very little about some phenomenon in nursing.
What is qualitative research? Qualitative research is a broad term that encompasses several different methodologies that share many similarities. Qualitative studies help us formulate an understanding of a phenomenon. Nurse scholars who are trained in qualitative methods use these methods to best answer discovery-oriented research questions.
Qualitative research is explanatory, descriptive, and inductive in nature. It uses words, as opposed to numbers, to explain a phenomenon. Qualitative research lets us see the world through the eyes of another—the woman who struggles to take her antiretroviral medication, or the woman who has carefully thought
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through what it might be like to have a baby despite a debilitating illness. Qualitative researchers assume that we can only understand these things if we consider the context in which they take place, and this is why most qualitative research takes place in naturalistic settings. Qualitative studies make the world of an individual visible to the rest of us. Qualitative research involves an “interpretative, naturalistic approach to the world; meaning that qualitative researchers study things in their natural settings, attempting to make sense of or interpret phenomena in terms of the meaning people bring to them” (Denzin & Lincoln, 2011, p. 3).
What do qualitative researchers believe? Qualitative researchers believe that there are multiple realities that can be understood by carefully studying what people can tell us or what we can observe as we spend time with them. Example: ➤ The experience of having a baby, while it has some shared characteristics, is not the same for any two women, and it is definitely different for a disabled mother. Thus qualitative researchers believe that reality is socially constructed and context dependent. Even the experience of reading this book is different for any two students; one may be completely engrossed by the content, while another is reading but at the same time worrying about whether or not her financial aid will be approved soon.
Because qualitative researchers believe that the discovery of meaning is the basis for knowledge, their research questions, approaches, and activities are often quite different from quantitative researchers (see the Critical Thinking Decision Path). Qualitative researchers seek to understand the “lived experience” of the research participants. They might use interviews or observations to gather new data, and use new data to create narratives about research phenomena. Thus qualitative researchers know that there is a very strong imperative to clearly describe the phenomenon under study. Ideally, the reader of a qualitative research report, if even slightly acquainted with the phenomenon, would have an “aha!” moment in reading a well-written qualitative report.
So, you may now be saying, “Wow! This sounds great!
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Qualitative research is for me!” Many nurses feel very comfortable with this approach because we are educated with regard to how to speak with people about the health issues concerning them; we are used to listening, and listening well. But the most important consideration for any research study is whether or not the methodology fits the question. This means that qualitative researchers must select an approach for exploring phenomena that will actually answer their research questions. Thus, as you read studies and are considering them as evidence on which to base your practice, you should ask yourself, “Does the methodology fit with the research question under study?”
HELPFUL HINT All research is based on a paradigm, but this is seldom specifically stated in a research report.
Does the methodology fit with the research question being asked? As we said before, qualitative methods are often best for helping us determine the nature of a phenomenon and the meaning of experience. Sometimes authors will state that they are using qualitative methods because little is known about a phenomenon, but that alone is not a good reason for conducting a study. Little may be known about a phenomenon because it does not matter! When researchers ask people to participate in a study, to open themselves and their lives for analysis, they should be asking about things that will help make a difference in people’s lives or help provide more effective nursing care. You should be able to articulate a valid reason for conducting a study, beyond “little is known about this topic.”
Considering the examples at the start of this chapter, we may want to know why HIV-infected women are less adherent to their medication regimens, so we can work to change these barriers and anticipate them when our patients are ready to start taking these pills. Similarly, we need to understand the decision-making processes women use to decide whether or not to have a child when they are disabled, so we can guide or advise the next woman who is
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going through this process. To summarize, a qualitative approach “fits” a research question when the researchers seek to understand the nature or experience of phenomena by attending to personal accounts of those with direct experiences related to the phenomena. Keeping in mind the purpose of qualitative research, let’s discuss the parts of a qualitative research study.
CRITICAL THINKING DECISION PATH Selecting a Research Process
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Components of a qualitative research study The components of a qualitative research study include the review of literature, study design, study setting and sample, approaches for data collection and analysis, study findings, and conclusions with implications for practice and research. As we reflect on these parts of qualitative studies, we will see how nurses use the qualitative research process to develop new knowledge for practice
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(Box 5.1). BOX 5.1 Steps in the Research Process
• Review of the literature
• Study design
• Sample
• Setting: Recruitment and data collection
• Data collection
• Data analysis
• Findings
• Conclusions
Review of the literature When researchers are clear that a qualitative approach is the best way to answer the research question, their first step is to review the relevant literature and describe what is already known about the phenomena of interest. This may require creativity on the researcher’s part, because there may not be any published research on the phenomenon in question. Usually there are studies on similar subjects, or with the same patient population, or on a closely related concept. Example: ➤ Researchers may want to study how women who have a disabling illness make decisions about becoming pregnant. While there may be no other studies in this particular area, there may be some on decision making in pregnancy when a woman does not have a disabling illness. These studies would be important in the review of the literature because they identify concepts and relationships that can be used to guide the research process. Example: ➤ Findings from the review can show us the precise need for new research, what participants should be in the study sample, and what kinds of questions should
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be used to collect the data. Let’s consider an example. Say a group of researchers wanted to
examine HIV-infected women’s adherence to antiretroviral therapy. If there was no research on this exact topic, the researcher might examine studies on adherence to therapy in other illnesses, such as diabetes or hypertension. They might include studies that examine gender differences in medication adherence. Or they might examine the literature on adherence in a stigmatizing illness, or look at appointment adherence for women, to see what facilitates or acts as a barrier to attending health care appointments. The major point is that even though there may be no literature on the phenomenon of interest, the review of the literature will identify existing related studies that are useful for exploring the new questions. At the conclusion of an effective review, you should be able to easily identify the strengths and weaknesses in prior research and a clear understanding of the new research questions, as well as the significance of studying them.
Study design The study design is a description of how the qualitative researcher plans to go about answering the research questions. In qualitative research, there may simply be a descriptive or naturalistic design in which the researchers adhere to the general tenets of qualitative research but do not commit to a particular methodology. There are many different qualitative methods used to answer the research questions. Some of these methods will be discussed in the next chapter. What is important, as you read from this point forward, is that the study design must be congruent with the philosophical beliefs that qualitative researchers hold. You would not expect to see a qualitative researcher use methods common to quantitative studies, such as a random sample, a battery of questionnaires administered in a hospital outpatient clinic, or a multiple regression analysis. Rather, you would expect to see a design that includes participant interviews or observation, strategies for inductive analysis, and plans for using data to develop narrative summaries with rich description of the details from participants’ experiences. You may also read about a pilot study in the description of a study design; this is work the researchers did before undertaking the
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main study to make sure that the logistics of the proposed study were reasonable. For example, pilot data may describe whether the investigators were able to recruit participants and whether the research design led them to the information they needed.
Sample The study sample refers to the group of people that the researcher will interview or observe in the process of collecting data to answer the research questions. In most qualitative studies, the researchers are looking for a purposeful or purposively selected sample (see Chapter 10). This means that they are searching for a particular kind of person who can illuminate the phenomenon they want to study. Example: ➤ The researchers may want to interview women with multiple sclerosis or rheumatoid arthritis. There may be other parameters—called inclusion and exclusion criteria—that the researchers impose as well, such as requiring that participants be older than 18 years, not under the influence of illicit drugs, or experiencing a first pregnancy (as opposed to subsequent pregnancies). When researchers are clear about these criteria, they are able to identify and recruit participants with the experiences needed to shed light on the phenomenon in question. Often the researchers make decisions such as determining who might be a “long-term survivor” of a certain illness. In this case, they must clearly describe why and how they decided who would fit into this category. Is a long-term survivor someone who has had an illness for 5 years or 10 years? What is the median survival time for people with this diagnosis? Thus, as a reader of nursing research, you are looking for evidence of sound scientific reasoning behind the sampling plan.
When the researchers have identified the type of person to include in the research sample, the next step is to develop a strategy for recruiting participants, which means locating and engaging them in the research. Recruitment materials are usually very specific. Example: ➤ If the researchers want to talk to HIV-infected women about adherence to their medication regimen, they may distribute flyers or advertise their interest in recruiting women who consistently take their medication as indicated, as well as those who do not. Or, they may want to talk to women who fit into only one of
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those categories. Similarly, the researchers who are examining decision making in pregnancy among women with disabling conditions would develop recruitment strategies that identify subjects with the conditions or characteristics they want to study.
In a research report, the researcher may include a description of the study sample in the findings. (This can also be reported in the description of the sample.) In any event, besides a demographic description of the study participants, a qualitative researcher should also report on key axes of difference in the sample. Example: ➤ In a sample of HIV-infected women, there should be information about the stage of illness, what kind/how many pills they must take, how many children they have, and so on. This information helps you place the findings into a context.
Setting: Recruitment and data collection The study setting refers to the places where participants are recruited and the data are collected. Settings for recruitment are usually a point of contact for people of common social, medical, or other individual traits. In the example of HIV-infected women who are having difficulties adhering to their antiretroviral regimens, researchers might distribute flyers describing the study at AIDS service organizations, support groups for HIV-infected women, clinics, online support groups, and other places people with HIV may seek services. The settings for data collection are another critical area of difference between quantitative and qualitative studies. Data collection in a qualitative study is usually done in a naturalistic setting, such as someone’s home, not in a clinic interview room or researcher’s office. This is important in qualitative research because the researcher’s observations can inform the data collection. To be in someone else’s home is a great advantage, as it helps the researcher to understand what that participant values. An entire wall in a participant’s living room might contain many pictures of a loved one, so anyone who enters the home would immediately understand the centrality of that person in the participant’s life. In the home of someone who is ill, many household objects may be clustered around a favorite chair: perhaps an oxygen tank, a glass of water, medications, a telephone, tissues, and so on. A good qualitative researcher will use clues like
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these in the study setting to complete the complex, rich drawing that is being rendered in the study.
HIGHLIGHT Reading and critically appraising qualitative research studies may be the best way for interprofessional teams to understand the experience of living with a chronic illness so they can provide more effective whole person care.
Data collection The procedures for data collection differ significantly in qualitative and quantitative studies. Where quantitative researchers focus on statistics and numbers, qualitative researchers are usually concerned with words: what people can tell them and the narratives about meaning or experience. Qualitative researchers interview participants; they may interview an individual or a group of people in what is called a focus group. They may observe individuals as they go about daily tasks, such as sorting medications into a pill minder or caring for a child. But in all cases, the data collected are expressed in words. Most qualitative researchers use voice recorders so that they can be sure that they have captured what the participant says. This reduces the need to write things down and frees researchers to listen fully. Interview recordings are usually transcribed verbatim and then listened to for accuracy. In a research report, investigators describe their procedures for collecting the data, such as obtaining informed consent, the steps from initial contact to the end of the study visit, and how long each interview or focus group lasted or how much time the researcher spent “in the field” collecting data.
A very important consideration in qualitative data collection is the researcher’s decision that they have a sufficient sample and that data collection is complete. Researchers generally continue to recruit participants until they have reached redundancy or data saturation, which means that nothing new is emerging from the interviews. There usually is not a predetermined number of participants to be selected as there is in quantitative studies; rather, the researcher keeps recruiting until she or he has all of the data needed. One important exception to this is if the researcher is very
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interested in getting different types of people in the study. Example: ➤ In the study of HIV-infected women and medication adherence, the researchers may want some women who were very adherent in the beginning but then became less so over time, or they may want women who were not adherent in the beginning but then became adherent; alternately, they may want to interview women with children and women without children to determine the influence of having children on adherence. Whatever the specific questions may be, sample sizes tend to be fairly small (fewer than 30 participants) because of the enormous amounts of written text that will need to be analyzed by the researcher.
Investigators use great care to design the interview questions because they must be crafted to help study participants describe their personal experiences and perceptions. Interview questions are different from research questions. Research questions are typically broad, encompassing, and written in scientific language. The interview questions may also be broad, like the overview or grand tour question that seeks the “big picture.” Example: ➤ Researchers might ask, “Tell me about taking your medications—the things that make it easier, and the things that make it harder,” or “Tell me what you were thinking about when you decided to get pregnant.” Along with overview questions, there are usually a series of prompts (additional questions) that were derived from the literature. These are areas that the researcher believes are important to cover (and that the participant will likely cover), but the prompts are there to remind the researcher in case the material is not mentioned. Example: ➤ With regard to medication adherence, the researcher may have read in other studies that motherhood can influence adherence in two very different ways: children can become a reason to live, which would facilitate taking antiretroviral medication; and children can be all-demanding, leaving the mother with little to no time to take care of herself. Thus, a neutrally worded question about the influence of children would be a prompt if the participants do not mention it spontaneously. In a research report, you should expect to find the primary interview questions identified verbatim; without them, it is impossible to know how the data were collected and how the researcher shaped what was discovered in the interviews.
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EVIDENCE-BASED PRACTICE TIP Qualitative researchers use more flexible procedures than quantitative researchers. While collecting data for a project, they consider all of the experiences that may occur.
Data analysis Next is the description of data analysis. Here, researchers tell you how they handled the raw data, which, in a qualitative study, are usually transcripts of recorded interviews. The goal of qualitative analysis is to find commonalities and differences in the interviews, and then to group these into broader, more abstract, overarching categories of meaning, sometimes called themes, that capture much of the data. In the example we have been using about decision making regarding pregnancy for disabled women, one woman might talk about discussing the need for assistance with her friends if she became pregnant, and finding out that they were willing and able to help her with the baby. Another woman might talk about how she discussed the decision with her parents and siblings, and found them to be a ready source of aid. And yet a third woman may say that she talked about this with her church study group, and they told her that they could arrange to bring meals and help with housework during the pregnancy and afterward. On a more abstract level, these women are all talking about social support. So an effective analysis would be one that identifies this pattern in social support and, perhaps, goes further by also describing how social support influences some other concept in the data. Example: ➤ Consider women’s decision making about having a baby. In an ideal situation, written reports about the data will give you an example like the one you just read, but the page limitations of most journals limit the level of detail that researchers can present.
Many qualitative researchers use computer-assisted qualitative data analysis programs to find patterns in the interviews and field notes, which, in many studies, can seem overwhelming due to the sheer quantity of data to be dealt with. With a computer-assisted data analysis program, researchers from multiple sites can simultaneously code and analyze data from hundreds of files without using a single piece of paper. The software is a tool for
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managing and remembering steps in analysis; however, it does not replace the thoughtful work of the researcher who must apply the program to guide the analysis of the data. In research reports, you should see a description of the way data were managed and analyzed, and whether the researchers used software or other paper-based approaches, such as using index cards with handwritten notes.
Findings At last, we come to the results. Findings in qualitative reports, as we have suggested already, are words—the findings are patterns of any kind in the data, such as the ways that participants talked, the things that they talked about, even their behaviors associated with where the researcher spent time with them. When researchers describe patterns in the data, they may describe a process (such as the way decision making occurs); they may identify a list of things that are functioning in some way (such as a list of barriers and facilitators to taking medications for HIV-infected women); they may specify a set of conditions that must be present for something to occur (such as what parents state they need to care for a ventilator-dependent child at home); or they may describe what it is like to go through some health-related transition (such as what it is like to become the caregiver for a parent with dementia). This is by no means an all-inclusive list; rather, it is a range of examples to help you recognize what types of findings might be possible. It may help to think of the findings as discoveries. The qualitative researcher has explored a phenomenon, and the findings are a report on what he or she “found” —that is, what was discovered in the interviews and observations.
When researchers describe their results, they usually break the data down into units of meaning that help the data cohere and tell a story. Effective research reports will describe the logic that was used for breaking down the units of data. Example: ➤ Are the themes—a means of describing a large quantity of data in a condensed format—identified from the most prevalent to the least prevalent? Are the researchers describing a process in temporal (time ordered) terms? Are they starting with things that were most important to the subject, then moving to less important items? As a
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report on the findings unfolds, the researcher should proceed with a thorough description of the phenomenon, defining each of the themes and fleshing out each of the themes with a thorough explanation of the role that it plays in the question under study. The researcher should also provide quotations that support their themes. Ideally, they will stage the quote, giving you some information about the subject from whom it came. For example, was the subject a newly diagnosed HIV-infected African American woman without children? Or was it a disabled woman who has chosen to become pregnant, but who has suffered two miscarriages? The staging of quotes is important because it allows you to put the information into some social context.
In a well-written report of qualitative research, some of the quotes will give you an “aha!” feeling. You will have a sense that the researcher has done an excellent job of getting to the core of the problem. Quotes are as critical to qualitative reports as numbers are to a quantitative study; you would not have a great deal of confidence in a quantitative or qualitative report in which the author asks you to believe the conclusion without also giving concrete, verifiable findings to back it up.
HELPFUL HINT Values are involved in all research. It is important, however, that they not influence the results of the research.
Discussion of the results and implications for evidence-based practice When the researchers are satisfied that their findings answer the research questions, they should summarize the results for you and should compare their findings to the existing literature. Researchers usually explain how these findings are similar to or different from the existing literature. This is one of the great contributions of qualitative research—using findings to open up new venues of discovery that were not anticipated when the study was designed. Example: ➤ The researchers can use findings to develop new concepts or new conceptual models to explain broader phenomena. The conceptual work also identifies implications for how findings
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can be used in practice and can direct future research. Another alternative is for researchers to use their findings to extend or refine existing theoretical models. For example, a researcher may learn something new about stigma that has not been described in the literature, and in writing about these findings, the researcher may refer to an existing stigma theory, pointing out how his or her work extends that theory.
Nursing is a practice discipline, and the goal of nursing research is to use research findings to improve patient care. Qualitative methods are the best way to start to answer clinical and research questions that have not been addressed or when a new perspective is needed in practice. The qualitative answers to these questions provide important evidence that offers the first systematic insights into phenomena previously not well understood and often lead to new perspectives in nursing practice and improved patient care outcomes.
Kearney (2001) developed a typology of levels and applications of qualitative research evidence that helps us see how new evidence can be applied to practice (Table 5.1). She described five categories of qualitative findings that are distinguished from one another in their levels of complexity and discovery: those restricted by a priori frameworks, descriptive categories, shared pathway or meaning, depiction of experiential variation, and dense explanatory description. She argued that the greater the complexity and discovery within qualitative findings, the stronger the potential for clinical application.
TABLE 5.1 Kearney’s Categories of Qualitative Findings, from Least to Most Complex
Category Definition Example Restricted by a priori frameworks
Discovery aborted because researcher has obscured the findings with an existing theory
Use of the theory of “relatedness” to describe women’s relationships without substantiation in the data, or when there may be an alternative explanation to describe how women exist in relationship to others; the data seem to point to an explanation other than “relatedness”
Descriptive categories
Phenomenon is vividly portrayed from a new perspective; provides a map into previously uncharted
Children’s descriptions of pain, including descriptors, attributed causes, and what constitutes good care during a painful episode
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territory in the human experience of health and illness
Shared pathway or meaning
Synthesis of a shared experience or process; integration of concepts that provides a complex picture of a phenomenon
Description of women’s process of recovery from depression; each category was fully described, and the conditions for progression were laid out; able to see the origins of a phase in the previous phase
Depiction of experiential variation
Describes the main essence of an experience, but also shows how the experience varies, depending on the individual or context
Description of how pregnant women recovering from cocaine addiction might or might not move forward to create a new life, depending on the amount of structure they imposed on their behavior and their desire to give up drugs and change their lives
Dense explanatory description
Rich, situated understanding of a multifaceted and varied human phenomenon in a unique situation; portray the full range and depth of complex influences; densely woven structure to findings
Unique cultural conditions and familial breakdown and hopelessness led young people to deliberately expose themselves to HIV infection in order to find meaning and purpose in life; describes loss of social structure and demands of adolescents caring for their diseased or drugged parents who were unable to function as adults
Findings developed with only a priori frameworks provide little or no evidence for changing practice, because the researchers have prematurely limited what they are able to learn from participants or describe in their analysis. Findings that identify descriptive categories portray a higher level of discovery when a phenomenon is vividly portrayed from a new perspective. For nursing practice, these findings serve as maps of previously uncharted territory in human experience. Findings in Kearney’s third category, shared pathway or meaning, are more complex. In this type of finding, there is an integration of concepts or themes that results in a synthesis of a shared process or experience that leads to a logical, complex portrayal of the phenomenon. The researcher’s ideas at this level reveal how discrete bits of data come together in a meaningful whole. For nursing practice, this allows us to reflect on the bigger picture and what it means for the human experience (Kearney, 2001). Findings that depict experiential variation describe the essence of an experience and how this experience varies, depending on the individual or context. For nursing practice, this type of finding helps us see a variety of viewpoints, realizations of a human experience, and the contextual sources of that variety. In nursing practice, these findings explain how different variables can produce different consequences in different people or settings. Finally, findings that are presented as a dense explanatory description are at the highest level of complexity and discovery.
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They provide a rich, situated understanding of a multifaceted and varied human phenomenon in a unique situation. These types of findings portray the full depth and range of complex influences that propel people to make decisions. Physical and social contexts are fully accounted for. There is a densely woven structure of findings in these studies that provide a rich fund of clinically and theoretically useful information for nursing practice. The layers of detail work together in the findings to increase understanding of human choices and responses in particular contexts (Kearney, 2001).
EVIDENCE-BASED PRACTICE TIP Qualitative research findings can be used in many ways, including improving ways clinicians communicate with patients and with each other.
So how can we further use qualitative evidence in nursing? The evidence provided by qualitative studies is used conceptually by the nurse: qualitative studies let nurses gain access to the experiences of patients and help nurses expand their ability to understand their patients, which should lead to more helpful approaches to care (Table 5.2).
TABLE 5.2 Kearney’s Modes of Clinical Application for Qualitative Research
Mode of Clinical Application Example Insight or empathy: Better understanding our patients and offering more sensitive support
Nurse is better able to understand the behaviors of a woman recovering from depression
Assessment of status or progress: Descriptions of trajectories of illness
Nurse is able to describe trajectory of recovery from depression and can assess how the patient is moving through this trajectory
Anticipatory guidance: Sharing of qualitative findings with the patient
Nurse is able to explain the phases of recovery from depression to the patient and to reassure her that she is not alone, that others have made it through a similar experience
Coaching: Advising patients of steps they can take to reduce distress or improve adjustment to an illness, according to the evidence in the study
Nurse describes the six stages of recovery from depression to the patient, and in ongoing contact, points out how the patient is moving through the stages, coaching her to recognize signs that she is improving and moving through the stages
Kearney (2001) proposed four modes of clinical application:
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insight or empathy, assessment of status or progress, anticipatory guidance, and coaching. The simplest mode, according to Kearney, is to use the information to better understand the experiences of our patients, which in turn helps us to offer more sensitive support. Qualitative findings can also help us assess the patient’s status or progress through descriptions of trajectories of illness or by offering a different perspective on a health condition. They allow us to consider a range of possible responses from patients. We can then determine the fit of a category to a particular client, or try to locate them on an illness trajectory. Anticipatory guidance includes sharing of qualitative findings directly with patients. The patient can learn about others with a similar condition and can learn what to anticipate. This allows them to better garner resources for what might lie ahead or look for markers of improvement. Anticipatory guidance can also be tremendously comforting in that the sharing of research results can help patients realize they are not alone, that there are others who have been through a similar experience with an illness. Finally, coaching is a way of using qualitative findings; in this instance, nurses can advise patients of steps they can take to reduce distress, improve symptoms, or monitor trajectories of illness (Kearney, 2001).
Unfortunately, qualitative research studies do not fare well in the typical systematic reviews upon which evidence-based practice recommendations are based. Randomized clinical trials and other types of intervention studies traditionally have been the major focus of evidence-based practice. Typically, the selection of studies to be included in systematic reviews is guided by levels of evidence models that focus on the effectiveness of interventions according to their strength and consistency of their predictive power. Given that the levels of evidence models are hierarchical in nature and they perpetuate intervention studies as the “gold standard” of research design, the value of qualitative studies and the evidence offered by their results have remained unclear. Qualitative studies historically have been ranked lower in a hierarchy of evidence, as a “weaker” form of research design.
Remember, however, that qualitative research is not designed to test hypotheses or make predictions about causal effects. As we use qualitative methods, these findings become more and more
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valuable as they help us discover unmet patient needs, entire groups of patients that have been neglected, and new processes for delivering care to a population. Though qualitative research uses different methodologies and has different goals, it is important to explore how and when to use the evidence provided by findings of qualitative studies in practice.
Appraisal for evidence-based practice foundation of qualitative research A final example illustrates the differences in the methods discussed in this chapter and provides you with the beginning skills of how to critique qualitative research. The information in this chapter, coupled with information presented in Chapter 7, provides the underpinnings of critical appraisal of qualitative research (see the Critical Appraisal Criteria box, Chapter 7). Consider the question of nursing students learning how to conduct research. The empirical analytical approach (quantitative research) might be used in an experiment to see if one teaching method led to better learning outcomes than another. The students’ knowledge might be tested with a pretest, the teaching conducted, and then a posttest of knowledge obtained. Scores on these tests would be analyzed statistically to see if the different methods produced a difference in the results.
In contrast, a qualitative researcher may be interested in the process of learning research. The researcher might attend the class to see what occurs and then interview students to ask them to describe how their learning changed over time. They might be asked to describe the experience of becoming researchers or becoming more knowledgeable about research. The goal would be to describe the stages or process of this learning. Alternately, a qualitative researcher might consider the class as a culture and could join to observe and interview students. Questions would be directed at the students’ values, behaviors, and beliefs in learning research. The goal would be to understand and describe the group members’ shared meanings. Either of these examples are ways of viewing a question with a qualitative perspective. The specific qualitative methodologies are described in Chapter 6.
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Many other research methods exist. Although it is important to be aware of the qualitative research method used, it is most important that the method chosen is the one that will provide the best approach to answering the question being asked. One research method does not rank higher than another; rather, a variety of methods based on different paradigms are essential for the development of a well informed and comprehensive approach to evidence-based nursing practice.
Key points • All research is based on philosophical beliefs, a worldview, or a
paradigm.
• Qualitative research encompasses different methodologies.
• Qualitative researchers believe that reality is socially constructed and is context dependent.
• Values should be acknowledged and examined as influences on the conduct of research.
• Qualitative research follows a process, but the components of the process vary.
• Qualitative research contributes to evidence-based practice.
Critical thinking challenges • Discuss how a researcher’s values could influence the results of a
study. Include an example in your answer.
• Can the expression, “We do not always get closer to the truth as we slice and homogenize and isolate [it]” be applied to both qualitative and quantitative methods? Justify your answer.
• What is the value of qualitative research in evidence-based practice? Give an example.
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• Discuss how your interprofessional team could apply the findings of a qualitative study about coping with a diagnosis of multiple sclerosis.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Denzin N.K, Lincoln Y.S. The SAGE handbook of qualitative
research. 4th ed. Thousand Oaks, CA: Sage;2011. 2. Kearney M.H. Levels and applications of qualitative research
evidence. Research in Nursing and Health 2001;24:145-153.
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CHAPTER 6
Qualitative approaches to research Mark Toles, Julie Barroso
Learning outcomes
After reading this chapter, you should be able to do the following:
• Identify the processes of phenomenological, grounded theory, ethnographic, and case study methods. • Recognize appropriate use of community-based participatory research (CBPR) methods. • Discuss significant issues that arise in conducting qualitative research in relation to such topics as ethics, criteria for judging scientific rigor, and combination of research methods. • Apply critical appraisal criteria to evaluate a report of qualitative research.
KEY TERMS
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auditability
bracketing
case study method
community-based participatory research
constant comparative method
credibility
culture
data saturation
domains
emic view
ethnographic method
etic view
fittingness
grounded theory method
instrumental case study
intrinsic case study
key informants
lived experience
meta-summary
meta-synthesis
mixed methods
phenomenological method
theoretical sampling
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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Qualitative research combines the science and art of nursing to enhance understanding of the human health experience. This chapter focuses on four commonly used qualitative research methods: phenomenology, grounded theory, ethnography, and case study. Community-based participatory research (CBPR) is also presented. Each of these methods, although distinct from the others, shares characteristics that identify it as a method within the qualitative research tradition.
Traditional hierarchies of research evaluation and how they categorize evidence from strongest to weakest, with emphasis on support for the effectiveness of interventions, are presented in Chapter 1. This perspective is limited because it does not take into account the ways that qualitative research can support practice, as discussed in Chapter 5. There is no doubt about the merit of qualitative studies; the problem is that no one has developed a satisfactory method for including them in current evidence hierarchies. In addition, qualitative studies can answer the critical why questions that emerge in many evidence-based practice summaries. Such summaries may report the answer to a research question, but they do not explain how it occurs in the landscape of caring for people.
As a research consumer, you should know that qualitative methods are the best way to start to answer clinical and research questions when little is known or a new perspective is needed for practice. The very fact that qualitative research studies have increased exponentially in nursing and other social sciences speaks to the urgent need of clinicians to answer these why questions and to deepen our understanding of experiences of illness. Thousands of reports of well-conducted qualitative studies exist on topics such as the following:
• Personal and cultural constructions of disease, prevention, treatment, and risk
• Living with disease and managing the physical, psychological, and social effects of multiple diseases and their treatment
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• Decision-making experiences at the beginning and end of life, as well as assistive and life-extending, technological interventions
• Contextual factors favoring and mitigating against quality care, health promotion, prevention of disease, and reduction of health disparities (Sandelowski, 2004; Sandelowski & Barroso, 2007)
Findings from qualitative studies provide valuable insights about unique phenomena, patient populations, or clinical situations. In doing so, they provide nurses with the data needed to guide and change practice.
In this chapter, you are invited to look through the lens of human experience to learn about phenomenological, grounded theory, ethnographic, CBPR, and case study methods. You are encouraged to put yourself in the researcher’s shoes and imagine how it would be to study an issue of interest from the perspective of each of these methods. No matter which method a researcher uses, there is a focus on the human experience in natural settings.
The researcher using these methods believes that each unique human being attributes meaning to their experience and that experience evolves from one’s social and historical context. Thus one person’s experience of pain is distinct from another’s and can be elucidated by the individual’s subjective description of it. Example: ➤ Researchers interested in studying the lived experience of pain for the adolescent with rheumatoid arthritis will spend time in the adolescents’ natural settings, perhaps in their homes and schools (see Chapter 5). Research efforts will focus on uncovering the meaning of pain as it extends beyond the number of medications taken or a rating on a pain scale. Qualitative methods are grounded in the belief that objective data do not capture the whole of the human experience. Rather, the meaning of the adolescent’s pain emerges within the context of personal history, current relationships, and future plans, as the adolescent lives daily life in dynamic interaction with the environment.
Qualitative approach and nursing science The evidence provided by qualitative studies that consider the unique perspectives, concerns, preferences, and expectations each
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patient brings to a clinical encounter offers in-depth understanding of human experience and the contexts in which they occur. Thus findings in qualitative research often guide nursing practice, contribute to instrument development (see Chapter 15), and develop nursing theory (Fig. 6.1).
FIG 6.1 Qualitative approach and nursing science.
Qualitative research methods Thus far you have studied an overview of the qualitative research approach (see Chapter 5). Recognizing how the choice to use a qualitative approach reflects one’s worldview and the nature of some research questions, you have the necessary foundation for exploring selected qualitative methodologies. Now, as you review the Critical Thinking Decision Path and study the remainder of Chapter 6, note how different qualitative methods are appropriate for distinct areas of interest. Also note how unique research questions might be studied with each qualitative research method. In this chapter, we will explore five qualitative research methods in depth, including phenomenological, grounded theory, ethnographic, case study, and CBPR methods.
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CRITICAL THINKING DECISION PATH Selecting a Qualitative Research Method
Phenomenological method The phenomenological method is a process of learning and constructing the meaning of human experience through intensive dialogue with persons who are living the experience. It rests on the assumption that there is a structure and essence to shared experiences that can be narrated (Marshall & Rossman, 2011). The researcher’s goal is to understand the meaning of the experience as it is lived by the participant. Phenomenological studies usually incorporate data about the lived space, or spatiality; the lived body, or corporeality; lived time, or temporality; and lived human relations, or relationality. Meaning is pursued through a process of dialog, which extends beyond a simple interview and requires thoughtful presence on the part of the researcher. There are many schools of phenomenological research, and each school of thought uses slight differences in research methods. Example: ➤ Husserl belonged to the group of transcendental phenomenologists, who saw phenomenology as an interpretive, as opposed to an objective, mode of description. Using vivid and detailed attentiveness to
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description, researchers in this school explore the ways knowledge comes into being. They seek to understand knowledge that is based on insights rather than objective characteristics (Richards & Morse, 2013). In contrast, Heidegger was an existential phenomenologist who believed that the observer cannot separate him/herself from the lived world. Researchers in this school of thought study how being in the world is a reality that is perceived; they study a reciprocal relationship between observers and the phenomenon of interest (Richards & Morse, 2013). In all forms of phenomenological research, you will find researchers asking a question about the lived experience and using methods that explore phenomena as they are embedded in people’s lives and environments.
Identifying the phenomenon Because the focus of the phenomenological method is the lived experience, the researcher is likely to choose this method when studying a dimension of day-to-day existence for a particular group of people. An example of this is provided later in this chapter, in which Cook and colleagues (2015) studied the complex issues surrounding the residential status of assisted living residents in terms of fundamental human needs.
Structuring the study When thinking about methods, we say the methodological approach “structures the study.” This phrase means that the method shapes the way we think about the phenomenon of interest and the way we would go about answering a research question. For the purpose of describing structuring, the following topics are addressed: the research question, the researcher’s perspective, and sample selection.
Research question. The question that guides phenomenological research always asks about some human experience. It guides the researcher to ask the participant about some past or present experience. In most cases, the research question is not exactly the same as the question used to initiate dialogue with study participants. Example: ➤ Cook and colleagues (2015) state that the objective of their study was to
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explore the meaning and meaningfulness that older people attribute to their everyday experiences in an assisted living facility and how these experiences define their status as residents. They describe their methodology as hermeneutic phenomenology. Their goal was to provide knowledge that assisted living facility administrators and staff could use so that residents could feel “at home” in the facility.
Researcher’s perspective. When using the phenomenological method, the researcher’s perspective is bracketed. This means that the researcher identifies their own personal biases about the phenomenon of interest to clarify how personal experience and beliefs may color what is heard and reported. Further, the phenomenological researcher is expected to set aside their personal biases—to bracket them—when engaged with the participants. By becoming aware of personal biases, the researcher is more likely to be able to pursue issues of importance as introduced by the participant, rather than leading the participant to issues the researcher deems important (Richards & Morse, 2013).
HIGHLIGHT Discuss with your interprofessional QI team why searching for qualitative studies might be most appropriate for understanding about living with Hepatitis C and managing the physical, psychological, and social effects of multiple treatments and their effects.
Using phenomenological methods, researchers strive to identify personal biases and hold them in abeyance while querying the participant. Readers of phenomenological articles may find it difficult to identify bracketing strategies because they are seldom explicitly identified in a research manuscript. Sometimes a researcher’s worldview or assumptions provide insight into biases that have been considered and bracketed.
Sample selection. As you read a phenomenological study, you will find that the participants were selected purposively (selecting subjects who are considered typical of the population) and that members of the
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sample either are living the experience the researcher studies or have lived the experience in their past. Because phenomenologists believe that each individual’s history is a dimension of the present, a past experience exists in the present moment. For the phenomenologist, it is a matter of asking the right questions and listening. Even when a participant is describing a past experience, remembered information is being gathered in the present at the time of the interview.
HELPFUL HINT Qualitative studies often use purposive sampling (see Chapter 12).
Data gathering Written or oral data may be collected when using the phenomenological method. The researcher may pose the query in writing and ask for a written response, or may schedule a time to interview the participant and record the interaction. In either case, the researcher may return to ask for clarification of written or recorded transcripts. To some extent, the particular data collection procedure is guided by the choice of a specific analysis technique. Different analysis techniques require different numbers of interviews. A concept known as data saturation usually guides decisions regarding how many interviews are enough. Data saturation is the situation of obtaining the full range of themes from the participants, so that in interviewing additional participants, no new data emerge (Marshall & Rossman, 2011).
Data analysis Several techniques are available for data analysis when using the phenomenological method. Although the techniques are slightly different from each other, there is a general pattern of moving from the participant’s description to the researcher’s synthesis of all participants’ descriptions. Colaizzi (1978) suggests a series of seven steps:
1. Read the participants’ narratives to acquire a feeling for their ideas in order to understand them fully.
2. Extract significant statements to identify keywords and sentences
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relating to the phenomenon being studied.
3. Formulate meanings for each of these significant statements.
4. Repeat this process across participants’ stories and cluster recurrent meaningful themes. Validate these themes by returning to the informants to check interpretation.
5. Integrate the resulting themes into a rich description of the phenomenon under study.
6. Reduce these themes to an essential structure that offers an explanation of the behavior.
7. Return to the participants to conduct further interviews or elicit their opinions on the analysis in order to cross-check interpretation.
Cook and colleagues (2015) do not cite a reference for data analysis; they describe using narrative analysis to interpret how participants viewed their experiences and environment over a series of up to eight interviews with each resident over 6 months.
It is important to note that giving verbatim transcripts to participants can have unanticipated consequences. It is not unusual for people to deny that they said something in a certain way, or that they said it at all. Even when the actual recording is played for them, they may have difficulty believing it. This is one of the more challenging aspects of any qualitative method: every time a story is told, it changes for the participant. The participant may sincerely feel that the story as it was recorded is not the story as it is now.
EVIDENCE-BASED PRACTICE TIP Phenomenological research is an important approach for accumulating evidence when studying a new topic about which little is known.
Describing the findings When using the phenomenological method, the nurse researcher provides you with a path of information leading from the research question, through samples of participants’ words and the
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researcher’s interpretation, to the final synthesis that elaborates the lived experience as a narrative. When reading the report of a phenomenological study, the reader should find that detailed descriptive language is used to convey the complex meaning of the lived experience that offers the evidence for this qualitative method (Richards & Morse, 2013). Cook and colleagues (2015) described five themes that emerged from the narratives that collectively demonstrate that residents wanted their residential status to involve “living with care” rather than “existing in care.”
1. Caring for oneself/being cared for
2. Being in control/losing control
3. Relating to others/putting up with others
4. Active choosers and users of space/occupying space
5. Engaging in meaningful activity/lacking meaningful activity
The themes in their phenomenological report describe the need for assisted living facility staff to be more focused on recognizing, acknowledging, and supporting residents’ aspirations regarding their future lives and their status as residents. By using direct participant quotes, researchers enable readers to evaluate the connections between what individual participants said and how the researcher labeled or interpreted what they said.
Grounded theory method The grounded theory method is an inductive approach involving a systematic set of procedures to arrive at a theory about basic social processes (Silverman & Marvasti, 2008). The emergent theory is based on observations and perceptions of the social scene and evolves during data collection and analysis (Corbin & Strauss, 2015). Grounded theory describes a research approach to construct theory where no theory exists, or in situations where existing theory fails to provide evidence to explain a set of circumstances.
Developed originally as a sociologist’s tool to investigate interactions in social settings (Glaser & Strauss, 1967), the grounded
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theory method is used in many disciplines; in fact, investigators from different disciplines use grounded theory to study the same phenomenon from their varying perspectives (Corbin & Strauss, 2015; Denzin & Lincoln, 2003; Marshall & Rossman, 2011; Strauss & Corbin, 1994, 1997). Example: ➤ In an area of study such as chronic illness, a nurse might be interested in coping patterns within families, a psychologist might be interested in personal adjustment, and a sociologist might focus on group behavior in health care settings. In grounded theory, the usefulness of the study stems from the transferability of theories; that is, a theory derived from one study is applicable to another. Thus the key objective of grounded theory is the development of theories spanning many disciplines that accurately reflect the cases from which they were derived (Sandelowski, 2004).
Identifying the phenomenon Researchers typically use the grounded theory method when interested in social processes from the perspective of human interactions or patterns of action and interaction between and among various types of social units (Denzin & Lincoln, 2003). The basic social process is sometimes expressed in the form of a gerund (i.e., the -ing form of a verb when functioning as a noun), which is designed to indicate change occurring over time as individuals negotiate social reality. Example: ➤ Hyatt and colleagues (2015) explore soldiers and their family reintegration experiences, as described by married dyads, following a combat-related mild traumatic brain injury.
Structuring the study
Research question. Research questions for the grounded theory method are those that address basic social processes that shape human behavior. In a grounded theory study, the research question can be a statement or a broad question that permits in-depth explanation of the phenomenon. For example, Hyatt and colleagues (2015) examined the following research question: “How do soldiers and their spouses identify the special challenges, sources of support, and
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overall rehabilitation process of post–mild traumatic brain injury family reintegration?”
Researcher’s perspective. In a grounded theory study, the researcher brings some knowledge of the literature to the study, but an exhaustive literature review may not be done. This allows theory to emerge directly from data and to reflect the contextual values that are integral to the social processes being studied. In this way, the new theory that emerges from the research is “grounded in” the data (Richards & Morse, 2013).
Sample selection. Sample selection involves choosing participants who are experiencing the circumstance and selecting events and incidents related to the social process under investigation. Hyatt and colleagues (2015) obtained their purposive (see Chapter 12) sample through self-referral from flyers posted in military health care clinics, health care provider referrals, and directly approaching potential participants while in the traumatic brain injury clinic of a military health care system; it is important to note that Hyatt was an active military member herself at the time of data collection.
Data gathering In the grounded theory method, data are collected through interviews and skilled observations of individuals interacting in a social setting. Interviews are recorded and transcribed, and observations are recorded as field notes. Open-ended questions are used initially to identify concepts for further focus. At their first data collection point, Hyatt and colleagues (2015) interviewed couples (soldiers and their spouses) together; then they interviewed each of them separately, to probe the themes that emerged in the joint interviews.
Data analysis A unique and important feature of the grounded theory method is that data collection and analysis occur simultaneously. The process requires systematic data collection and documentation using field
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notes and transcribed interviews. Hunches about emerging patterns in the data are noted in memos that the researcher uses to direct activities in fieldwork. This technique, called theoretical sampling, is used to select experiences that will help the researcher to test hunches and ideas and to gather complete information about developing concepts. The researcher begins by noting indicators or actual events, actions, or words in the data. As data are concurrently collected and analyzed, new concepts, or abstractions, are developed from the indicators (Charmaz, 2003; Strauss, 1987).
The initial analytical process is called open coding (Strauss, 1987). Data are examined carefully line by line, broken down into discrete parts, then compared for similarities and differences (Corbin & Strauss, 2015). Coded data are continuously compared with new data as they are acquired during research. This is a process called the constant comparative method. When data collection is complete, codes in the data are clustered to form categories. The categories are expanded and developed, or they are collapsed into one another, and relationships between the categories are used to develop new “grounded” theories. As a result, data collection, analysis, and theory generation have a direct, reciprocal relationship which grounds new theory in the perspectives of the research participants (Charmaz, 2003; Richards & Morse, 2013; Strauss & Corbin, 1990).
HELPFUL HINT In a report of research using the grounded theory method, you can expect to find a diagrammed model of a theory that synthesizes the researcher’s findings in a systematic way.
Describing the findings Grounded theory studies are reported in detail, permitting readers to follow the exact steps in the research process. Descriptive language and diagrams of the research process are used as evidence to document the researchers’ procedures for moving from the raw data to the new theory. Hyatt and colleagues (2015) found the basic social process of family reintegration after mild traumatic brain injury to be “finding a new normal.” The couples described this new normal as the phenomenon of finding or adjusting to changes
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in their new, post-mild traumatic brain injury family roles or routines. The following were the core categories:
1. Facing the unexpected—“Homecoming”—and adjusting to having the soldier back home; noticing changes in the soldier
2. Managing unexpected change—Assuming a caregiver role, managing the post-mild traumatic brain injury changes within the context of the married relationship
3. Experiencing mismatched expectations—Coping with the shifting state of the relationship, losing a career, or a shifting future
4. Adjusting to new expectations—Accepting changes, building a new family life
5. Learning to live with new expectations—Accepting the new normal
EVIDENCE-BASED PRACTICE TIP When thinking about the evidence generated by the grounded theory method, consider whether the theory is useful in explaining, interpreting, or predicting the study phenomenon of interest.
Ethnographic method Derived from the Greek term ethnos, meaning people, race, or cultural group, the ethnographic method focuses on scientific description and interpretation of cultural or social groups and systems (Creswell, 2013). The goal of the ethnographer is to understand the research participants’ views of their world, or the emic view. The emic view (insiders’ view) is contrasted with the etic view (outsiders’ view), which is obtained when the researcher uses quantitative analyses of behavior. The ethnographic approach requires that the researcher enter the world of the study participants to watch what happens, listen to what is said, ask questions, and collect whatever data are available. It is important to note that the term ethnography is used to mean both the research technique and the product of that technique—that is, the study
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itself (Creswell, 2013; Richards & Morse, 2013; Tedlock, 2003). Vidick and Lyman (1998) trace the history of ethnography, with roots in the disciplines of sociology and anthropology, as a method born out of the need to understand “other” and “self.” Nurses use the method to study cultural variations in health and patient groups as subcultures within larger social contexts.
Identifying the phenomenon The phenomenon under investigation in an ethnographic study varies in scope from a long-term study of a very complex culture, such as that of the Aborigines (Mead, 1949), to a short-term study of a phenomenon within subunits of cultures. Kleinman (1992) notes the clinical utility of ethnography in describing the “local world” of groups of patients who are experiencing a particular phenomenon, such as suffering. The local worlds of patients have cultural, political, economic, institutional, and social-relational dimensions in much the same way as larger complex societies. An example of ethnography is found in Grassley and colleagues’ (2015) study of nurses’ support of breastfeeding on the night shift. Grassley and colleagues used institutional ethnography, which has as its goal to explore how social experiences and processes, in particular those of everyday work, are organized. Institutional ethnography also considers the institutional processes and interactions that mediate the context of nurses’ everyday work (Grassley et al., 2015).
Structuring the study
Research question. In ethnographic studies, questions are asked about “lifeways” or particular patterns of behavior within the social context of a culture or subculture. In this type of research, culture is viewed as the system of knowledge and linguistic expressions used by social groups that allows the researcher to interpret or make sense of the world (Aamodt, 1991; Richards & Morse, 2013). Thus ethnographic nursing studies address questions that concern how cultural knowledge, norms, values, and other contextual variables influence people’s health experiences. Example: ➤ Grassley and colleagues’ (2015) research question is implied in their purpose statement: “To
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describe nurses’ support of breastfeeding on the night shift and to identify the interpersonal interactions and institutional structures that affect their ability to offer breastfeeding support and to promote exclusive breastfeeding on the night shift.” Remember that ethnographers have a broader definition of culture, where a particular social context is conceptualized as a culture. In this case, nurses who provide care on a mother/baby unit to mother/infant dyads in the immediate postpartum period are seen as a cultural entity that is appropriate for ethnographic study.
Researcher’s perspective. When using the ethnographic method, the researcher’s perspective is that of an interpreter entering an alien world and attempting to make sense of that world from the insider’s point of view (Richards & Morse, 2013). Like phenomenologists and grounded theorists, ethnographers make their own beliefs explicit and bracket, or set aside, their personal biases as they seek to understand the worldview of others.
Sample selection. The ethnographer selects a cultural group that is living the phenomenon under investigation. The researcher gathers information from general informants and from key informants. Key informants are individuals who have special knowledge, status, or communication skills, and who are willing to teach the ethnographer about the phenomenon (Richards & Morse, 2013). Example: ➤ Grassley and colleagues’ (2015) research took place in a tertiary care hospital with 4200 births per year (20% of the state’s total births) and an exclusive breastfeeding rate of 75% on discharge. They described the setting and its employees in detail.
HELPFUL HINT Managing personal bias is an expectation of researchers using all of the methods discussed in this chapter.
Data gathering Ethnographic data gathering involves immersion in the study setting and the use of participant observation, interviews of
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informants, and interpretation by the researcher of cultural patterns (Richards & Morse, 2013). Ethnographic research involves face-to- face interviewing with data collection and analysis taking place in the natural setting. Thus fieldwork is a major focus of the method. Other techniques may include obtaining life histories and collecting material items reflective of the culture. Example: ➤ Photographs and films of the informants in their world can be used as data sources. In their study, Grassley and colleagues (2015) collected data using focus groups, individual and group interviews, and mother/baby unit observations.
Data analysis Like the grounded theory method, ethnographic data are collected and analyzed simultaneously. Data analysis proceeds through several levels as the researcher looks for the meaning of cultural symbols in the informant’s language. Analysis begins with a search for domains or symbolic categories that include smaller categories. Language is analyzed for semantic relationships, and structural questions are formulated to expand and verify data. Analysis proceeds through increasing levels of complexity until the data, grounded in the informant’s reality, are synthesized by the researcher (Richards & Morse, 2013). Grassley and colleagues (2015) described analysis of data as beginning with interview transcripts using content analysis, with subsequent team meetings to discuss findings and agree on categories. The observation notes were used to substantiate the themes.
Describing the findings Ethnographic studies yield large quantities of data that reflect a wide array of evidence amassed as field notes of observations, interview transcriptions, and sometimes other artifacts such as photographs. The first level description is the description of the scene, the parameters or boundaries of the research group, and the overt characteristics of group members (Richards & Morse, 2013). Strategies that enhance first level description include maps and floor plans of the setting, organizational charts, and documents. Researchers may report item-level analysis, followed by pattern and structure level of analysis. Ethnographic research articles
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usually provide examples from data, thorough descriptions of the analytical process, and statements of the hypothetical propositions and their relationship to the ethnographer’s frame of reference, which can be rather detailed and lengthy. Grassley and colleagues (2015) identified three main themes that described nurses’ support of breastfeeding on the night shift: competing priorities, incongruent expectations, and influential institutional structure; these described the interpersonal interactions and institutional structures that affected the nurses. Competing priorities included maternal rest, the newborn night feeding pattern, the presence of visitors, support of the breastfeeding dyad, and other patients’ care needs. Incongruent expectations included the breastfeeding expectations of parents, the newborn’s breastfeeding behaviors, parental night feeding expectations, the newborn’s nocturnal sleep pattern, the nurses’ expectations about support, and challenging breastfeeding dyads. Finally, influential institutional structures included hospital practices, staffing (including the nurse/patient ratio, RN experience, and lactation of RNs), and feeding policies.
EVIDENCE-BASED PRACTICE TIP Evidence generated by ethnographic studies will answer questions about how cultural knowledge, norms, values, and other contextual variables influence the health experience of a particular patient population in a specific setting.
Case study Case study research, which is rooted in sociology, has a complex history and many definitions (Aita & McIlvain, 1999). As noted by Stake (2000), a case study design is not a methodological choice; rather, it is a choice of what to study. Thus the case study method is about studying the peculiarities and the commonalities of a specific case, irrespective of the actual strategies for data collection and analysis that are used to explore research questions. Case studies include quantitative and/or qualitative data but are defined by their focus on uncovering an individual case and, in some instances, identifying patterns in variables that are consistent across a set of cases. Stake (2000) distinguishes intrinsic from instrumental case studies. Intrinsic case study is undertaken to have a better
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understanding of the case—for example, one child with chickenpox, as opposed to a group or all children with chickenpox. The researcher at least temporarily subordinates other curiosities so that the stories of those “living the case” will be teased out (Stake, 2000). Instrumental case study is used when researchers are pursuing insight into an issue or want to challenge some generalization—for example, the qualities of sleep and restfulness in a set of four children with chickenpox. Very often, in case studies, there is an emphasis on holism, which means that researchers are searching for global understanding of a case within a spatially or temporally defined context.
Identifying the phenomenon Although some definitions of case study demand that the focus of research be contemporary, Stake’s (1995, 2000) defining criterion of attention to the single case broadens the scope of phenomenon for study. By a single case, Stake is designating a focus on an individual, a family, a community, an organization—some complex phenomenon that demands close scrutiny for understanding. Walker and colleagues (2015) used a case study design to examine how older, early-stage breast and prostate cancer patients managed the transition from active treatment of cancer to recovery when treatment was completed. To explore the strategies that cancer patients used, Walker and colleagues used a purposive sampling strategy to select a sample of 11 patient and caregiver dyads from a larger group of dyads enrolled in a randomized clinical trial of a new cancer treatment.
Structuring the study
Research question. Stake (2000) suggests that research questions be developed around issues that serve as a foundation to uncover complexity and pursue understanding. Although researchers pose questions to begin discussion, the initial questions are never all-inclusive; rather, the researcher uses an iterative process of “growing questions” in the field. That is, as data are collected to address these questions, it is expected that other questions will emerge and serve as guides to
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the researcher to untangle the complex, context-laden story within the case. Example: ➤ In Walker and colleagues’ (2015) study, data were collected from patients’ daily written journals, patient interview transcripts, and researcher notes from telephone calls with patients and caregivers. By using multiple ways of identifying how patients recovered after treatment, the researchers were able to describe a central theme about cancer recovery—with the return of a sense of “normalcy,” patients experienced less anxiety and greater quality of life. Using rich description in the case study data, the researchers were also able to describe resources, such as conversations with family members and health care workers, which promote a sense of normalcy and well-being after treatment.
Researcher’s perspective. When the researcher begins with questions developed around suspected issues of importance, they are said to have an “etic” focus, which means the research is focused on the perspective of the researcher. As case study researchers engage the phenomenon of interest in individual cases, the uniqueness of individual stories unfold and shift from an etic (researcher orientation) to an “emic” (participant orientation) focus (Stake, 2000). Ideally, the case study researcher will develop an insider view that permits narration of the way things happen in the case. Example: ➤ In the study by Walker and colleagues (2015), the etic focus on the abstract concept of “recovery” shifted to the emic focus on the precise details about the way patients returned to a sense of normalcy after treatment.
Sample selection. This is one of the areas where scholars in the field present differing views, ranging from only choosing the most common cases to only choosing the most unusual cases (Aita & McIlvain, 1999). Stake (2000) advocates selecting cases that may offer the best opportunities for learning. In some instances, the convenience of studying the case may even be a factor. For instance, if there are several patients who have undergone heart transplantation and are willing to participate in the study, practical factors may influence which patient offers the best opportunity for learning. Persons who live in the area and can be easily visited at home or in the medical
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center might be better choices than those living much farther away (where multiple contacts over time might be impossible). Similarly, the researcher may choose to study a case in which a potential participant has an actively involved family, because understanding the family context of transplant patients may shed important new light on their healing. It can safely be said that no choice is perfect when selecting a case; however, selecting cases for their contextual features fosters the strength of data that can be learned at the level of the individual case. Example: ➤ In the Walker and colleagues’ (2015) study, the selection of 11 patient and caregiver dyads permitted the detailed data collection necessary to describe the actual process of returning to normalcy and how factors in the environment contributed to this process.
Data gathering Case study data are gathered using interviews, field observations, document reviews, and any other methods that accumulate evidence for describing or explaining the complexity of the case. Stake (1995) advocates development of a data gathering plan to guide the progress of the study from definition of the case through decisions regarding data collection involving multiple methods, at multiple time points, and sometimes with multiple participants within the case. In the Walker and colleagues’ (2015) study, multiple methods for collecting data were used, including daily written diaries, interview transcripts, and notes from phone calls. Using data from multiple sources, the researchers used data from different times and points of view to describe the step-by-step process of returning to normal after cancer treatment.
Data analysis/describing findings Data analysis is often concurrent with data gathering and description of findings as the narrative in the case develops. Qualitative case study is characterized by researchers spending extended time on site, personally in contact with activities and operations of the case, and reflecting and revising meanings of what transpires (Stake, 2000). Reflecting and revising meanings are the work of the case study researcher, who records data, searches for patterns, links data from multiple sources, and develops
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preliminary thoughts regarding the meaning of collected data. This reflective and iterative process for writing the case narrative produces a unique form of evidence. Many times case study research reports do not list all of the research activities. However, reported findings are usually embedded in the following: (1) a chronological development of the case; (2) the researcher’s story of coming to know the case; (3) the one-by-one description of case dimensions; and (4) vignettes that highlight case qualities (Stake, 1995). Example: ➤ As Walker and colleagues (2015) analyzed “cases” of patient recovery after treatment, the diversity of cases in the study permitted the researchers to identify behaviors, such as conversations with trusted health care workers, which patients used to reassess their wellness and realize they were healing after treatment. Analysis consisted of the search for patterns in raw data, variation in the patterns within and between cases, and identification of themes that described common patterns within and between the cases. In the study by Walker and colleagues (2015), the researchers ultimately used patterns in the case data to develop a theory about the process of working toward normalcy after cancer treatment; this was significant because the new theory is focused on patient experiences and will be a guide for assisting cancer patients in the future.
EVIDENCE-BASED PRACTICE TIP Case studies are a way of providing in-depth evidence-based discussion of clinical topics that can be used to guide practice.
Community-based participatory research Community-based participatory research is a research method that systematically accesses the voice of a community to plan context- appropriate action. CBPR provides an alternative to traditional research approaches that assume a phenomenon may be separated from its context for purposes of study. Investigators who use CBPR recognize that engaging members of a study population as active and equal participants, in all phases of the research, is crucial for the research process to be a means of facilitating change (Holkup et al., 2004). Change or action is the intended end product of CBPR, and “action research” is a term related to CBPR. Many scholars
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consider CBPR to be a type of action research and group this within the tradition of critical science (Fontana, 2004).
In his book Action Research, Stringer (1999) distilled the research process into three phases: look, think, and act. In the look phase Stringer (1999) describes “building the picture” by getting to know stakeholders so that the problem is defined in their terms and the problem definition is reflective of the community context. He characterizes the think phase as interpretation and analysis of what was learned in the look phase. As investigators “think,” the researcher is charged with connecting the ideas of the stakeholders so that they provide evidence that is understandable to the larger community group (Stringer, 1999). Finally, in the act phase, Stringer (1999) advocates planning, implementation, and evaluation based on information collected and interpreted in the other phases of research.
Bisung and colleagues (2015) used photovoice as a CBPR tool to understand water, sanitation, and hygiene behaviors and to catalyze community-led solutions to change behaviors among women in Western Kenya. Changing these behaviors is essential for reducing waterborne and water-related diseases. Photovoice is a CBPR tool that can be used to foster trust and capacity building for community-led solutions to environment and health issues. Through photography, participants, who take the pictures themselves, are able to identify, represent, discuss, and find solutions to their everyday environment and health problems. In the first part of their study, photovoice one-on-one interviews were used to explore local perceptions and practices around water-health linkages and how the ecological and sociopolitical environment shapes these perceptions and practices. The second component consisted of using photovoice group discussions to explore participants’ experiences with and reactions to the photographs and the photovoice project. From the group discussions, three major themes emerged: awareness, immediate reactions, and planned actions. Awareness involved the photos serving as prompts to certain behaviors and practices in the community and the influence of these practices on their health. Immediate reactions involved spontaneous decisions to educate people and stop children from certain negative practices and having discussions on how to find
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solutions to common negative behaviors and practices. Planned actions involved working with village leaders and the whole community.
Mixed methods research Mixed methods research is basically the use of both qualitative and quantitative methods in one study. Mixed methods research has evolved over the past decade. There are several types of mixed methods designs (Creswell & Plano Clark, 2011). Researchers who choose a mixed methods study choose on the basis of the question. (See Chapter 10 for further information.)
Data from different sources can be used to corroborate, elaborate, or illuminate the phenomenon in question. Example: ➤ Bhandari and Kim (2016) conducted a mixed methods study. The study aimed to develop an exploratory model for self-care in type 2 diabetic adults and enhance the model’s interpretation through qualitative input. For the qualitative component, the researchers conducted semistructured interviews with a subset (N = 13) of the total sample (N = 230). For the quantitative component, the subjects responded to several questionnaires related to self-care behaviors. As you read research, you will quickly discover that approaches and methods, such as mixed methods, are being combined to contribute to theory building, guide practice, and facilitate instrument development.
Although certain questions may be answered effectively by combining qualitative and quantitative methods in a single study, this does not necessarily make the findings and related evidence stronger. In fact, if a researcher inappropriately combines methods in a single study, the findings could be weaker and less credible.
Synthesizing qualitative evidence: Meta- synthesis The depth and breadth of qualitative research has grown over the years, and it has become important to qualitative researchers to synthesize critical masses of qualitative findings.
The terms most commonly used to describe this activity are qualitative meta-summary and qualitative meta-synthesis.
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Qualitative meta-summary is a quantitatively oriented aggregation of qualitative findings that are topical or thematic summaries or surveys of data. Meta-summaries are integrations that are approximately equal to the sum of parts, or the sum of findings across reports in a target domain of research. They address the manifest content in findings and reflect a quantitative logic: to discern the frequency of each finding and to find in higher frequency the evidence of replication foundational to validity in most quantitative research. Qualitative meta-summary involves the extraction and further abstraction of findings, and the calculation of manifest frequency effect sizes (Sandelowski & Barroso, 2003a). Qualitative meta-synthesis is an interpretive integration of qualitative findings that are interpretive syntheses of data, including the phenomenologies, ethnographies, grounded theories, and other integrated and coherent descriptions or explanations of phenomena, events, or cases that are the hallmarks of qualitative research. Meta-syntheses are integrations that are more than the sum of parts in that they offer novel interpretations of findings. These interpretations will not be found in any one research report; rather, they are inferences derived from taking all of the reports in a sample as a whole. Meta-syntheses offer a description or explanation of a target event or experience, instead of a summary view of unlinked features of that event or experience. Such interpretive integrations require researchers to piece the individual syntheses constituting the findings in individual research reports together to craft one or more meta-syntheses. Their validity does not reside in a replication logic, but in an inclusive logic whereby all findings are accommodated and the accumulative analysis displayed in the final product. Meta-synthesis methods include constant comparison, taxonomic analysis, the reciprocal translation of in vivo concepts, and the use of imported concepts to frame data (Sandelowski & Barroso, 2003b). Meta-synthesis integrates qualitative research findings on a topic and is based on comparative analysis and interpretative synthesis of qualitative research findings that seek to retain the essence and unique contribution of each study (Sandelowski & Barroso, 2007).
Fleming and colleagues (2015) published a meta-synthesis of qualitative studies related to antibiotic prescribing in long-term care
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facilities. The synthesis of qualitative research was used to facilitate determination of antibiotic prescribing in long-term care settings. This meta-synthesis provided a way to describe findings across a set of qualitative studies and create knowledge that is relevant to clinical practice. Sandelowski (2004) cautions that the use of qualitative meta-synthesis is laudable and necessary, but requires careful application of qualitative meta-synthesis methods. There are a number of meta-synthesis studies being conducted by nurse scientists. It will be interesting for research consumers to follow the progress of researchers who seek to develop criteria for appraising a set of qualitative studies and use those criteria to guide the incorporation of these studies into systematic literature reviews.
EVIDENCE-BASED PRACTICE TIP Although qualitative in its approach to research, community-based participatory research leads to an action component in which a nursing intervention is implemented and evaluated for its effectiveness in a specific patient population.
Issues in qualitative research Ethics Protection of human subjects is a critical aspect of all scientific investigation. This demand exists for both quantitative and qualitative research approaches. Protection of human subjects in quantitative approaches is discussed in Chapter 13. These basic tenets hold true for the qualitative approach. However, several characteristics of the qualitative methodologies outlined in Table 6.1 generate unique concerns and require an expanded view of protecting human subjects.
TABLE 6.1 Characteristics of Qualitative Research Generating Ethical Concerns
Characteristics Ethical Concerns Naturalistic setting
Some researchers using participant observation methods may believe that consent is not always possible or necessary.
Emergent Planning for questioning and observation emerges over the time of the study.
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nature of design
Thus it is difficult to inform the participant precisely of all potential threats before he or she agrees to participate.
Researcher- participant interaction
Relationships developed between the researcher and participant may blur the focus of the interaction.
Researcher as instrument
The researcher is the study instrument, collecting data and interpreting the participant’s reality.
Naturalistic setting The central concern that arises when research is conducted in naturalistic settings focuses on the need to gain informed consent. The need to obtain informed consent is a basic researcher responsibility but is not always easy to obtain in naturalistic settings. For instance, when research methods include observing groups of people interacting over time, the complexity of gaining consent becomes apparent: Have all parties consented for all periods of time? Have all parties been consented? What have all parties consented to doing? These complexities generate controversy and debate among qualitative researchers. The balance between respect for human participants and efforts to collect meaningful data must be continuously negotiated. The reader should look for information indicating that the researcher has addressed this issue of balance by recording attention to human participant protection.
Emergent nature of design The emergent nature of the research design in qualitative research underscores the need for ongoing negotiation of consent with participants. In the course of a study, situations change, and what was agreeable at the beginning may become intrusive. Sometimes, as data collection proceeds and new information emerges, the study shifts direction in a way that is not acceptable to participants. For instance, if the researcher were present in a family’s home during a time when marital discord arose, the family may choose to renegotiate the consent. From another perspective, Morse (1998) discussed the increasing involvement of participants in the research process, sometimes resulting in their request to have their names published in the findings or be included as a coauthor. If the participant originally signed a consent form and then chose an
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active identified role, Morse (1998) suggests that the participant then sign a “release for publication” form to address this request. The emergent qualitative research process demands ongoing negotiation of researcher-participant relationships, including the consent relationship. The opportunity to renegotiate consent establishes a relationship of trust and respect characteristic of the ethical conduct of research.
Researcher-participant interaction The nature of the researcher-participant interaction over time introduces the possibility that the research experience will become a therapeutic one. It is a case of research becoming practice. It is important to recognize that there are basic differences between the intent of nurses when engaging in practice and when conducting research (Smith & Liehr, 2003). In practice, the nurse has caring- healing intentions. In research, the nurse intends to “get the picture” from the perspective of the participant. The process of “getting the picture” may be a therapeutic experience for the participant. When a research participant talks to a caring listener about things that matter, the conversation may promote healing, even though it was not intended. From an ethical perspective, the qualitative researcher is promising only to listen and encourage the other’s story. If this experience is therapeutic for the participant, it becomes an unplanned benefit of the research. If it becomes harmful, the ethics of continuing the research becomes an issue and the study design will require revision.
Researcher as instrument The responsibility to establish rigor in data collection and analysis requires that the researcher acknowledge any personal bias and strive to interpret data in a way that accurately reflects the participant’s point of view. This serious ethical obligation may require that researchers return to the subjects at critical interpretive points and ask for clarification or validation.
Credibility, auditability, and fittingness Quantitative studies are concerned with reliability and validity of
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instruments, as well as internal and external validity criteria as measures of scientific rigor (see the Critical Thinking Decision Path), but these are not appropriate for qualitative work. The rigor of qualitative methodology is judged by unique criteria appropriate to the research approach. Credibility, auditability, and fittingness were scientific criteria proposed for qualitative research studies by Guba and Lincoln (1981). Although these criteria were proposed decades ago, they still capture the rigorous spirit of qualitative inquiry and persist as reasonable criteria for appraisal of scientific rigor in the research. The meanings of credibility, auditability, and fittingness are briefly explained in Table 6.2.
TABLE 6.2 Criteria for Judging Scientific Rigor: Credibility, Auditability, Fittingness
Criteria Criteria Characteristics Credibility Truth of findings as judged by participants and others within the discipline. For
instance, you may find the researcher returning to the participants to share interpretation of findings and query accuracy from the perspective of the persons living the experience.
Auditability Accountability as judged by the adequacy of information leading the reader from the research question and raw data through various steps of analysis to the interpretation of findings. For instance, you should be able to follow the reasoning of the researcher step by step through explicit examples of data, interpretations, and syntheses.
Fittingness Faithfulness to participants’ everyday reality, described in enough detail so that others can evaluate importance for practice, research, and theory development. For instance, you will know enough about the human experience being reported that you can decide whether it “rings true” and is useful for guiding your practice.
EVIDENCE-BASED PRACTICE TIPS
• Mixed methods research offers an opportunity for researchers to increase the strength and consistency of evidence provided by the use of both qualitative and quantitative research methods.
• The combination of stories with numbers (qualitative and quantitative research approaches) through use of mixed methods may provide the most complete picture of the phenomenon being studied and, therefore, the best evidence for guiding practice.
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Appraisal for evidence-based practice qualitative research General criteria for critiquing qualitative research are proposed in the following Critical Appraisal Criteria box. Each qualitative method has unique characteristics that influence what the research consumer may expect in the published research report, and journals often have page restrictions that penalize qualitative research. The criteria for critiquing are formatted to evaluate the selection of the phenomenon, the structure of the study, data collection, data analysis, and description of the findings. Each question of the criteria focuses on factors discussed throughout the chapter. Appraising qualitative research is a useful activity for learning the nuances of this research approach. You are encouraged to identify a qualitative study of interest and apply the criteria for critiquing. Keep in mind that qualitative methods are the best way to start to answer clinical and/or research questions that previously have not been addressed in research studies or that do not lend themselves to a quantitative approach. The answers provided by qualitative data reflect important evidence that may provide the first insights about a patient population or clinical phenomenon.
CRITICAL APPRAISAL CRITERIA Qualitative Approaches Identifying the phenomenon
1. Is the phenomenon focused on human experience within a natural setting?
2. Is the phenomenon relevant to nursing and/or health?
Structuring the study Research question
3. Does the question specify a distinct process to be studied?
4. Does the question identify the context (participant group/place)
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of the process that will be studied?
5. Does the choice of a specific qualitative method fit with the research question?
Researcher’s perspective
6. Are the biases of the researcher reported?
7. Do the researchers provide a structure of ideas that reflect their beliefs?
Sample selection
8. Is it clear that the selected sample is living the phenomenon of interest?
Data collection
9. Are data sources and methods for gathering data specified?
10. Is there evidence that participant consent is an integral part of the data-gathering process?
Data analysis
11. Can the dimensions of data analysis be identified and logically followed?
12. Does the researcher paint a clear picture of the participant’s reality?
13. Is there evidence that the researcher’s interpretation captured the participant’s meaning?
14. Have other professionals confirmed the researcher’s interpretation?
Describing the findings
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15. Are examples provided to guide the reader from the raw data to the researcher’s synthesis?
16. Does the researcher link the findings to existing theory or literature, or is a new theory generated?
In summary, the term qualitative research is an overriding description of multiple methods with distinct origins and procedures. In spite of distinctions, each method shares a common nature that guides data collection from the perspective of the participants to create a story that synthesizes disparate pieces of data into a comprehensible whole that provides evidence and promises direction for building nursing knowledge.
Key points • Qualitative research is the investigation of human experiences in
naturalistic settings, pursuing meanings that inform theory, practice, instrument development, and further research.
• Qualitative research studies are guided by research questions.
• Data saturation occurs when the information being shared with the researcher becomes repetitive.
• Qualitative research methods include five basic elements: identifying the phenomenon, structuring the study, gathering the data, analyzing the data, and describing the findings.
• The phenomenological method is a process of learning and constructing the meaning of human experience through intensive dialogue with persons who are living the experience.
• The grounded theory method is an inductive approach that implements a systematic set of procedures to arrive at theory about basic social processes.
• The ethnographic method focuses on scientific descriptions of cultural groups.
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• The case study method focuses on a selected phenomenon over a short or long time period to provide an in-depth description of its essential dimensions and processes.
• CBPR is a method that systematically accesses the voice of a community to plan context-appropriate action.
• Ethical issues in qualitative research involve issues related to the naturalistic setting, emergent nature of the design, researcher- participant interaction, and researcher as instrument.
• Credibility, auditability, and fittingness are criteria for judging the scientific rigor of a qualitative research study.
• Mix methods approaches to research are promising.
Critical thinking challenges • How can mixed methods increase the effectiveness of qualitative
research?
• How can a nurse researcher select a qualitative research method when he or she is attempting to accumulate evidence regarding a new topic about which little is known?
• How can the case study approach to research be applied to evidence-based practice?
• Describe characteristics of qualitative research that can generate ethical concerns.
• Your interprofessional team is asked to provide a rationale about why they are searching for a meta-synthesis rather than individual qualitative studies to answer their clinical question.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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References 1. Aamodt A.A. Ethnography and epistemology Generating
nursing knowledge. In: Morse J.M. Qualitative nursing research A contemporary dialogue. Newbury Park, CA: Sage;1991.
2. Aita V.A, McIlvain H.E. An armchair adventure in case study research. In: Crabtree B, Miller W.L. Doing qualitative research. Thousand Oaks, CA: Sage;1999.
3. Bhandari P, Kim M. Self-care behaviors of Nepalese adults with Type 2 diabetes. Nursing Research 2016;65(3):202-241.
4. Bisung E, Elliott S.J, Abudho B, et al. Using photovoice as a community based participatory research tool for changing water, sanitation, and hygiene behaviours in Usoma, Kenya. BioMed Research International 2015;2015:903025 Available at: doi:1155/2015/903025.
5. Charmaz K. Grounded theory Objectivist and constructivist methods. In: Denzin N.K, Lincoln Y.S. Handbook of qualitative research. Thousand Oaks, CA: Sage;2003.
6. Colaizzi P. Psychological research as a phenomenologist views it. In: Valle R.S, King M. Existential phenomenological alternatives for psychology. New York, NY: Oxford University Press;1978.
7. Cook G, Thompson J, Reed J. Reconceptualising the status of residents in a care home Older people wanting to “live with care.”. Ageing and Society 2015;35:1587-1613.
8. Corbin J, Strauss A. Basics of qualitative research. Los Angeles, CA: Sage;2015.
9. Creswell J.W. Qualitative inquiry and research design Choosing among five traditions. Thousand Oaks, CA: Sage;2013.
10. Creswell J.W, Plano-Clark V.L. Designing and conducting mixed methods research. 2nd ed. Thousand Oakes, CA: Sage;2011.
11. Denzin N.K, Lincoln Y.S. The landscape of qualitative research. Thousand Oaks, CA: Sage;2003.
12. Fleming A, Bradley C, Cullinan S, et al. Antibiotic prescribing in long-term care facilities A meta-synthesis of
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qualitative research. Drugs & Aging 2015;32(4):295-303 Available at: doi:10.1007/s40266-015-0252-2.
13. Fontana J.S. A methodology for critical science in nursing. Advances in Nursing Science 2004;27(2):93-101.
14. Glaser B.G, Strauss A.L. The discovery of grounded theory Strategies for qualitative research. Chicago, IL: Aldine;1967.
15. Grassley J.S, Clark M, Schleis J. An institutional ethnography of nurses’ support of breastfeeding on the night shift. Journal of Obstetric, Gynecologic & Neonatal Nursing 2015;44:567-577.
16. Guba E, Lincoln Y. Effective evaluation. San Francisco, CA: Jossey-Bass;1981.
17. Holkup P.A, Tripp-Reimer T, Salois E.M, et al. Community- based participatory research An approach to intervention research with a Native American community. ANS Advance in Nursing Science 2004;27(3):162-175.
18. Hyatt K.S, Davis L.L, Barroso J. Finding the new normal Accepting changes after combat-related mild traumatic brain injury. Journal of Nursing Scholarship 2015;47:300-309.
19. Kleinman A. Local worlds of suffering An interpersonal focus for ethnographies of illness experience. Qualitative Health Research 1992;2(2):127-134.
20. Marshall C, Rossman G.B. Designing qualitative research. 5th ed. Los Angeles, CA: Sage;2011.
21. Mead M. Coming of age in Samoa. New York, NY: New American Library, Mentor Books;1949.
22. Morse J.M. The contracted relationship Ensuring protection of anonymity and confidentiality. Qualitative Health Research 1998;8(3):301-303.
23. Richards L, Morse J.M. Read me first for a user’s guide to qualitative methods. 2nd ed. Los Angeles, CA: Sage;2013.
24. Sandelowski M. Using qualitative research. Qualitative Health Research 2004;14(10):1366-1386.
25. Sandelowski M, Barroso J. Creating metasummaries of qualitative findings. Nursing Research 2003;52:226-233.
26. Sandelowski M, Barroso J. Toward a metasynthesis of qualitative findings on motherhood in HIV-positive women. Research in Nursing & Health 2003;26:153-170.
27. Sandelowski M, Barroso J. The travesty of choosing after
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positive prenatal diagnosis. Journal of Obstetric, Gynecologic, and Neonatal Nursing 2005;34(4):307-318.
28. Sandelowski M, Barroso J. Handbook for synthesizing qualitative research. Philadelphia, PA: Springer;2007.
29. Silverman D, Marvasti A. Doing qualitative research. Los Angeles, CA: Sage;2008.
30. Smith M.J, Liehr P. The theory of attentively embracing story. In: Smith M.J, Liehr P. Middle range theory for nursing. New York, NY: Springer;2003.
31. Stake R.E. The art of case study research. Thousand Oaks, CA: Sage;1995.
32. Stake R.E. Case studies. In: Denzin N.K, Lincoln Y.S. Handbook of qualitative research 2nd ed. Thousand Oaks, CA: Sage;2000.
33. Strauss A.L. Qualitative analysis for social scientists. New York, NY: Cambridge University Press;1987.
34. Strauss A, Corbin J. Basics of qualitative research Grounded theory procedures and techniques. Newbury Park, CA: Sage;1990.
35. Strauss A, Corbin J. Grounded theory methodology. In: Denzin N.K, Lincoln Y.S. Handbook of qualitative research. Thousand Oaks, CA: Sage;1994.
36. In: Strauss A, Corbin J. Grounded theory in practice. Thousand Oaks, CA: Sage;1997.
37. Stringer E.T. Action research. 2nd ed. Thousand Oaks, CA: Sage;1999.
38. Tedlock B. Ethnography and ethnographic representation. In: Denzin N.K, Lincoln Y.S. Handbook of qualitative research. Thousand Oaks, CA: Sage;2003.
39. Vidick A.J, Lyman S.M. Qualitative methods their history in sociology and anthropology. In: Denzin N.K, Lincoln Y.S. The landscape of qualitative research Theories and issues. Thousand Oaks, CA: Sage;1998.
40. Walker R, Szanton S.L, Wenzel J. Working toward normalcy post-treatment A qualitative study of older adult breast and prostate cancer survivors. Oncology Nursing Forum 2015;42(6):358-367.
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CHAPTER 7
Appraising qualitative research Dona Rinaldi Carpenter
Learning outcomes
After reading this chapter, you should be able to do the following:
• Understand the role of critical appraisal in research and evidence- based practice. • Identify the criteria for critiquing a qualitative research study. • Identify the stylistic considerations in a qualitative study. • Apply critical reading skills to the appraisal of qualitative research. • Evaluate the strengths and weaknesses of a qualitative study. • Describe applicability of the findings of a qualitative study. • Construct a written critique of a qualitative study.
KEY TERMS
bracketing
phenomenology
auditability
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credibility
phenomena
saturation
theme
trustworthiness
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Qualitative and quantitative research methods vary in terms of purpose, approach, analysis, and conclusions. Therefore, the use of each requires an understanding of the traditions on which the methods are based. This chapter aims to provide a set of criteria that can be used to critique qualitative research studies through a process of critical analysis and evaluation.
The critical appraisal of qualitative research continues to be discussed in nursing and related health care professions, providing a framework that includes key concepts for evaluation (Beck, 2009; Bigby, 2015; Flannery, 2016; Horsburgh, 2003; Ingham-Broomfield, 2015; Pearson et al., 2015; Russell & Gregory, 2003; Sandelowski, 2015; Williams, 2015).
Critical appraisal and qualitative research considerations Qualitative research represents a basic level of inquiry that seeks to discover and understand concepts, phenomena, or cultures. In a qualitative study, you should not expect to find hypotheses; theoretical frameworks; dependent and independent variables; large, random samples; complex statistical procedures; scaled instruments; or definitive conclusions about how to use the findings. A primary reason for conducting a qualitative study is to develop a theory or to discover knowledge about a phenomenon. Sample size is expected to be small. This type of research is not generalizable, nor should it be. Findings are presented in a
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narrative format with raw data used to illustrate identified themes. Thick, rich data are essential in order to document the rigor of the research, which is called trustworthiness in a qualitative research study. Ensuring trustworthiness in qualitative inquiry is critical, as qualitative researchers seek to have their work recognized in an evidence-driven world (Beck, 2009; Bigby, 2015).
Application of qualitative research findings The purpose of qualitative research is to describe, understand, or explain phenomenon important to nursing. Phenomena are those things that are perceived by our senses. For example, pain and losing a loved one are considered phenomena. In a qualitative study, the researcher gathers narrative data that uses the participants’ voices and experiences to describe the phenomenon under investigation. Barbour and Barbour (2003) offer that qualitative research can provide the opportunity to give voice to those who have been disenfranchised and have no history. Therefore, the application of qualitative findings will necessarily be context-bound (Russell & Gregory, 2003).
Qualitative research also has the ability to contribute to evidenced-based practice literature (Anthony & Jack, 2009; Cesario et al., 2002; Donnelly & Wiechula, 2013; Walsh & Downe, 2005). Describing the lived human experience of patients can contribute to the improvement of care, adding a dimension of understanding to our work as it is described by those who live it on a day-to-day basis. Fundamentally, principles for evaluating qualitative research are the same. Reviewers are concerned with the plausibility and trustworthiness of the researcher’s account of the findings and its potential and/or actual relevance to current or future theory and practice (Horsburgh, 2003; Ingham-Bloomfield, 2015; Pearson et al., 2015; Sandelowski, 2015; Williams, 2015). As a framework for understanding how the appraisal of qualitative research can support evidence-based practice, a published research report and critical appraisal criteria follow (Table 7.1). The critical appraisal criteria will be used to demonstrate the process of appraising a qualitative research report. For information on specific guidelines for appraisal of phenomenology, ethnography, grounded theory,
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and action research, see Chapters 5 and 6 and Streubert and Carpenter (2011).
TABLE 7.1 Critical Appraisal of Qualitative Research
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CRITICAL APPRAISAL CRITERIA Qualitative Research Study As evidenced by published works, phenomenology is one approach to qualitative research. From a nursing perspective, qualitative research allows caregivers to understand the life experience of the patients they care for. Excerpts from “A Woman’s Experience: Living With an Implantable Cardioverter Defibrillator” by Jaclyn Conelius are provided throughout this chapter as examples of phenomenological research. The article was published in Applied Nursing Research in 2015. The following sections critique Conelius’s study. The primary purpose of this critique is to carefully examine how each step of the research process has been articulated in the study and to examine how the research has contributed to nursing knowledge. The article by Conelius (2015) provides an example of a phenomenological study true to qualitative methods.
Critique of a qualitative research study
The research study The study “A Woman’s Experience: Living With an Implantable Cardioverter Defibrillator” by Jaclyn Conelius, published in Applied Nursing Research, is critiqued. The article is presented in its entirety and followed by the critique.
A woman’s experience: Living with an implantable cardioverter defibrillator Jaclyn Conelius, PhD, FNP-BC
Abstract The implantable cardioverter defibrillators (ICD) have decreased mortality rates from those who are at risk for sudden cardiac death or who have survived sudden cardiac death and has been shown to
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be superior to antiarrhythmic medications (Greenburg et al., 2004). This advance in technology may improve physical health but can impose some challenges to patients, such as depression, anxiety, fear, and unpredictability. Published research on how ICD affects a woman’s life experience using phenomenology is limited. Therefore, the purpose of this article is to describe the experiences of women who have an ICD using Colaizzi’s method of phenomenology since their implant. Analysis of the three interviews resulted in five themes that described the essence of this experience. The results of this study could not only help clinicians understand what their patients are experiencing but also it can be used as an education tool.
© 2014 Elsevier Inc. All rights reserved.
Introduction Implantable cardioverter defibrillators (ICDs) have decreased mortality rates from those who are at risk for sudden cardiac death or who have survived sudden cardiac death and has been shown to be superior to anti-arrhythmic medications (Greenburg et al., 2004). ICDs have been supported by many clinical trials and it is now the treatment of choice in primary and secondary prevention for these patients (Bardy et al., 2005; Bristow et al., 2004; Moss et al., 2002). This mainstay of treatment has increased steadily from 486,025 implants from 2006 to 2009 to 850,068 from 2010 to 2011 (Hammill et al., 2010; Kremers et al., 2013). Of these implants approximately 28% were female only.
This advance in technology may improve physical health but can impose some challenges to patients. They include the adjustments to the device in their everyday living, such as; quality of life issues as well as psychological issues. Through quantitative research the following have been reported; a fear of physical activity and a fear of shock from the device to prevent the sudden cardiac arrest (Lampert et al., 2002; Wallace et al., 2002; Whang et al., 2005). Other studies have reported anxiety, fear, and depression in these patients. Some specific fears included; malfunctioning, unpredictability, and the inability to control events (Dickerson, 2005; Dunbar, 2005; Eckert & Jones, 2002; Kamphuis et al., 2004; Lemon, Edelman, & Kirkness, 2004). These quality of life and
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psychological issues reported in the studies are not reported as gender specific; therefore, female specific challenges are not well studied. Furthermore, there have been few qualitative studies based on a patient’s experience of living with an ICD. Previous studies reported themes such as the feeling of gratitude, safety, belief in the future, adjustment to the device, lifesaving yet changing, fear of receiving a shock, physical/mental deterioration, confrontation with mortality and conditional acceptance (Dickerson, 2002; Fridlund et al., 2000; Kamphuis et al., 2004; Morken, Severinsson, & Karlsen, 2009; Tagney, James, & Alberran, 2003).
Based on the available research studies, there is very little reported data specific to females and specifically how an ICD affects a woman’s lived experience. A lived experience is how a person immediately experiences the world (Husserl, 1970). In order to understand a woman’s lived experience living with an ICD, phenomenology was used. Phenomenology is a philosophy and a research method used to understand everyday lived experiences. Therefore, the purpose of this study was to describe what those experiences were, specifically, to describe their thoughts, feelings, and perceptions that they have experienced since their implant. It is important to gain an understanding and formulate a description of what life is for a woman who had received an implantable cardioverter defibrillator in order to describe the universal essence of that experience. Descriptive phenomenology emphasizes describing universal essences, viewing the person as one representative of the world in which she lives, an assumption of self-reflection, a belief that the consciousness is what people share and a belief that stripping of previous knowledge (bracketing) helps prevent investigator bias and interpretation bias (Wojnar & Swanson, 2007). Specifically, Colaizzi’s (1978) descriptive phenomenological method uses seven steps as a method of analyzing data so that by the end of the study a description of the lived experience could be reported.
Method Descriptive phenomenology originated from the philosopher Husserl (1970), who believed that the meaning of a lived experience may be discovered though one to one interaction between the
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researcher and the subject. It assumes that for any human experience, there are distinct structures that make up the phenomenon. Studying the individual experiences highlights these essential structures. It is an inductive method that describes a phenomenon as it is experienced by an individual rather than by transforming it into an operationally defined behavior. An important aspect of descriptive phenomenology, according to Husserl, is the process of bracketing in which he describes as separating the phenomenon from the world and having the researcher suspend all preconceptions (Wojnar & Swanson, 2007). The goal of descriptive phenomenology is to provide a universal description of the lived experience as described by the participants of the phenomenon. Colaizzi’s (1978) method of descriptive phenomenology is the method used for this study. In his method, interviewing is the selected strategy for collecting data, which is necessary for describing an experience. This method works well with a small sample size.
Sample. Ten women were asked to participate, of these, three women agreed to participate from a private cardiology office in the United States. This convenient sample of women were all Caucasian and their ages ranged from 34 to 50 years old. All three women had college degrees and have had the device over one year. None of the women were previously diagnosed with any psychiatric disease.
Procedure. After receiving approval from the university’s institutional review board (IRB), women were recruited from a private cardiology office in the United States for 4 months. The participant population only included women that had an implantable cardioverter defibrillator (ICD). Women needed to be 18 years or older, and speak English. Women of all ethnic backgrounds were eligible to participate. There was no cost to the participant and no compensation provided. Once the informed consent was signed, they were asked to stay for an interview that day. All women were interviewed privately in the office and each interview lasted approximately 45 minutes to an hour. They were asked to “describe their experiences after having
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received an ICD, specifically, to describe their thoughts, feelings, and perceptions that they had experienced since their implant?” They were then asked to share as much of those experiences to the point that they did not have anything else to contribute. The interviews were recorded and then transcribed. The researcher conducted all of the interviews since the researcher in trained in the method. Interviews were conducted until an accurate description of the phenomenon had occurred, repetition of data and no new themes where described. This saturation of data did occurs after the three interviews. After each interview, follow up questions were asked in order to clarify any points the participant described. The researcher kept a journal to write down any notes needed during the interview.
In order for the description to be pure, the researcher’s prior knowledge was bracketed to capture the essence of the description without bias (Wojnar & Swanson, 2007). Husserl (1970) introduced the term, and it means to set aside one’s own assumption and preunderstanding. In order to be true to the method, the researcher reflected and kept a journal of all assumptions, clinical experiences, understandings and biases to reference during the entire study.
Significant statements and phrases pertaining to a woman’s experience living with an ICD were extracted from each transcript. These statements were written on separate sheets and coded. Meanings were formulated from the significant statements. Accordingly, each underlying meaning was coded into a specific category as it reflected an exhaustive description. Then the significant statements with the formulated meanings where grouped into themes.
To ensure confidentiality, the signed informed consent forms were kept separate from the transcripts. The recorded tapes and hard copy were in a locked cabinet. Identifying information was deleted and names were never used in any research reports. Audiotapes were destroyed once the pilot study was completed.
Data analysis. Each transcript was analyzed using Colaizzi’s (1978) method. The method of data analysis consisted of the following steps; (1) read all the participants’ descriptions of the phenomenon, (2) extract
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significant statements that pertain directly to the phenomenon, (3) formulate meanings for each significant statement, (4) categorizing into clusters of themes and validation with the original transcript, (5) describing, (6) validate the description by returning to the participant to ask them how it compares with their experience, and (7) incorporate any changes offered by the participant into the final description of the essence of the phenomenon.
Rigor. There were efforts made to limit any potential bias of the researcher. One such effort was to bracket any of the researcher’s prior perspective and knowledge of the subject (Aher, 1999). To ensure the credibility of the data collected, two of the women in the study reviewed the description of the lived experiences as suggested by Lincoln and Guba (1985). This was performed as a validity check of the data. In order to address for auditability, a tape recorder was used and the researcher reviewed the transcripts and cross-referenced the field noted (Beck, 1993).
Additionally, the transcripts were transcribed verbatim by a secretary in order to ensure they were free of bias. Also, the data analysis and description of the lived experience were reviewed by an independent judge with phenomenological experience to ensure intersubjective agreement. All of the themes reported were agreed upon by the judge.
Finally, the researcher validated the description by returning to the participants to ask them how it compared with their experience and incorporated any changes offered by the participants into the final description of the essence of the phenomenon. This final description was reviewed by other women with ICDs who were not a part of the study to ensure fittingness.
Results At the conclusion of verifying and reviewing the transcripts, there were 46 significant statements extracted that pertained directly to the phenomenon. From each significant statement formulated meanings were created. These statements were then formed into five themes (Table 1) that described the essence of these experiences.
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TABLE 1 Selected Examples of Significant Statements and their Formulated Meaning for Five Themes
Theme Number Significant Statement Formulated Meaning
1 Security blanket: lf it keeps me alive It’s worth it.
“I do not have anything to worry about anymore. I used to worry that if something happened, how soon I can get to a hospital or what could they do to try to save me.”
The women did not have to worry anymore about medical emergencies.
2 A piece of cake: I do more than before.
“Actually, I probably do a little more than before. But I can do everything that I did before. I have not eased up on anything.”
She felt as if nothing has changed. She does everything she did prior.
3 A constant reminder: I know it’s there.
“The children sometimes bump into that side and I am literally guarding that side all the time.”
She is aware of it and guards it when others come in contact with it.
4 Living on the edge: I do not want it to go off.
“I do have a little fear of that but so far, it hasn’t happened.”
She has an extreme fear of the device shocking her.
5 Catch 22: I’d rather not have it.
“I would rather not personally have it but I know medically, I need to have it, which is a good thing.”
She would rather not have to have it, but she knows she needs it.
Theme 1: Security blanket: If it keeps me alive it’s worth it. Women who had an ICD felt a sense of security with the device. They felt that this device acted as a security blanket. Prior to their device they had a constant worry about how soon they could get medical treatment and now that they had the device, that worry was lifted. The feeling of worry was no longer apparent for them. One woman said:
Now I just think this will keep me alive long enough for somebody to make a decision, at least it will give me a chance. I do not have anything to worry about anymore. I used to worry that if something happened, how soon I could get to a hospital or what could they do to try to save me.
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The women also described how their worry decreased should they require medical treatment while they were with their family also was decreased. “Now I do not have to worry if I am with my family, I have ICD in my chest to give me treatment right away.”
Another woman felt that the device just being there saved her life. “If the device can save her life it’s worth it.” The device prevents the heart from having sustained lethal arrhythmias.
She explained: “I feel like it saved my life, I feel like it keeps my heart beating nice and smooth.”
There was an overall feeling that the device improved their lives. Based on their past medical history, the device was needed since it is the next step in their medical treatment. All the women were glad they were able to receive the device. One woman explained:
It could be both ways. I mean, I feel knowing what my family history is, yeah, I am glad I have it. I needed it. It made me feel that I can go anywhere and do anything because it acts like my insurance policy.
Theme 2: A piece of cake: I do more than before. The women did not have a decrease in physical functioning or quality of life. Their quality of life remained stable or improved once the post operative period was over.
One woman explained:
Actually, I probably do a little more than before. But I can do everything that I did before. I have not eased up on anything. I felt like after the surgery, I was tired for 2 days then I could go on and do everything I used to do; now I do not even think about it. I just go about my day as usual and even do more because I know I have this to protect me.
The women felt that the whole process of receiving an ICD was easy. Nothing much changed in their everyday lives. They live and
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do everything that they did before with no restrictions. Another woman shared,
After that, I really have had no change in lifestyle. My life has been as normal as it was before. Physically, I see no change, or even see an improvement.
Theme 3: A constant reminder. I know it’s there. The women felt as if they had a constant reminder of the ICD. Their family was aware of the device in their body since they can see the scar. Some family members would comment on the device if they could feel it when given a hug. This in turn would remind the women that it was there. The device did affect their body image; it made them more conscious of the device in their chest.
One woman with school aged children explained:
And it is hard when the kids cuddle up to me and I have to say I can’t have you on my left side anymore. With four kids, you know the pile up, at least the two youngest ones, they want to lie next to me while watching TV or when we are praying or reading books or doing anything. I have to remind them that you can’t put your head up there. The children sometimes bump into that side and I am literally guarding that side all the time.
The most amount of pain that women had experienced was postoperative. After that, it varied when the pain decreased. The actual incision is “hardly noticeable” in all of the women although the knowledge that the device is in fact in their chest is a “constant reminder.” The degree at which it reminds them varies depending on body type.
One woman stated: “I am reminded of this all the time, I can feel it, I know it is there. Everyday activities like opening a jar, it pops and moves. Anytime I use my pectoral muscle, I know it is there, which is a lot of what I do during the day, like laundry.”
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Another woman stated: “The only thing that bothers me a little bit sometimes, it feels like it moves in my chest when I am in bed. When I lay a certain way it sometimes feels like it is popping out or something.”
Yeah, I mean just being that it is there and it should not be there and it shows itself all the time. I especially know it’s there in the summer when you were fewer clothes, especially bathing suits. To me it is constant reminder that I may feel fine, but I am technically sick.
Theme 4: Living on the edge. I do not want it to go off. All of the women had a common fear that was constantly in their thoughts. They feared that the device would have to do its job; it would have to “fire.” They did not want this fear to become a reality. They feared that they would be somewhere in public and the device would have to administer therapy or shock them. The women stated such things as:
I do have a little fear of that but so far, it hasn’t happened. Oh! I don’t want it to go off! I am completely scared it will go off and no one will know what the heck happened.
The fear of the device firing has a significant impact on these women. The most concerning part, is the wonder on what it will actually feel like, the uncertainty. These women could not possibly know how it would feel like since none of them have ever received a shock. They have been told that it feels like an “animal kicking you in the chest.” None of them to date have yet to experience it. To them that is unimaginable until it becomes a reality.
I am scared. I am afraid it is going to kick off and I was told it would feel like a pair of boots kicking you in the chest. And I am afraid, but it has never gone off. You know, I am wondering what it would feel
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like. The doctor explained it almost like getting kicked in the chest by a horse. Well, that would be a jolt, I guess? I am afraid that I will be doing something, not feel anything, then all of a sudden boom!
Theme 5: Catch 22: I’d rather not have it. The women received these ICDs because it was medically necessary for them to have it based on the current guidelines. They have various cardiac medical conditions that require an implant of a defibrillator. The women understood that it was essential and yet they would rather not have had to go through it. They would rather not have the heart disease that comes with needing the device.
I would rather not personally have it but I know it is medically, I need to have it, which is a good thing that I have it. Mentally it bothers me, mentally; I know I cannot avoid it.
The women felt that the experience was depressing. They were mostly depressed immediately preceding the implantation. Although, it had decreased over time, there was a constant reminder of the device still there. They needed to adjust to the device, which was hard for them. They felt as if they had no choice to adjust to this new situation.
One woman explained:
Well, I have adjusted to it, I had no choice. But in another aspect, no, I would rather not be going through this. Interestingly, no one has ever asked me how I feel about having one before. I just got it and the doctor does not even ask me about it. I mean it comes and goes, because a lot of things I know are happening are like, it could get depressing. I do feel anxious at times, then I feel depressed at times, then I am fine at times. So, I guess it depends on what is going on.
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Discussion Aspects of the five themes that describe the essence of a woman’s experience living with an ICD have been reported in previous studies, but nowhere is there a study that is an exact comparison to this study. For instance, theme 1 (security blanket: if it keeps me alive it’s worth it) is similar to the concept in Fridlund et al. (2000), a feeling of gratitude, and a feeling of safety. The women in this study expressed a feeling of safety and appreciation since they received their ICDs. This sense of safety and trust in the device is consistent with other studies (Bilge et al., 2006; Dickerson, 2002; Morken et al., 2009).
Contrary to what is found in the literature, the women in this study reported how they have more energy than before and noticed an actual increase in physical functioning. Previous studies have identified decreased physical functioning (Dickerson, 2005; Kamphuis et al., 2004; Williams, Young, Nikoletti, & McRae, 2007) and a decrease in activity levels in their day-to-day lives (Bolse, Hamilton, Flanangan, Caroll, & Fridlund, 2005; Eckert & Jones, 2002). This contradiction can be related to the types of studies conducted. Previous studies have used questionnaires while this study focused on actual descriptions experienced by participants who had undergone the device implant.
Theme 3 (a constant reminder: I know it’s there) described the women “knowing that the device was in their chest,” and it was a reminder of their condition. They also described how it affected their body image. There were two other studies that had mentioned this as a concern for women. One study by Walker et al. (2004) reported body image concerns of women. The women in that study were more concerned on how the device appeared in their chest (i.e. the scar) than any other aspect. A second study by Tagney et al. (2003), also reported body image concerns in women since it can be seen in their chest which makes them aware of the device. There were similarities with respect to body image only. They were not concerned with the constant reminder aspect of the cardiac disease, only a constant reminder of their mortality (Dickerson, 2002).
The common concern as described in theme 4 (Living on the Edge: I do not want my device going off) was the fear of the device having to shock them as well as the uncertainty of when, where,
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and who would be around for support. This was foremost in their thoughts. There have been common themes of fear of the device going off or shocking them in the literature reviewed. Dickerson (2002, 2005) reported that uncertainty of when and where shocks can be triggered was a prevailing concern of the male and female participants. Also, participants in Albarran, Tagney, and James (2004) study reported a feeling of uncertainty regarding the device firing.
The prevailing concern in theme 5 (catch 22: I’d rather not have it.) is the conflict women have after receiving a device. These women knew that they medically needed the device yet would have rather not have gone through with it. Dickerson (2005) reported the theme of conditional acceptance that touches on the same concept. Also, a greater acceptance of the new situation was reported in previous studies (Carroll & Hamilton, 2005; Kamphuis et al., 2004).
The women in this study offered specific experiences of living with an ICD which is not completely seen in any previous study as stated previously. Moreover, there were some similar aspects identified in other studies such as receiving a shock and feeling of safety but most were not specific to women (Bilge et al., 2006; Dickerson, 2002, 2005; Morken et al., 2009). This study was able to describe the essence of women who are living with an ICD. As stated previously, the majority of the patients who receive ICD s are male and all of the samples in previous studies have been predominantly male. This study is specific to women and allows special insight to women who are living with cardiac disease and more specifically cardiac disease requiring a medical device.
Clinical implications and future research This study can have an impact on clinical practice as a whole by helping clinicians understand what their patients are experiencing. The women in this study stated that they experienced a lot of uncertainty regarding the need for the device and its functionality. This uncertainty can be reduced or eliminated by educating the patients with respect to how the device operates. An increase in education pre and post operatively on device functionality would benefit patients by relieving some of that uncertainty. These
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concerns are not being addressed properly in the healthcare system. This study can help clinicians gain the understanding of the experience these women are having and perhaps pay closer attention to these issues when they are seen in outpatient settings.
Furthermore, this study can also advocate for support groups for women. Support groups would allow these patients to converse with other women with the same health condition. There are multiple studies in the literature regarding the use of support groups in heart failure patients, however, there are very few studies involving patients with ICDs. Support groups can expose women to different types of resources in order to cope better, decrease anxiety and answer any questions that arise (Myers & James, 2008). Also, it would give them a security knowing that they would be able to have each other as a support system.
The women in this study were similar in that they were Caucasian from affluent areas with numerous resources available to them (Smeulders et al., 2010). An additional study involving women of various ethnical backgrounds and ages would allow capture of a wider range of experiences. Also, since the women have an outstanding fear of the device firing/shocking them, a noteworthy follow-up study would be to describe their experience post firing/shock. These studies would help clinicians understand what their patients are experiencing. lt would allow them to be more empathetic and identify the gaps in knowledge. The results would become a valuable teaching tool to help educate patients regarding their device function.
The critique This is a critical appraisal of the article, “A Woman’s Experience: Living With an Implantable Cardioverter Defibrillator” (Conelius, 2015) to determine its usefulness and applicability for nursing practice.
Abstract The purpose of the abstract is to provide a clear overview of the study and summarize the main features of the findings and recommendations. The abstract should accurately represent the
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remainder of the article. Conelius (2015) summarized the research in the following narrative:
The implantable cardioverter defibrillators (ICD) have decreased mortality rates from those who are at risk for sudden cardiac death or who have survived sudden cardiac death and has been shown to be superior to antiarrhythmic medications (Greenburg et al., 2004). This advance in technology may improve physical health but can impose some challenges to patients, such as depression, anxiety, fear, and unpredictability. Published research on how an ICD affects a woman’s life experience using phenomenology is limited. Therefore, the purpose of this article is to describe the experiences of women who have an ICD using Colaizzi’s method of phenomenology since their implant. Analysis of the three interviews resulted in five themes that described the essence of this experience. The results of this study could not only help clinicians understand what their patients are experiencing but also it can be used as an education tool.
Introduction/review of literature All research requires the investigator to review the literature. This is the point at which gaps are identified with regard to what is known about a particular topic and what is not known.
In qualitative research, the literature review is generally brief, because there is not a great deal known about the topic; nor is there an existing body of research studies. This essentially means that the researcher needs to have an understanding of the substantive body of knowledge on the topic and a clear perspective of what areas still need to be explored. A clear rationale for why the research is needed should be established. The researcher must be clear that a gap in nursing knowledge was identified, there is a clear need for the study, and the selected research method is appropriate. Bracketing what is known about the phenomenon is one way to prevent bias and keep what is known about the topic separate, prior to data collection and analysis (see Chapter 6). Conelius (2015)
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discusses bracketing in the data collection section of her research on women and implantable cardiac defibrillators. The background information provided in her introduction establishes a need for a qualitative study. Conelius (2015) emphasizes the fact that to date much of the research has been quantitative. She further notes that qualitative studies to date have not been gender specific, emphasizing the need for a study related to women’s experiences.
Implantable cardioverter defibrillators (ICDs) have decreased mortality rates from those who are at risk for sudden cardiac death or who have survived sudden cardiac death and has been shown to be superior to anti-arrhythmic medications (Greenburg et al., 2004). ICDs have been supported by many clinical trials and it is now the treatment of choice in primary and secondary prevention for these patients (Bardy et al., 2005; Bristow et al., 2004; Moss et al., 2002). This mainstay of treatment has increased steadily from 486,025 implants from 2006 to 2009 to 850,068 from 2010 to 2011 (Hammill et al., 2010; Kremers et al., 2013). Of these implants approximately 28% were female only. (Conelius, 2015)
This advance in technology may improve physical health but can impose some challenges to patients. They include the adjustments to the device in their everyday living, such as; quality of life issues as well as psychological issues. Through quantitative research the following have been reported; a fear of physical activity and a fear of shock from the device to prevent the sudden cardiac arrest (Lampert et al., 2002; Wallace et al., 2002; Whang et al., 2005). Other studies have reported anxiety, fear, and depression in these patients. Some specific fears included; malfunctioning, unpredictability, and the inability to control events (Dickerson, 2005; Dunbar, 2005; Eckert & Jones, 2002; Kamphuis et al., 2004; Lemon, Edelman, & Kirkness, 2004). These quality of life and psychological issues reported in the studies are not reported as gender specific; therefore, female specific challenges are not well studied. Furthermore, there have been few qualitative studies based
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on a patient’s experience of living with an ICD. Previous studies reported themes such as the feeling of gratitude, safety, belief in the future, adjustment to the device, lifesaving yet changing, fear of receiving a shock, physical/mental deterioration, confrontation with mortality and conditional acceptance (Dickerson, 2002; Fridlund et al., 2000; Kamphuis et al., 2004; Morken, Severinsson, & Karlsen, 2009; Tagney, James, & Alberran, 2003). Based on the available research studies, there is very little reported data specific to females and specifically how an ICD affects a woman’s lived experience. (Conelius, 2015)
Phenomenology is a philosophy and a research method used to understand everyday lived experiences and is an appropriate methodology for the phenomena of interest. The subjective experience of women with an ICD is central to study and key to developing interventions to help these women cope. Conelius (2015) clearly articulates the focus of the study and makes a clear case for why a qualitative design is appropriate.
When critiquing the literature review of a qualitative study, it is important to remember that this component of the study must be critiqued within the context of the qualitative methodology selected. In phenomenological studies, the literature review may be delayed until the data analysis is complete in order to minimize bias. Conelius (2015) does not indicate that the review was delayed.
Philosophical underpinnings In addition to making a case for the study and qualitative approach, it is also important to give the reader perspective on the philosophical traditions of the method selected. Conelius (2015) describes the philosophical underpinnings of phenomenology and then relates the traditions to the method used in the study. In most published studies, the author is most concerned about sharing the findings of the study. This limits the space for in-depth literature reviews or discussion of the method used. Conelius (2015) discusses the work of Husserl (1970) as being an integral component of her philosophical grounding of phenomenology as method. She then connects this fundamental work to the method developed by
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Colaizzi (1978).
A lived experience is how a person immediately experiences the world (Husserl, 1970). In order to understand a woman’s lived experience living with an ICD, phenomenology was used. Phenomenology is a philosophy and a research method used to understand everyday lived experiences. Descriptive phenomenology emphasizes describing universal essences, viewing the person as one representative of the world in which she lives, an assumption of self-reflection, a belief that the consciousness is what people share and a belief that stripping of previous knowledge (bracketing) helps prevent investigator bias and interpretation bias (Wojnar & Swanson, 2007). Specifically, Colaizzi’s (1978) descriptive phenomenological method uses seven steps as a method of analyzing data so that by the end of the study a description of the lived experience could be reported. (Conelius, 2015)
The specific qualitative research approach selected helps determine the focus of the research and the manner in which sampling, data collection, and analysis are undertaken. The qualitative research example provided here used phenomenology as method. Research studies using a qualitative approach other than phenomenology should be critiqued relative to the philosophical underpinnings of the method.
Purpose The author explained why the study was important and the significant contribution the study would make to nursing’s body of knowledge. The background information justified the use of a qualitative approach as well as why phenomenology was used.
The researcher states that “The purpose of this study was to describe a woman’s experience living with an ICD. More specifically to describe their thoughts, feelings and perceptions that they have experienced since their implant” (Conelius, 2015). The purpose is clearly articulated, first in the abstract and then in the
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introduction of the study. Conelius (2015) makes it clear that there is a gap in nursing knowledge related to ICDs and the experience of women living with an ICD.
Ethical considerations Addressing the ethical aspect of a research report involves being able to know whether participants were told what the research entailed, how their autonomy and confidentiality were protected, and what arrangements were made to avoid harm. In qualitative research the data collection tools generally include interview and participant observation, making anonymity impossible. Because the interviews are open-ended, the possibility of disclosing personal information or uncomfortable experiences related to the topic may occur. Consent must be a process of continuous negotiation (Oye et al., 2016).
The study by Conelius (2015) was approved by the Institutional Review Board. The author clearly states how the participants were protected. “To ensure confidentiality the signed informed consent forms were kept separate from the transcripts. The recorded tapes and hard copy were in a locked cabinet. Identifying information was deleted and names were never used in any research reports. Audiotapes were destroyed once the pilot study was completed” (Conelius, 2015). Participants were fully informed about the nature of the research and were protected from harm; their autonomy and confidentiality were protected.
Conelius (2015) also made clear to the participants that they had the right to withdraw from the research at any time. This is true for any research; however, in a qualitative investigation, ethical issues may arise at any point in the study (Hegney & Chan, 2010). Conelius (2015) clearly articulated the ethical rigor of this study.
Sample In qualitative research, participants are recruited because of their life experience with the phenomena of interest. This is referred to as purposeful sampling. The goal is to ensure rich, thick data about the phenomenon of interest. Data are generally collected until no new material is emerging and data saturation has been reached. Cleary and colleagues (2014) discuss sampling in qualitative
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research in relationship to sample size. Qualitative studies generally have a small sample. Following the steps for sampling in qualitative research, Conelius (2015) offers the following information related to participant selection:
After receiving approval from the university’s institutional review board (IRB), women were recruited from a private cardiology office in the United States for 4 months. The participant population only included women that had an implantable cardioverter defibrillator (ICD). Women needed to be 18 years or older, and speak English. Women of all ethnic backgrounds were eligible to participate. There was no cost to the participant and no compensation provided. Once the informed consent was signed, they were asked to stay for an interview that day. (Conelius, 2015)
In qualitative research, purposive sampling is the approach of choice. Participants must have experience with the phenomenon of interest and be appropriate to inform the research. In this case, Conelius (2015) needed women with an ICD. Her selection process supports a qualitative sampling paradigm that is appropriate for phenomenology.
Data generation The data generation approach should be sufficiently described so that it is clear to the reader why a particular strategy was selected.
Conelius (2015) clearly articulates that the data generation method supports a qualitative paradigm and allows for discovery, description, and understanding of the participants’ lived experience. The researcher uses open-ended questioning and asks each individual to exhaust their ideas and describe their experiences. She also completes three in-depth interviews with each participant, allowing for clarification of responses as well as an opportunity for the participants to add experiences that may have been omitted at the first interview. Recording and transcribing the interview verbatim helps maintain authenticity of the data. The following excerpts from the article illustrate these points:
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All women were interviewed privately in the office and each interview lasted approximately 45 minutes to an hour. They were asked to “describe their experiences after having received an ICD, specifically, to describe their thoughts, feelings, and perceptions that they had experienced since their implant?” They were then asked to share as much of those experiences to the point that they did not have anything else to contribute. The interviews were recorded and then transcribed. The researcher conducted the interviews since the researcher was trained in the method. Interviews were conducted until an accurate description of the phenomenon had occurred, repetition of data and no new themes where described. This saturation of data did occur after the three interviews. (Conelius, 2015)
The researcher kept a journal to write down any notes needed during the interview. “In order for the description to be pure, the researcher’s prior knowledge was bracketed to capture the essence of the description without bias (Wojnar & Swanson, 2007). Husserl (1970) introduced the term, and it means to set aside one’s own assumption and preunderstanding. In order to be true to the method, the researcher reflected and kept a journal of all assumptions, clinical experiences, understandings and biases to reference during the entire study. Significant statements and phrases pertaining to a woman’s experience living with an ICD were extracted from each transcript. These statements were written on separate sheets and coded. Meanings were formulated from the significant statements. Accordingly, each underlying meaning was coded into a specific category as it reflected an exhaustive description. Then the significant statements with the formulated meanings where grouped into themes.” (Conelius, 2015)
Data generation was appropriate for this study and followed the steps described by Colaizzi (1978).
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Data analysis The process of data analysis is fundamental to determining the credibility of qualitative research findings. Data analysis involves the transformation of raw data into a final description or narrative, identifying common thematic elements found in the raw data. The description should enable a reviewer to confirm the processes of concurrent data collection and analysis as well as steps in coding and identifying themes.
Data analysis followed the method described by Colaizzi (1978). The author developed a table to allow the reader to follow the line of thinking and establish thematic elements. The reader can clearly follow the researcher’s stated processes. Further, Conelius (2015) followed clear processes to establish authenticity and trustworthiness of the data. The findings reported demonstrate the participants’ realities. During data analysis the researcher made every effort to eliminate potential bias. Bracketing, verbatim transcription of taped interviews, and an independent reviewer were used to establish intersubjective agreement.
Authenticity and trustworthiness Critical to the meaning of the findings is the researcher’s ability to demonstrate that the data were authentic and trustworthy or valid. Rigor ensures there is a correlation between the steps of the research process and the actual study. Procedural rigor relates to accuracy of data collection and analysis. Rigor or trustworthiness is a means of demonstrating the credibility and integrity of the qualitative research process (Cope, 2014). A study’s rigor may be established if the reviewer is able to audit the actions and development of the researcher. It is at this point that the review of literature becomes critical and should be systematically related to the findings. This was addressed by the author, and every effort was clearly employed to reduce any bias or misinterpretation of findings.
Conelius (2015) was able to demonstrate rigor with regard to data analysis in multiple ways. She stated:
There were efforts made to limit any potential bias of the
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researcher. One such effort was to bracket any of the researcher’s prior perspective and knowledge of the subject (Aher, 1999). To ensure the credibility of the data collected, two of the women in the study reviewed the description of the lived experiences as suggested by Lincoln and Guba (1985).
This was performed as a validity check of the data. In order to address for auditability, a tape recorder was used and the research was reviewed the transcripts and cross-referenced the field noted (Beck, 1993). Additionally, the transcripts were transcribed verbatim by a secretary in order to ensure they were free of bias. The data analysis and description of the lived experience were reviewed by an independent judge with phenomenological experience to ensure intersubjective agreement. All of the themes reported were agreed upon by the judge. Finally, the researcher validated the description by returning to the participants to ask them how it compared with their experience and incorporated any changes offered by the participants into the final description of the essence of the phenomenon were created.
Conelius (2015) provided clear evidence of rigor for the reader. Bracketing, having participants read the final description and thematic elements, taping and transcribing interviews verbatim, and using an independent judge to establish intersubjective agreement are key elements in a well done qualitative study. The author also left an audit trail illustrated in table format. This table establishes the researcher’s line of thinking. Examples of how raw data lead to the identification of thematic elements were provided and further establish rigor for this study.
Findings, conclusions, implications, and recommendations Findings from a qualitative study generally are discussed in a narrative format that tells the story of the experience through an
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exhaustive description and thematic elements. Conelius (2015) summarized conclusions, implications, and recommendations from the study. The findings were also compared to prior research studies. In qualitative research, this is the area that must include a comprehensive incorporation of current research on the topic. According to Conelius (2015):
Aspects of the five themes that describe the essence of a woman’s experience living with an ICD have been reported in previous studies, but nowhere is there a study that is an exact comparison to this study. For instance, theme 1 (security blanket: if it keeps me alive it’s worth It) is similar to the concept in Fridlund et al. (2000), a feeling of gratitude, and a feeling of safety. The women in this study expressed a feeling of safety and appreciation since they received their ICDs. This sense of safety and trust in the device is consistent with other studies. (Bilge et al., 2006; Dickerson, 2002; Morken et al., 2009)
Contrary to what is found in the literature, the women in this study reported how they have more energy than before and noticed an actual increase in physical functioning. Previous studies have identified decreased physical functioning (Dickerson, 2005; Kamphuis et al., 2004; Williams, Young, Nikoletti, & McRae, 2007) and a decrease in activity levels in their day-to-day lives (Bolse, Hamilton, Flanangan, Caroll, & Fridlund, 2005; Eckert & Jones, 2002). This contradiction can be related to the types of studies conducted. Previous studies have used questionnaires while this study focused on actual descriptions experienced by participants who had undergone the device implant. Theme 3 (a constant reminder: I know it’s there) described the women “knowing that the device was in their chest,” and it was a reminder of their condition. They also described how it affected their body image. There were two other studies that had mentioned this as a concern for women. One study by Walker et al. (2004) reported body image concerns of women. The women in that study were more concerned on how the
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device appeared in their chest (i.e., the scar) than any other aspect. A second study by Tangney et al. (2003), also reported body image concerns in women since it can be seen in their chest which makes them aware of the device. There were similarities with respect to body image only. They were not concerned with the constant reminder aspect of the cardiac disease, only a constant reminder of their mortality. (Dickerson, 2002)
The common concern as described in theme 4 (Living on the Edge: I do not want my device going off) was the fear of the device having to shock them as well as the uncertainty of when, where, and who would be around for support. This was foremost in their thoughts. There have been common themes of fear of the device going off or shocking them in the literature reviewed. Dickerson (2002, 2005) reported that uncertainty of when and where shocks can be triggered was a prevailing concern of the male and female participants. Also, participants in Albarran, Tagney, and James’ (2004) study reported a feeling of uncertainty regarding the device firing. The prevailing concern in theme 5 (catch 22: I’d rather not have it.) Is the conflict women have after receiving a device. These women knew that they medically needed the device yet would have rather not have gone through with it. Dickerson (2005) reported the theme of conditional acceptance that touches on the same concept. Also, a greater acceptance of the new situation was reported in previous studies. (Carroll & Hamilton, 2005; Kamphuis et al., 2004)
The women in this study offered specific experiences of living with an ICD which is not completely seen in any previous study. Moreover, there were some similar aspects identified in other studies such as receiving a shock and feeling of safety but most were not specific to women. (Bilge et al., 2006; Dickerson, 2002, 2005; Morken et al., 2009)
This study was able to describe the essence of women who are
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living with an ICD. The study remained true to qualitative research design. The focus on women was important, as there have been no gender specific studies to date. Capturing the fear and uncertainty for women with an ICD can have an impact on clinical practice and patient education. The author emphasized that these concerns are not being addressed properly in the healthcare system. This study can help clinicians gain an understanding of the experience these women are having and perhaps pay closer attention to these issues when they are seen in outpatient settings (Conelius, 2015).
The research may also be helpful in the establishment of support groups for women with ICDs. “Support groups can expose women to different types of resources in order to cope better, decrease anxiety, and answer any questions that arise” (Myers & James, 2008). “Since the women have an outstanding fear of the device firing/shocking them, a noteworthy follow-up study would be to describe their experience post firing/shock” (Conelius, 2015). By capturing the experiences of women with ICDs, the potential for better sensitivity toward the patient experience exists. This may be critical to overall quality of life and extends beyond the actual purpose and operation of the device. Conelius (2015) has made an important contribution to the understanding of women’s experiences with an ICD.
The critical appraisal of a qualitative study involves an in-depth review of each step of the research process. The example of a qualitative critique in this chapter provides a foundation for the development of critiquing skills in qualitative research.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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defibrillator (ICD) affect the lives of patients and their families?. International Journal of Nursing Practice 2002;8(3):152-157.
14. Fridlund B, Lindgren E, Ivarson A, Jinhage B.B, Bolse K, Flemme I, et al. Patients with implantable cardioverter defibrillators and their conceptions of the life situation A qualitative analysis. Journal of Clinical Nursing 2000;9:37-45.
15. Greenburg H, Case R.B, Moss A.J, Brown N.M, Carroll E.R, Andrews M.L, et al. Analysis of mortality events in the Multicenter Automatic Defibrillator Implantation Trial (MADIT-II). Journal of the American College of Cardiology 2004;43:1429-1465.
16. Hammill S.C, Kremers M.S, Stevenson LW., Heidenreich P.A., Lang C.M, Curtis J.P, et al. Review of the Registry’s fourth year, incorporating lead data and pediatric ICD procedures, and use as a national performance measure. Heart Rhythm 2010;7(9):1340-1345.
17. Husserl E. Crisis of European sciences and transcendentalphenomenology. Evanston: Northwestern University Press;1970.
18. Kamphuis H, Verhoeven N, Leeuw R, Derksen R, Hauer R, Winnubst J.A. ICD A qualitative study of patient experience the first year after implantation. Journal of Clinical Nursing 2004;13(8):1008-1031.
19. Kremers M.S, Hammill S.C., Berul C.I., Koutras C, Curtis J.S, Wang Y, et al. The National Registry Report Version 2.1 including leads and pediatrics for years 2010 and 2011. Heart Rhythm 2013;10(4):59-65.
20. Lampert R, Joska T, Burg M.M, Batsford W.P, McPherson C.A, Jain D. Emotional and physical precipitants of ventricular arrhythmias. Circulation 2002;106:1800-1805.
21. Lemon J, Edelman S, Kirkness A. Avoidance behaviors in patients with implantable cardioverter defibrillators. Heart &Lung 2004;33:176-182.
22. Lincoln Y, Guba E. Naturalistic Inquiry. Newbury Park: Sage Publications;1985.
23. Morken I, Severinsson E, Karlsen B. Reconstructing
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unpredictability Experiences of living with an implantable cardioverter defibrillator over time. Journal of Clinical Nursing 2009;19:537-546.
24. Moss A, Zareba W, Hall J, Klein H, Wilbur D, Cannom D, et al. Prophylactic implantation of a defibrillator in patients with myocardial infarction and reduced ejection fraction. The New England Journal of Medicine 2002;346:877-883.
25. Myers G.M, James G.D. Social support, anxiety, and support group participation in patients with an implantable cardioverter defibrillator. Progress in Cardiovascular Nursing 2008;23:160- 167.
26. Smeulders J., van Haastregt T, Ambergen T, Uszko-Lencer N.H., Janssen-Boyne J.J., Gorgeis P, et al. Nurse-led self- management group programme for patients with congestive heart failure Randomized control trial. Journal of Advanced Nursing 2010;66:1487-1499.
27. Tagney J, James J, Alberran J. Exploring the patient’s experiences of learning to live with an implantable cardioverter defibrillator (ICD) from one UK centre A qualitative study. European Journal of Cardiovascular Nursing 2003;2:195-203.
28. Walker R., Campell K, Sears S, Glenn B, Sotile R, Curtis A, et al. Women and the implantable cardioverter defibrillator A lifespan perspective on key psychological issues. Clinical Cardiology 2004;27:543-546.
29. Wallace B, Sears S, Lewis T, Griffis J, Curtis A, Conti J. Predictors of quality of life in long-term recipients of implantable cardioverter defibrillators. Journal of Cardiopulmonary Rehabilitation 2002;22:278-281.
30. Whang W, Albert C.M, Sears S.F, Lampert R, Conti J.B, Wang P.J, et al. Depression as a predictor for appropriate shocks among patients with implantable cardioverter defibrillators Results from the Triggers of Ventricular Arrhythmias (TOVA) study. Journal of the American College of Cardiology 2005;45:1090-1095.
31. Williams A.M, Young J, Nikoletti S, McRae S. Getting on with life; Accepting the permanency of an implantable cardioverter defibrillator. International Journal of Nursing Practice 2007;13:166-172.
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32. Wojnar D.M, Swanson K.M. Phenomenology An exploration. Journal of Holistic Nursing 2007;25:172-180.
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nursing research An integrative review. Journal of Advanced Nursing 2009;65(6):1171-1181 Available at: doi:10.1111/j.1365-2648.2009.04998.x.
34. Barbour R.S, Barbour M. Evaluating and synthesizing qualitative research The need to develop a distinctive approach. Journal of Evaluation in Clinical Practice 2003;9(2):179-186.
35. Beck C. Critiquing qualitative research. AORN Journal 2009;90(4):543-554 Available at: doi:10.1016/j.aorn.2008.12.023.
36. Bigby C. Preparing manuscripts that report qualitative research Avoiding common pitfalls and illegitimate questions. Australian Social Work 2015;68(3):384-391 Available at: doi:10.1080/0312407X.2015.1035663.
37. Cesario S, Morin K, Santa-Donato A. Evaluating the level of evidence of qualitative research. Journal of Obstetric, Gynecologic and Neonatal Nursing 2002;31(6):708-714.
38. Cleary M, Escott P, Horsfall J, et al. Qualitative research The optimal scholarly means of understanding the patient experience. Issues in Mental Health Nursing 2014;35(11):902- 904 Available at: doi:10.3109/01612840.2014.965619.
39. Cleary M, Horsfall J, Hayter M. Data collection and sampling in qualitative research Does size matter. Journal of Advanced Nursing 2014;70(3):473-475 Available at: doi:10.1111.
40. Colaizzi P. Psychological research as the phenomenologist view it. In: Valle R, King M. Existential phenomenological alternatives for psychology. New York: Oxford University Press 1978;48-71.
41. Cope D.G. Methods and meanings Credibility and trustworthiness of qualitative Research. Oncology Nursing Forum 2014;41(1):89-91 Available at: doi:10.1188/14.ONF.
42. Donnelly F, Wiechula R. An example of qualitative
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comparative analysis in nursing research. Nurse Researcher 2013;20(6):6-11.
43. Flannery M. Common perspectives in qualitative research. Oncology Nursing Forum 2016;43(4):517-518 Available at: doi:10.1188/16.ONF.
44. Hegney D, Chan T.W. Ethical challenges in the conduct of qualitative research. Nurse Researcher 2010;18(1):4-7.
45. Horsburgh D. Evaluation of qualitative research. Journal of Clinical Nursing 2003;12:307-312.
46. Ingham-Broomfield R. A nurses’ guide to qualitative research. Australian Journal of Advanced Nursing 2015;32(3):34-40.
47. Oye C, Sørensen N.O, Glasdam S. Qualitative research ethics on the spot. Nursing Ethics 2016;23(4):455-464 Available at: doi:10.1177/0969733014567023.
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49. Russell C.K, Gregory D.M. Evaluation of qualitative research studies. Evidence-Based Nursing 2003;6(2):36-40.
50. Sandelowski M. A matter of taste Evaluating the quality of qualitative research. Nursing Inquiry 2015;22(2):86-94 Available at: doi:10.1111/nin.12080.
51. Streubert H.J, Carpenter D.R. Qualitative nursing research Advancing the humanistic imperative. Philadelphia, PA: Wolters Klower Health;2011.
52. Walsh D, Downe S. Meta-synthesis method of qualitative research A literature review. Journal of Advanced Nursing 2005;50(2):204-211.
53. Williams B. How to evaluate qualitative research. American Nurse Today 2015;10(11):31-38.
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PART I I I
Processes and Evidence Related to Quantitative Research Research Vignette: Elaine Larson
OUTLINE
Introduction
8. Introduction to quantitative research
9. Experimental and quasi-experimental designs
10. Nonexperimental designs
11. Systematic reviews and clinical practice guidelines
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12. Sampling
13. Legal and ethical issues
14. Data collection methods
15. Reliability and validity
16. Data analysis: Descriptive and inferential statistics
17. Understanding research findings
18. Appraising quantitative research
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Introduction
Research vignette
Sometimes the simplest things are the most complicated
Elaine Larson, PhD, RN, FAAN, CIC
Professor of Epidemiology
Associate Dean of Scholarship & Research
Columbia University
School of Nursing
New York, New York
Every nurse researcher has a story, which usually emanates from clinical experiences. I had several such experiences that instilled in me a passion for research. In the year following my graduation decades ago from a BSN program, I was working on a medical unit and a young patient of mine with mitral valve disease called me to her bedside to tell me that she did not feel well, was having trouble breathing, and that something was terribly wrong. I took her vital signs, did not detect anything serious, and set her up with a pillow on the bedside stand so she could breathe more easily. Within a few minutes she was in acute pulmonary edema, and within the hour she was dead. Of course, this would not happen today because of more sophisticated monitoring, but as a novice nurse I was
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devastated and promised myself that I would do everything in my power to keep this from happening again. So I learned what I could about acute pulmonary edema and submitted a paper to the American Journal of Nursing about the case (Larson, 1986). The paper would never be published now, as it was primarily a summary of information from medical textbooks, but putting my thoughts down on paper was a helpful way for me to deal with my feelings of failure and wanting to be a better nurse. The editor of the journal wrote me a letter to say that she hoped more clinical nurses would submit articles addressing relevant practice issues. So I was hooked on publishing!
The second clinical experience that cinched my passion for research and dissemination of findings happened when I was a clinical nurse specialist in a surgical intensive care unit. At that time, the unit was designed with a central nursing station surrounded by five patient beds in a semicircle so that they could all be observed. The ICU had several sinks adjacent to the patient beds, but at least one of them was usually unavailable because it was hooked up to a dialysis machine. When plans were made for a new, updated unit with many more beds in separate rooms (for the stated purposes of improving patients’ privacy and ability to sleep and preventing transmission of infections), a colleague and I decided to formally evaluate the impact of this architectural change on rates of infection. We wrote a protocol, collected data before and after the ICU design change, did air sampling, monitored numbers of interactions between staff and patients and hand hygiene, and obtained cultures from patients for six surveillance organisms every 4 days. Rates of infection did not change after the ICU was redesigned, nor did staff infection prevention or hand hygiene practices, despite the fact that there was a sink available at the entrance to every patient room (Preston et al., 1981). It was clear from that project that just changing the physical environs of the ICU was insufficient to reduce the risk of infections; in fact, the problem seemed to be more behavioral than structural.
As a result of the ICU project, completed while I was working fulltime as a clinician, I returned to school for a PhD. With a small grant from the American Nurses Foundation (http://www.anfonline.org/), I studied the hand flora of patient care
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staff and found that 21% of nosocomial infections over a 7-month period were caused by species found on personnel hands and that such organisms were much more prevalent on normal skin than generally thought (Larson, 1981). Ironically, I had to provide a strong rationale for choosing to study such a simple topic as hand hygiene, because the doctoral faculty of epidemiology at the time felt that there was really little to study about the issue that was not already known. Since that time, however, hand hygiene has become a major topic of interdisciplinary research and has resulted in the publication in this decade of two international evidence-based guidelines citing hundreds of publications (Boyce & Pittet, 2002; Pittet et al., 2009). The point is that our research must go full circle, from clinical observation, to scholarly and rigorous data collection, and then back to evidence-based practice. Sometimes nurse researchers stop at the second step, but evidence-based practice is the raison d’être for pursuing a research career in nursing.
Conducting a well-designed, rigorous study is a primary responsibility of the nurse researcher, but only one responsibility among many. Evidence-based practice and the increasing adoption of practice guidelines (similar to what was previously referred to as research utilization) help ensure that important research findings are translated into clinical practice and public policy (Melnyk & Gallagher-Ford, 2014; Melnyk et al., 2014). It is often at the translational gap between publishing findings, even in influential, peer-reviewed journals, and communicating these findings in meaningful ways that the potential impact of nursing research is lost. In reality, research matters only to the extent that it is communicated and that it results in improved practice and policy— in the work environment, in the quality of life of our individual patients, and in the general health of the public. For that reason, the dissemination of research is essential in all appropriate media and to all appropriate audiences, not just to other researchers.
For me, the simple research related to hand hygiene and infections has become increasingly complex over the years. Despite multiple, intensive interventions, international dissemination of practice guidelines, and changes in national policy and mandates from The Joint Commission and the Centers for Disease Control and Prevention, hand hygiene remains stubbornly resistant to change,
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requiring more sophisticated interventions and conceptual underpinnings (Carter et al., 2016; Haas & Larson, 2007; Srigley et al., 2015). It is clearer now than it has been for several decades that new, emerging, and re-emerging infectious diseases will be a constant. While my research contributions have been primarily in one small field—that of the prevention and control of infectious diseases—the cumulative contributions of each of us to the broader scholarly community in our respective areas of concentration together make up the building blocks of a healthier world. That’s my fundamental belief and commitment—nursing research as part of a global collective to improve health. Sounds simple, but it’s not!
References 1. Boyce J. M, Pittet D. Guideline for hand hygiene in health-care
settings. Recommendations of the Healthcare Infection Control Practices Advisory Committee and the HIPAC/SHEA/APIC/IDSA Hand Hygiene Task Force. American Journal of Infection Control 2002;30(8):S1-S46.
2. Carter E. J, Wyer P., Giglio J., et al. Environmental factors and their association with emergency department hand hygiene compliance an observational study. BMJ Quality and Safety 2016;25(5):372-378.
3. Haas J. P, Larson E. L. Measurement of compliance with hand hygiene. Journal of Hospital Infection 2007;66(1):6-14.
4. Larson E. The patient with acute pulmonary edema. American Journal of Nursing 1986;68:1019-1022.
5. Larson E. L. Persistent carriage of gram-negative bacteria on hands. American Journal of Infection Control 1981;9(4):112-119.
6. Melnyk B. M, Gallagher-Ford L. Evidence-based practice as mission critical for healthcare quality and safety a disconnect for many nurse executives. Worldviews on Evidence-Based Nursing/Sigma Theta Tau International, Honor Society of Nursing 2014;11(3):145-146.
7. Melnyk B. M, Gallagher-Ford L., Long L. E, Fineout- Overholt E. The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings proficiencies to
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improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing/Sigma Theta Tau International, Honor Society of Nursing 2014;11(1):5-15.
8. Pittet D., Allegranzi B., Boyce J. World Health Organization World Alliance for Patient Safety First Global Patient Safety Challenge Core Group of E. The World Health Organization Guidelines on Hand Hygiene in Health Care and their consensus recommendations. Infection Control and Hospital Epidemiology 2009;30(7):611-622.
9. Preston G. A, Larson E. L, Stamm W. E. The effect of private isolation rooms on patient care practices, Colonization and infection in an intensive care unit. American Journal of Medicine 1981;70(3):641-645.
10. Srigley J. A, Corace K., Hargadon D. P, et al. Applying psychological frameworks of behaviour change to improve healthcare worker hand hygiene a systematic review. Journal of Hospital Infection 2015;91(3):202-210.
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CHAPTER 8
Introduction to quantitative research Geri LoBiondo-Wood
Learning outcomes
After reading this chapter, you should be able to do the following:
• Define research design. • Identify the purpose of a research design. • Define control and fidelity as it affects research design and the outcomes of a study. • Compare and contrast the elements that affect fidelity and control. • Begin to evaluate what degree of control should be exercised in a study. • Define internal validity. • Identify the threats to internal validity. • Define external validity. • Identify the conditions that affect external validity. • Identify the links between study design and evidence-based practice. • Evaluate research design using critiquing questions.
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KEY TERMS
bias
constancy
control
control group
dependent variable
experimental group
external validity
extraneous or mediating variable
generalizability
history
homogeneity
independent variable
instrumentation
internal validity
intervening variable
intervention fidelity
maturation
measurement effects
mortality
pilot study
randomization
reactivity
selection
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selection bias
testing
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The word design implies the organization of elements into a masterful work of art. In the world of art and fashion, design conjures up images that are used to express a total concept. When an individual creates a structure such as a dress pattern or blueprints for a house, the type of structure depends on the aims of the creator. The same can be said of the research process. The framework that the researcher creates is the design. When reading a study, you should be able to recognize that the literature review, theoretical framework, and research question or hypothesis all interrelate with, complement, and assist in the operationalization of the design (Fig. 8.1). The degree to which there is a fit between these elements and the steps of the research process strengthens the study and also your confidence in the evidence’s potential for applicability to practice.
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FIG 8.1 Interrelationships of design, problem
statement, literature review, theoretical framework, and hypothesis.
How a researcher structures, implements, or designs a study affects the results of a study and ultimately its application to practice. For you to understand the implications and usefulness of a study for evidence-based practice, the key issues of research design must be understood. This chapter provides an overview of the meaning, purpose, and issues related to quantitative research design, and Chapters 9 and 10 present specific types of quantitative designs.
Research design—purpose Researchers choose from different design types. But the design choice must be consistent with the research question/hypotheses. Quantitative research designs include:
• A plan or blueprint
• Vehicle for systematically testing research questions and hypotheses
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• Structure for maintaining control in the study
The design coupled with the methods and analysis provides control for the study. Control is defined as the measures that the researcher uses to hold the conditions of the study consistent and avoid possible potential of bias or error in the measurement of the dependent variable (outcome variable). Control measures help control threats to the validity of the study.
An example that demonstrates how the design can aid in the solution of a research question and maintain control is illustrated in the study by Nyamathi and colleagues (2015; Appendix A), whose aim was to evaluate the effectiveness of peer coaching, and hepatitis A and B vaccine completion in subjects who met the study’s inclusion criteria were randomly assigned to one of the three groups. The interventions were clearly defined. The authors also discuss how they maintained intervention fidelity or constancy of interventionists, data-collector training and supervision, and follow-up throughout the study. By establishing the sample criteria and subject eligibility (inclusion criteria; see Chapter 12) and by clearly describing and designing the experimental intervention, the researchers demonstrated that they had a well-developed plan and were able to consistently maintain the study’s conditions. A variety of considerations, including the type of design chosen, affect a study’s successful completion and utility for evidence-based practice. These considerations include the following:
• Objectivity in conceptualizing the research question or hypothesis
• Accuracy
• Feasibility (Table 8.1)
• Control and intervention fidelity
• Validity—internal
• Validity—external
TABLE 8.1
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Pragmatic Considerations in Determining the Feasibility of a Research Question
Factor Pragmatic Considerations Time A question must be one that can be studied within a realistic time period. Subject availability
A researcher must determine if a sufficient number of subjects will be available and willing to participate. If one has a captive audience (e.g., students in a classroom), it may be relatively easy to enlist subjects. If a study involves subjects’ independent time and effort, they may be unwilling to participate when there is no apparent reward. Potential subjects may have fears about harm and confidentiality and be suspicious of research. Subjects with unusual characteristics may be difficult to locate. Dependent on the design, a researcher may consider enlisting more subjects than needed to prepare for subject attrition. At times, a research report may note how the inclusion criteria were liberalized or the number of subjects altered, as a result of some unforeseen recruitment or attrition consideration.
Facility and equipment availability
All research requires equipment such as questionnaires or computers. Most research requires availability of a facility for data collection (e.g., a hospital unit or laboratory space).
Money Research requires expenditure of money. Before starting a study, the researcher itemizes expenses and develops a budget. Study costs can include postage, printing, equipment, computer charges, and salaries. Expenses can range from about $1000 for a small study to hundreds of thousands of dollars for a large federally funded project.
Ethics Research that places unethical demands on subjects is not feasible for study. Ethical considerations affect the design and methodology choice.
There are statistical principles associated with the mechanisms of control, but it is more important that you have a clear conceptual understanding of these mechanisms.
The next two chapters present experimental, quasi-experimental, and nonexperimental designs. As you will recall from Chapter 1, a study’s type of design is linked to the level of evidence. As you appraise the design, you must also take into account other aspects of a study’s design and conduct. These aspects are reviewed in this chapter. How they are applied depends on the type of design (see Chapters 9 and 10).
Objectivity in the research question conceptualization Objectivity in the conceptualization of the research question is derived from a review of the literature and development of a theoretical framework (see Fig. 8.1). Using the literature, the researcher assesses the depth and breadth of available knowledge
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on the question (see Chapters 3 and 4), which in turn affects the design chosen. Example: ➤ A research question about the length of a breastfeeding teaching program in relation to adherence to breastfeeding may suggest either a correlational or an experimental design (see Chapters 9 and 10), whereas a question related to coping of parents and siblings of adolescent cancer survivors may suggest a survey or correlational study (see Chapter 10).
HIGHLIGHT There is usually more than one threat to internal and external validity in a research study. It is helpful to have a team discussion to summarize specific threats that affect the overall strength and quality of evidence provided by the studies your team is critically appraising.
Accuracy Accuracy in determining the appropriate design is aided by a thoughtful theoretical framework and literature review (see Chapters 3 and 4). Accuracy means that all aspects of a study systematically and logically follow from the research question or hypothesis. The simplicity of a research study does not render it useless or of less value. You should feel that the researcher chose a design that was consistent with the research question or hypothesis and offered the maximum amount of control. Issues of control are discussed later in this chapter.
Many research questions have not yet been researched. Therefore, a preliminary or pilot study is also a wise approach. A pilot study can be thought of as a beginning study in an area conducted to test and refine a study’s data collection methods, and it helps to determine the sample size needed for a larger study. Example: ➤ Patterson (2016) published a report of a pilot study that tested the effect of an emotional freedom technique on stress and anxiety in nursing students. The key is the accuracy, validity, and objectivity used by the researcher in attempting to answer the question. Accordingly, when consulting research, you should read various types of studies and assess how and if the criteria for each step of the research process were followed.
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Control and intervention fidelity A researcher chooses a design to maximize the degree of control, fidelity, or uniformity of the study methods. Control is maximized by a well-planned study that considers each step of the research process and the potential threats to internal and external validity. In a study that tests interventions (randomized controlled trial; see Chapter 9), intervention fidelity (also referred to as treatment fidelity) is a key concept. Fidelity means trustworthiness or faithfulness. In a study, intervention fidelity means that the researcher standardized the intervention and planned how to administer the intervention to each subject in the same manner under the same conditions. A study designed to address issues related to fidelity maximizes results, decreases bias, and controls preexisting conditions that may affect outcomes. The elements of control and fidelity differ based on the design type. Thus, when various research designs are critiqued, the issue of control is always raised but with varying levels of flexibility. The issues discussed here will become clearer as you review the various designs types discussed in later chapters (see Chapters 9 and 10).
Control is accomplished by ruling out mediating or intervening variables that compete with the independent variables as an explanation for a study’s outcome. An extraneous, mediating, or intervening variable is one that occurs in between the independent and dependent variable and interferes with interpretation of the dependent variable. An example would be the effect of the stage of cancer and depression during different phases of cancer treatment. Means of controlling mediating variables include the following:
• Use of a homogeneous sample
• Use of consistent data-collection procedures
• Training and supervision of data collectors and interventionists
• Manipulation of the independent variable
• Randomization
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EVIDENCE-BASED PRACTICE TIP As you read studies, assess if the study includes an intervention and whether there is a clear description of the intervention and how it was controlled. If the details are not clear, it should make you think that the intervention may have been administered differently among the subjects, therefore affecting bias and the interpretation of the results.
Homogeneous sampling In a smoking cessation study, extraneous variables may affect the dependent variable. The characteristics of a study’s subjects are common extraneous variables. Age, gender, length of time smoked, amount smoked, and even smoking rules may affect the outcome in a smoking cessation study. These variables may therefore affect the outcome. As a control for these and other similar problems, the researcher’s subjects should demonstrate homogeneity, or similarity, with respect to the extraneous variables relevant to the particular study (see Chapter 12). Extraneous variables are not fixed but must be reviewed and decided on, based on the study’s purpose and theoretical base. By using a sample of homogeneous subjects, based on inclusion and exclusion criteria, the researcher has implemented a straightforward method of control.
Example: ➤ In the study by Nyamathi and colleagues (2015; see Appendix A), the researchers ensured homogeneity of the sample based on age, history of drug use, homelessness, and participation in a drug treatment unit. This step limits the generalizability or application of the findings to similar populations when discussing the outcomes (see Chapter 17). As you read studies, you will often see the researchers limit the generalizability of the findings to similar samples.
HELPFUL HINT When critiquing studies, it is better to have a “clean” study with clearly identified controls that enhance generalizability from the sample to the specific population than a “messy” one from which you can generalize little or nothing.
If the researcher feels that an extraneous variable is important, it
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may be included in the design. In the smoking example, if individuals are working in an area where smoking is not allowed and this is considered to be important, the researcher could establish a control for it. This can be done by comparing two different work areas: one where smoking is allowed and one where it is not. The important idea to keep in mind is that before data are collected, the researcher should have identified, planned for, or controlled the important extraneous variables.
Constancy in data collection A critical component of control is constancy in data collection. Constancy refers to the notion that the data-collection procedures should reflect a cookbook-like recipe of how the researcher controlled the study’s conditions. This means that environmental conditions, timing of data collection, data-collection instruments, and data-collection procedures are the same for each subject (see Chapter 14). Constancy in data collection is also referred to as intervention fidelity. The elements of intervention fidelity (Breitstein et al., 2012; Gearing et al., 2011; Preyde & Burnham, 2011) are as follows:
• Design: The study is designed to allow an adequate testing of the hypothesis (or hypotheses) in relation to the underlying theory and clinical processes
• Training: Training and supervision of the data collectors and/or interventionists to ensure that the intervention is being delivered as planned and in a similar manner with all the subjects
• Delivery: Assessing that the intervention is delivered as intended, including that the “dose” (as measured by the number, frequency, and length of contact) is well described for all subjects and that the dose is the same in each group, and that there is a plan for possible problems
• Receipt: Ensuring that the treatment has been received and understood by the subject
• Enactment: Assessing that the intervention skills of the subject are
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enlisted as intended
The study by Nyamathi and colleagues (Appendix A; see the “Interventions” section) is an example of how intervention fidelity was maintained. A review of this study shows that data were collected from each subject in the same manner and under the same conditions by trained data collectors. This type of control aided the investigators’ ability to draw conclusions, discuss limitations, and cite the need for further research. When interventions are implemented, researchers will often describe the training of and supervision of interventionists and/or data collectors that took place to ensure constancy. All study designs should demonstrate constancy (fidelity) of data collection, but studies that test an intervention require the highest level of intervention fidelity.
Manipulation of independent variable A third means of control is manipulation of the independent variable. This refers to the administration of a program, treatment, or intervention to one group within the study and not to the other subjects in the study. The first group is known as the experimental group or intervention group, and the other group is known as the control group. In a control group, the variables under study are held at a constant or comparison level. Example: ➤ Nyamathi and colleagues (2015; see Appendix A) manipulated the provision of three levels of peer coaching and nurse-delivered interventions.
Experimental and quasi-experimental designs are used to test whether a treatment or intervention affects patient outcomes. Nonexperimental designs do not manipulate the independent variable and thus do not have a control group. The use of a control group in an experimental or quasi-experimental design is related to the aim of the study (see Chapter 9).
HELPFUL HINT The lack of manipulation of the independent variable does not mean a weaker study. The type of question, amount of theoretical development, and the research that has preceded the study affects the researcher’s design choice. If the question is amenable to a design that manipulates the independent variable, it increases the
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power of a researcher to draw conclusions—that is, if all of the considerations of control are equally addressed.
Randomization Researchers may also choose other forms of control, such as randomization. Randomization of subjects is used when the required number and type of subjects from the population are obtained in such a manner that each potential subject has an equal chance of being assigned to a treatment group. Randomization eliminates bias, aids in the attainment of a representative sample, and can be used in various designs (see Chapter 12). Nyamathi and colleagues (2015; see Appendix A) randomized subjects to intervention and control groups.
Randomization can also be accomplished with questionnaires. By randomly ordering items on the questionnaires, the investigator can assess if there is a difference in responses that can be related to the order of the items. This may be especially important in longitudinal studies where bias from giving the same questionnaire to the same subjects on a number of occasions can be a problem.
Quantitative control and flexibility The same level of control or elimination of bias cannot be exercised equally in all design types. When a researcher wants to explore an area in which little or no literature and/or research on the concept exists, the researcher may use a qualitative method or a nonexperimental design (see Chapters 5 through 7 and 10). In these types of studies, the researcher is interested in describing a phenomenon in a group of individuals.
Control must be exercised as strictly as possible in quantitative research. All studies should be evaluated for potential variables that may affect the outcomes; however, all studies, based on their design, exercise different levels of control. You should be able to locate in the research report how the researcher maintained control in accordance with its design.
EVIDENCE-BASED PRACTICE TIP Remember that establishing evidence for practice is determined by
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assessing the validity of each step of the study, assessing if the evidence assists in planning patient care, and assessing if patients respond to the evidence-based care.
Internal and external validity When reading research, you must be convinced that the results of a study are valid, are obtained with precision, and remain faithful to what the researcher wanted to measure. For the findings of a study to be applicable to practice and provide the foundation for further research, the study should indicate how the researcher avoided bias. Bias can occur at any step of the research process. Bias can be a result of which research questions are asked (see Chapter 2), which hypotheses are tested (see Chapter 2), how data are collected or observations made (see Chapter 14), the number of subjects and how subjects are recruited and included (see Chapter 12), how subjects are randomly assigned in an experimental study (see Chapter 9), and how data are analyzed (see Chapter 16). There are two important criteria for evaluating bias, credibility, and dependability of the results: internal validity and external validity. An understanding of the threats to internal validity and external validity is necessary for critiquing research and considering its applicability to practice. Threats to validity are listed in Box 8.1, and discussion follows. BOX 8.1 Threats to Validity Internal validity
• History
• Maturation
• Testing
• Instrumentation
• Mortality
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• Selection bias
External validity
• Selection effects
• Reactive effects
• Measurement effects
Internal validity Internal validity asks whether the independent variable really made the difference or the change in the dependent variable. To establish internal validity, the researcher rules out other factors or threats as rival explanations of the relationship between the variables— essentially sources of bias. There are a number of threats to internal validity. These are considered by researchers in planning a study and by clinicians before implementing the results in practice (Campbell & Stanley, 1966). You should note that threats to internal validity can compromise outcomes for all studies, and thereby the overall strength and quality of evidence of a study’s findings should be considered to some degree in all quantitative designs. How these threats may affect specific designs are addressed in Chapters 9 and 10. Threats to internal validity include history, maturation, testing, instrumentation, mortality, and selection bias. Table 8.2 provides examples of the threats to internal validity. Generally, researchers will note the threats to validity that they encountered in the discussion and/or limitations section of a research article.
TABLE 8.2 Examples of Internal Validity Threats
Threat Example History A study tested an exercise program intervention in a cardiac care
rehabilitation center at one center and compared outcomes to those of another center in which usual care was given. During the final months of data collection, the control hospital implemented an e-health physical activity intervention; as a result data from the control hospital (cohort) was not included in the analysis.
Maturation Hernandez-Martinez and colleagues (2016) evaluated the effects of prenatal
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nicotine exposure on infants’ cognitive development at 6, 12, and 30 months. They noted that cognitive development and intelligence are clearly influenced by environment and genetics and not just by nicotine exposure.
Testing Nyamathi and colleagues (2015) discussed the lack of treatment differences found in terms of vaccine completion rates possibly due to the bundled nature of the program (see Appendix A).
Instrumentation Lee and colleagues (in press) acknowledged in a study of obesity and disability in young adults that “our measures of disability are not directly comparable to more traditional measures of disability used in studies of older adults.”
Mortality Nyamathi and colleagues (2015) noted that more than one-quarter (27%) did not complete the vaccine series, despite being informed of their risk for HBV infection (see Appendix A).
Selection bias Nyamathi and colleagues (2015) controlled for selection bias by establishing inclusion and exclusion participation criteria for participation. Subjects were also stratified using a specific procedure that ensured balance across the three groups (see Nyamathi et al., 2015, Appendix A, Fig. 1).
History In addition to the independent variable, another specific event that may have an effect on the dependent variable may occur either inside or outside the experimental setting; this is referred to as history. An example may be that of an investigator testing the effects of a research program aimed at young adults to increase bone marrow donations in the community. During the course of the educational program, an ad featuring a known television figure is released on television and Facebook about the importance of bone marrow donation. The release of this information on social media with a television figure engenders a great deal of media and press attention. In the course of the media attention, medical experts are interviewed widely, and awareness is raised regarding the importance of bone marrow donation. If the researcher finds an increase in the number of young adults who donate bone marrow in their area, the researcher may not be able to conclude that the change in behavior is the result of the teaching program, as the change may have been influenced by the result of the information on social media and the resultant media coverage. See Table 8.2 for another example.
Maturation Maturation refers to the developmental, biological, or psychological processes that operate within an individual as a
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function of time and are external to the events of the study. Example: ➤ Suppose one wishes to evaluate the effect of a teaching method on baccalaureate students’ achievement on a skills test. The investigator would record the students’ abilities before and after the teaching method. Between the pretest and posttest, the students have grown older and wiser. The growth or change is unrelated to the study and may explain the differences between the two testing periods rather than the experimental treatment. It is important to remember that maturation is more than change resulting from an age-related developmental process, but could be related to physical changes as well. Example: ➤ In a study of new products to stimulate wound healing, one might ask whether the healing that occurred was related to the product or to the natural occurrence of wound healing. See Table 8.2 for another example.
Testing Taking the same test repeatedly could influence subjects’ responses the next time the test is completed. Example: ➤ The effect of taking a pretest on the subject’s posttest score is known as testing. The effect of taking a pretest may sensitize an individual and improve the score of the posttest. Individuals generally score higher when they take a test a second time, regardless of the treatment. The differences between posttest and pretest scores may not be a result of the independent variable but rather of the experience gained through the testing. Table 8.2 provides an example.
Instrumentation Instrumentation threats are changes in the measurement of the variables or observational techniques that may account for changes in the obtained measurement. Example: ➤ A researcher may wish to study types of thermometers (e.g., tympanic, oral, infrared) to compare the accuracy of using a digital thermometer to other temperature-taking methods. To prevent instrumentation threat, a researcher must check the calibration of the thermometers according to the manufacturer’s specifications before and after data collection.
Another example that fits into this area is related to techniques of observation or data collection. If a researcher has several raters
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collecting observational data, all must be trained in a similar manner so that they collect data using a standardized approach, thereby ensuring interrater reliability (see Chapter 13) and intervention fidelity (see Table 8.2). At times, even though the researcher takes steps to prevent instrumentation problems, this threat may still occur and should be evaluated within the total context of the study.
Mortality Mortality is the loss of study subjects from the first data-collection point (pretest) to the second data-collection point (posttest). If the subjects who remain in the study are not similar to those who dropped out, the results could be affected. The loss of subjects may be from the sample as a whole or, in a study that has both an experimental and a control group, there may be differential loss of subjects. A differential loss of subjects means that more of the subjects in one group dropped out than the other group. See Table 8.2 for an example.
Selection bias If the precautions are not used to gain a representative sample, selection bias could result from how the subjects were chosen. Suppose an investigator wishes to assess if a new exercise program contributes to weight reduction. If the new program is offered to all, chances are only individuals who are more motivated to exercise will take part in the program. Assessment of the effectiveness of the program is problematic, because the investigator cannot be sure if the new program encouraged exercise behaviors or if only highly motivated individuals joined the program. To avoid selection bias, the researcher could randomly assign subjects to groups. In a nonexperimental study, even with clearly defined inclusion and exclusion criteria, selection bias is difficult to avoid completely. See Table 8.2 for an example.
HELPFUL HINT More than one threat can be found in a study, depending on the type of study design. Finding a threat to internal validity in a study does not invalidate the results and is usually acknowledged by the
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investigator in the “Results” or “Discussion” or “Limitations” section of the study.
EVIDENCE-BASED PRACTICE TIP Avoiding threats to internal validity can be quite difficult at times. Yet this reality does not render studies that have threats useless. Take them into consideration and weigh the total evidence of a study for not only its statistical meaningfulness but also its clinical meaningfulness.
External validity External validity concerns the generalizability of the findings of one study to additional populations and other environmental conditions. External validity questions under what conditions and with what types of subjects the same results can be expected to occur.
The factors that may affect external validity are related to selection of subjects, study conditions, and type of observations. These factors are termed selection effects, reactive effects, and testing effects. You will notice the similarity in the names of the factors of selection and testing to those of the threats to internal validity. When considering internal validity threats factors as internal threats, you should assess them as they relate to the testing of independent and dependent variables within the study. When assessing external validity threats, you should consider them in terms of the generalizability or use outside of the study to other populations and settings. The internal validity threats ask if the independent variable changed or was related to the dependent variable or if was affected by something else. The Critical Thinking Decision Path for threats to validity displays the way threats to internal and external validity can interact with each other. It is important to remember that this decision path is not exhaustive of the type of threats and their interaction. Problems of internal validity are generally easier to control. Generalizability issues are more difficult to deal with because they indicate that the researcher is assuming that other populations are similar to the one being tested.
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CRITICAL THINKING DECISION PATH Potential Threats to a Study’s Validity
EVIDENCE-BASED PRACTICE TIP Generalizability depends on who actually participates in a study. Not everyone who is approached actually participates, and not everyone who agrees to participate completes a study. As you review studies, think about how well the subjects represent the population of interest.
Selection effects Selection refers to the generalizability of the results to other populations. An example of selection effects occurs when the researcher cannot attain the ideal sample. At times, the numbers of available subjects may be low or not accessible (see Chapter 12).
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Therefore, the type of sampling method used and how subjects are assigned to research conditions affect the generalizability to other groups, the external validity.
Examples of selection effects are reported when researchers note any of the following:
• “There are several limitations to the study. At 1 and 3 months’ post-death, parents were in early stages of grieving. Thus these findings may not be applicable to parents who are later in their grieving process” (Hawthorne et al., 2016, Appendix B).
• “The sample size was small, which could have limited the power and obscured significant effects that may have been revealed with a larger sample” (Turner-Sack et al., 2016, Appendix D).
These remarks caution you about potentially generalizing beyond the type of sample in a study, but also point out the usefulness of the findings for practice and future research aimed at building the research in these areas.
Reactive effects Reactivity is defined as the subjects’ responses to being studied. Subjects may respond to the investigator not because of the study procedures but merely as an independent response to being studied. This is also known as the Hawthorne effect, which is named after Western Electric Corporation’s Hawthorne plant, where a study of working conditions was conducted. The researchers developed several different working conditions (i.e., turning up the lights, piping in music loudly or softly, and changing work hours). They found that no matter what was done, the workers’ productivity increased. They concluded that production increased as a result of the workers’ realization that they were being studied rather than because of the experimental conditions.
In another study that compared daytime physical activity levels in children with and without asthma and the relationships among asthma, physical activity and body mass index, and child report of symptoms, the researchers noted, “Children may change their
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behaviors due to the Hawthorne effect” (Tsai et al., 2012, p. 258). The researchers made recommendations for future studies to avoid such threats.
Measurement effects Administration of a pretest in a study affects the generalizability of the findings to other populations and is known as measurement effects. Pretesting can affect the posttest responses within a study (internal validity) and affects the generalizability outside the study (external validity). Example: ➤ Suppose a researcher wants to conduct a study with the aim of changing attitudes toward breast cancer screening behaviors. To accomplish this, an education program on the risk factors for breast cancer is incorporated. To test whether the education program changes attitudes toward screening behaviors, tests are given before and after the teaching intervention. The pretest on attitudes allows the subjects to examine their attitudes regarding cancer screening. The subjects’ responses on follow-up testing may differ from those of individuals who were given the education program and did not see the pretest. Therefore, when a study is conducted and a pretest is given, it may “prime” the subjects and affect the researcher’s ability to generalize to other situations.
HELPFUL HINT When reviewing a study, be aware of the internal and external validity threats. These threats do not make a study useless—but actually more useful—to you. Recognition of the threats allows researchers to build on data, and allows you to think through what part of the study can be applied to practice. Specific threats to validity depend on the design type.
There are other threats to external validity that depend on the type of design and methods of sampling used by the researcher, but these are beyond the scope of this text. Campbell and Stanley (1966) offer detailed coverage of the issues related to internal and external validity.
Appraisal for evidence-based practice
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quantitative research Critiquing a study’s design requires you to first have knowledge of the overall implications that the choice of a design may have for the study as a whole (see the Critical Appraisal Criteria box). When researchers ask a question they design a study, decide how the data will be collected, what instruments will be used, what the sample’s inclusion and exclusion criteria will be, and how large the sample will be, to diminish threats to the study’s validity. These choices are based on the nature of the research question or hypothesis. Minimizing threats to internal and external validity of a study enhances the strength of evidence. In this chapter, the meaning, purpose, and important factors of design choice, as well as the vocabulary that accompanies these factors, have been introduced.
Several criteria for evaluating the design related to maximizing control and minimizing threats to internal/external validity and, as a result, sources of bias can be drawn from this chapter. Remember that the criteria are applied differently with various designs (see Chapters 9 and 10). The following discussion pertains to the overall appraisal of a quantitative design.
The research design should reflect that an objective review of the literature and establishment of a theoretical framework guided the development of the hypothesis and the design choice. When reading a study, there may be no explicit statement regarding how the design was chosen, but the literature reviewed will provide clues as to why the researcher chose the study’s design. You can evaluate this by critiquing the study’s theoretical framework and literature review (see Chapters 3 and 4). Is the question new and not extensively researched? Has a great deal of research been done on the question, or is it a new or different way of looking at an old question? Depending on the level of the question, the investigators make certain choices. Example: ➤ In the study by Nyamathi and colleagues (2015), the researchers wanted to test a controlled intervention; thus they developed a randomized controlled trial (Level II design). However, the purpose of the study by Turner- Sack and colleagues (2016) was much different. The Turner-Sack study examined the relationship between and among variables. The study did not test an intervention but explored how variables related to each other in a specific population (Level IV design).
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CRITICAL APPRAISAL CRITERIA Quantitative Research
1. Is the type of design used appropriate?
2. Are the various concepts of control consistent with the type of design chosen?
3. Does the design used seem to reflect consideration of feasibility issues?
4. Does the design used seem to flow from the proposed research question, theoretical framework, literature review, and hypothesis?
5. What are the threats to internal validity or sources of bias?
6. What are the controls for the threats to internal validity?
7. What are the threats to external validity or generalizability?
8. What are the controls for the threats to external validity?
9. Is the design appropriately linked to the evidence hierarchy?
You should be alert for the means investigators use to maintain control (i.e., homogeneity in the sample, consistent data-collection procedures, how or if the independent variable was manipulated, and whether randomization was used). Once it has been established whether the necessary control or uniformity of conditions has been maintained, you must determine whether the findings are valid. To assess this aspect, the threats to internal validity should be reviewed. If the investigator’s study was systematic, well grounded in theory, and followed the criteria for each step of the research process, you will probably conclude that the study is internally valid. No study is perfect; there is always the potential for bias or threats to validity. This is not because the research was poorly conducted or the researcher did not think through the process completely; rather, it is that when conducting research with human
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subjects there is always some potential for error. Subjects can drop out of studies, and data collectors can make errors and be inconsistent. Sometimes errors cannot be controlled by the researcher. If there are policy changes during a study, an intervention can be affected. As you read studies, note how each facet of the study was conducted, what potential errors could have arisen, and how the researcher addressed the sources of bias in the limitations section of the study.
Additionally, you must know whether a study has external validity or generalizability to other populations or environmental conditions. External validity can be claimed only after internal validity has been established. If the credibility of a study (internal validity) has not been established, a study cannot be generalized (external validity) to other populations. Determination of external validity of the findings goes hand in hand with sampling issues (see Chapter 12). If the study is not representative of any one group or one event of interest, external validity may be limited or not present at all. The issues of internal and external validity and applications for specific designs (see Chapters 9 and 10) provide the remaining knowledge to fully critique the aspects of a study’s design.
Key points • The purpose of the design is to provide the master plan for a
study.
• There are many types of designs.
• You should be able to locate within the study the question that the researcher wished to answer. The question should be proposed with a plan for the accomplishment of the study. Depending on the question, you should be able to recognize the steps taken by the investigator to ensure control, eliminate bias, and increase generalizability.
• The choice of a design depends on the question. The research question and design chosen should reflect the investigator’s attempts to maintain objectivity, accuracy, and, most important,
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control.
• Control affects not only the outcome of a study but also its future use. The design should reflect how the investigator attempted to control both internal and external validity threats.
• Internal validity must be established before external validity can be established.
• The design, literature review, theoretical framework, and hypothesis should all interrelate.
• The choice of the design is affected by pragmatic issues. At times, two different designs may be equally valid for the same question.
• The choice of design affects the study’s level of evidence.
Critical thinking challenges • How do the three criteria for an experimental design,
manipulation, randomization, and control, minimize bias and decrease threats to internal validity?
• Argue your case for supporting or not supporting the following claim: “A study that does not use an experimental design does not decrease the value of the study even though it may influence the applicability of the findings in practice.” Include examples to support your rationale.
• Have your interprofessional team provide rationale for why evidence of selection bias and mortality are important sources of bias in research studies. As you critically appraise a study that uses an experimental or quasi-experimental design, why is it important for you to look for evidence of intervention fidelity? How does intervention fidelity increase the strength and quality of the evidence provided by the findings of a study using these types of designs?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for
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review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Breitstein S, Robbins L, Cowell M. Attention to fidelity Why
is it important? Journal of School Nursing 2012;28(6):407-408 Available at: doi:1186/1748-5908-1-1.
2. Campbell D, Stanley J. Experimental and quasi-experimental designs for research. Chicago, IL: Rand-McNally;1966.
3. Gearing R.E, El-Bassel N, Ghesquiere A, et al. Major ingredients of fidelity A review and scientific guide to improving quality of intervention research implementation. Clinical Psychology Review 2011;31:79-88 Available at: doi:10.1016/jcpr.2010.09.007.
4. Hawthorne D.M, Youngblut J.M, Brooten D. Parent spirituality, grief, and mental health at 1 and 3 months after their infant/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;31:73-80.
5. Hernandez-Martinez Moreso N.V, Serra B.R, Val V.A, et al. Maternal Child Health Journal. Epub ahead of print;2016.
6. Lee H, Pantazis A, Cheng P, et al. The association between adolescent obesity and disability incidence in young adulthood. Journal of Adolescent Health 2016;59(4):472-478.
7. Nyamathi A, Salem B, Zhang S, et al. Nursing case management, peer coaching, and Hepatitis A and B vaccine completion among homeless men recently released on parole A randomized trial. Nursing Research 2015;64(3):177-189.
8. Patterson S.L. The effect of emotional freedom technique on stress and anxiety in nursing students. Nurse Education Today 2016;5(40):104-111.
9. Preyde M, Burnham P.V. Intervention fidelity in psychosocial oncology. Journal of Evidence-Based Social Work 2011;8:379-396 Available at: doi:10.1080/15433714.2011.54234.
10. Tsai S.Y, Ward T, Lentz M, Kieckhefer G.M. Daytime physical activity levels in school-age children with and without asthma. Nursing Research 2012;61(4):159-252.
11. Turner-Sack A.M, Menna R, Setchell S.R, et al. Psychological
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functioning, post traumatic growth, and coping in parent and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43(1):48-56.
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CHAPTER 9
Experimental and quasi-experimental designs Susan Sullivan-Bolyai, Carol Bova
Learning outcomes
After reading this chapter, you should be able to do the following:
• Describe the purpose of experimental and quasi-experimental research. • Describe the characteristics of experimental and quasi- experimental designs. • Distinguish between experimental and quasi-experimental designs. • List the strengths and weaknesses of experimental and quasi- experimental designs. • Identify the types of experimental and quasi-experimental designs. • Identify potential internal and external validity issues associated with experimental and quasi-experimental designs. • Critically evaluate the findings of experimental and quasi-
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experimental studies. • Identify the contribution of experimental and quasi-experimental designs to evidence-based practice.
KEY TERMS
after-only design
after-only nonequivalent control group design
antecedent variable
classic experiment
control
dependent variable
design
effect size
experimental design
extraneous variable
independent variable
intervening variable
intervention fidelity
manipulation
mortality
nonequivalent control group design
one-group (pretest-posttest) design
power analysis
quasi-experimental design
randomization (random assignment)
randomized controlled trial
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Solomon four-group design
testing
time series design
treatment effect
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Research process One purpose of research is to determine cause-and-effect relationships. In nursing practice, we are concerned with identifying interventions to maintain or improve patient outcomes, and base practice on evidence. We test the effectiveness of nursing interventions by using experimental and quasi-experimental designs. These designs differ from nonexperimental designs in one important way: the researcher does not observe behaviors and actions, but actively intervenes by manipulating study variables to bring about a desired effect. By manipulating an independent variable, the researcher can measure a change in behavior(s) or action(s), which is the dependent variable. Experimental and quasi- experimental studies provide the two highest levels of evidence, Level II and Level III, for a single study (see Chapter 1).
Experimental designs are particularly suitable for testing cause- and-effect relationships because they are structured to minimize potential threats to internal validity (see Chapter 8). To infer causality requires that these three criteria be met:
• The causal (independent) and effect (dependent) variables must be associated with each other.
• The cause must precede the effect.
• The relationship must not be explainable by another variable.
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When critiquing experimental and/or quasi-experimental designs, the primary focus is on to what extent the experimental treatment, or independent variable, caused the desired effect on the outcome, the dependent variable. The strength of the conclusion depends on how well other extraneous study variables may have influenced or contributed to the findings.
The purpose of this chapter is to acquaint you with the issues involved in interpreting and applying to practice the findings of studies that use experimental and quasi-experimental designs (Box 9.1). The Critical Thinking Decision Path shows an algorithm that influences a researcher’s choice of experimental or quasi- experimental design. In the literature, these types of studies are often referred to as therapy or intervention articles. BOX 9.1 Summary of Experimental and Quasi- Experimental Research Designs Experimental designs
• True experiment (pretest-posttest control group) design
• Solomon four-group design
• After-only design
Quasi-experimental designs
• Nonequivalent control group design
• After-only nonequivalent control group design
• One group (pretest-posttest) design
• Time series design
CRITICAL THINKING DECISION PATH Experimental and Quasi-Experimental Designs
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Experimental design An experimental design has three identifying properties:
• Randomization
• Control
• Manipulation
A study using an experimental design is commonly called a randomized controlled trial (RCT). In clinical settings, it may be referred to as a clinical trial and is commonly used in drug trials. An RCT is considered the “gold standard” for providing information about cause-and-effect relationships. An RCT generates Level II evidence (see Chapter 1) because randomization, control, and manipulation minimize bias or error. A well-controlled RCT using these properties provides more confidence that the intervention is effective and will produce the same results over time (see Chapters 1 and 8). Box 9.2 shows examples of how these properties were used in the study in Appendix A.
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BOX 9.2 Experimental Design Exemplar: Nursing Case Management, Peer Coaching, and Hepatitis A and B Vaccine Completion among Homeless Men Recently Released on Parole, Randomized Clinical Trial
• This study reports specifically on whether seronegative parolees involved and randomized in the original education and support intervention study were more likely to complete the hepatitis A and B vaccination series and variable predictors of their adherence for completion. The study consisted of parolee participants randomization to one of three groups:
• Peer coaching–nurse case management over 6 months whereby a combination of a peer coach who provided weekly (∼45 minutes) interactions focused on using coping and communication skills, self-management, and access to community resources; and interactions with a nurse case manager (∼20 minutes over 8 consecutive weeks) focused on health promotion, completion of drug treatment, vaccination adherence, and reduction of risky drug and sexual behaviors
• Peer coaching alone as described in group 1 along with a one-time nurse interaction (20 minutes) focused on hepatitis and HIV risk reduction
• Usual care that consisted of encouragement by a nurse to complete the three-series HAV/HBV vaccine and a one-time 20-minute peer counselor
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session on health promotion. A detailed power analysis for sample size was reported.
• Fig. 2 in Appendix A: The CONSORT diagram illustrates how N = 669 study participants were approached, of which 69 were excluded, and why; followed by the N of 600 participants who were randomized to one of the three study arms to control for confounding variables and to ensure balance across groups: n = 195 in peer coaching–nurse care manager group; n = 120 in peer coaching group; and n = 209 in usual care group.
• The researchers also statistically assessed whether random assignment produced groups that were similar; Table 1 illustrates that except for personal health status there were no differences in the baseline characteristics (each group had similar distribution of study participants) across the three intervention arms for demographics, social, situational, coping, and personal characteristics. Fair/poor health was more commonly reported for the usual care group (37.2%). Thus, we would want to consider the fact that randomization did not work for that variable. Subanalyses might be necessary (controlling for that variable) to determine if perception of health affected that group’s adherence for completion of the vaccination series.
• There is no report within this article of attention-control (all groups receiving same amount of attention time), so we do not know the average amount of time each study arm received. Thus time alone could explain adherence improvement (spending more time teaching/interacting with group members).
• Of the 345 study participants, the vaccination completion rate for three or more doses was 73% across all three groups with no differences across groups. In other words, there was not a higher rate of vaccination completion for the study participants who were in arm 1 or 2 compared to usual care.
• The authors identify several limitations that could have attributed to the findings, such as the fact that self-report has the potential
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for bias.
Randomization Randomization, or random assignment, is required for a study to be considered an experimental design with the distribution of subjects to either the experimental or the control group on a random basis. As shown in Box 9.2, each subject has an equal chance of being assigned to one of the three groups. This ensures that other variables that could affect change in the dependent variable will be equally distributed among the groups, reducing systematic bias. It also decreases selection bias (see Chapter 8). Randomization may be done individually or by groups. Several procedures are used to randomize subjects to groups, such as a table of random numbers or computer-generated number sequences (Suresh, 2011). Note that random assignment to groups is different from random sampling as discussed in Chapter 12.
Control Control refers to the process by which the investigator holds conditions constant to limit bias that could influence the dependent variable(s). Control is acquired by manipulating the independent variable, randomly assigning subjects to a group, using a control group, and preparing intervention and data collection protocols that are consistent for all study participants (intervention fidelity) (see Chapters 8 and 14). Box 9.2 illustrates how a control group was used by Nyamathi and colleagues (2015; see Appendix A). In an experimental study, the control group (or in Nyamathi’s study, referred to as Usual Care group) receives the usual treatment or a placebo (an inert pill in drug trials).
Manipulation Manipulation is the process of “doing something,” a different dose of “something,” or comparing different types of treatment by manipulating the independent variable for at least some of the involved subjects (typically those randomly assigned to the experimental group). The independent variable might be a treatment, a teaching plan, or a medication. The effect of this
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manipulation is measured to determine the result of the experimental treatment on the dependent variable compared with those who did not receive the treatment.
Box 9.2 provides an illustration of how the properties of experimental designs, randomization, control, and manipulation are used in an intervention study and how the researchers ruled out other potential explanations or bias (threats to internal validity) influencing the results. The description in Box 9.2 is also an example of how the researchers used control to minimize bias and its effect on the intervention (Nyamathi et al., 2015). This control helped rule out the following potential internal validity threats:
• Selection effect: Bias in the sample contributed to the results versus the intervention.
• History: External events may have contributed to the results versus the intervention.
• Maturation: Developmental processes that occur and potentially alter the results versus the intervention.
Researchers also tested statistically for differences among the groups and found that there were none, reassuring the reader that the randomization process worked. We have briefly discussed RCTs and how they precisely use control, manipulation, and randomization to test the effectiveness of an intervention.
• RCTs use an experimental and control group, sometimes referred to as experimental and control arms.
• Have a specific sampling plan, using clear-cut inclusion and exclusion criteria (see Chapter 12).
• Administer the intervention in a consistent way, called intervention fidelity.
• Perform statistical comparisons to determine any baseline and/or postintervention differences between groups.
• Calculate the sample size needed to detect a treatment effect.
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It is important that researchers establish a large enough sample size to ensure that there are enough subjects in each study group to statistically detect differences among those who receive the intervention and those who do not. This is called the ability to statistically detect the treatment effect or effect size—that is, the impact of the independent variable/intervention on the dependent variable (see Chapter 12). The mathematical procedure to determine the number for each arm (group) needed to test the study’s variables is called a power analysis (see Chapter 12). You will usually find power analysis information in the sample section of the research article. Example: ➤ You will know there was an appropriate plan for an adequate sample size when a statement like the following is included: “With at least 114 men in each intervention condition there was 80% power to detect differences of 15-20 percentage points (e.g., 50% vs. 70%, 75% vs. 90%) for vaccine completion between either of the two intervention conditions and the UC intervention condition at p =.05” (Nyamathi et al., 2015). This information demonstrates that the researchers sought an adequate sample size. This information is critical to assess because with a small sample size, differences may not be statistically evident, thus creating the potential for a type II error—that is, acceptance of the null hypothesis when it is false (see Chapter 16). Carefully read the intervention and control group section of an article to see exactly what each group received and what the differences were between groups either at baseline or following the intervention.
In Appendix A, Nyamathi and colleagues (2015) provide a detailed description and illustration of the intervention. The discussion section reports that the patients’ self-report (they may report doing better than they really did) may have posed an accuracy bias in reporting health behaviors. When reviewing RCTs, you also want to assess how well the study incorporates intervention fidelity measures. Fidelity covers several elements of an experimental study (Gearing et al., 2011; Preyde & Burnham, 2011; Wickersham et al., 2011) that must be evaluated and that can enhance a study’s internal validity. These elements are as follows:
1. Well-defined intervention, sampling strategy, and data collection
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procedures
2. Well-described characteristics of study participants and environment
3. Clearly described protocol for delivering the intervention systematically to all subjects in the intervention group
4. Discussion of threats to internal and external validity
Types of experimental designs There are numerous experimental designs (Campbell & Stanley, 1966). Each is based on the classic experimental design called the RCT (Fig. 9.1A). The classic RCT is conducted as follows:
1. The researcher recruits a sample from the accessible population.
2. Baseline measurements are taken of preintervention demographics, personal characteristics.
3. Baseline measurement is taken of the dependent variable(s).
4. Subjects are randomized to either the intervention or the control group.
5. Each group receives the experimental intervention or comparison/control intervention (usual care or standard treatment, or placebo).
6. Both groups complete postintervention measures to see which, if any, changes have occurred in the dependent variables (determining the differential effects of the treatment).
7. Reliability and validity data are clearly described for measurement instruments.
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FIG 9.1 Experimental Designs. A, Classic randomized clinical trial. B, Solomon four-group
design. C, After-only experimental design.
EVIDENCE-BASED PRACTICE TIP The term RCT is often used to refer to an experimental design in health care research and is frequently used in nursing research as the gold standard design because it minimizes bias or threats to study validity. Because of ethical issues, rarely is “no treatment” acceptable. Typically, either “standard treatment” or another version or dose of “something” is provided to the control group. Only when there is no standard or comparable treatment available
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is a no-treatment control group appropriate.
The degree of difference between the groups at the end of the study indicates the confidence the researcher has in a causal link (i.e., the intervention caused the difference) between the independent and dependent variables. Because random assignment and control minimizes the effects of many threats to internal validity or bias (see Chapter 8), it is a strong design for testing cause-and-effect relationships. However, the design is not perfect. Some threats to internal validity cannot be controlled in RCTs, including but not limited to:
• Mortality: People tend to drop out of studies, especially those that require participation over an extended period of time. When reading RCTs, examine the sample and the results carefully to see if excessive dropouts or deaths occurred, or one group had more dropouts than the other, which can affect the study findings.
• Testing: When the same measurement is given twice, subjects tend to score better the second time just by remembering the test items. Researchers can avoid this problem in one of two ways: They might use different or equivalent forms of the same test for the two measurements (see Chapter 15), or they might use a more complex experimental design called the Solomon four-group design.
Solomon four-group design. The Solomon four-group design, shown in Fig. 9.1B, has two groups that are identical to those used in the classic experimental design, plus two additional groups: an experimental after-group and a control after-group. As the diagram shows, subjects are randomly assigned to one of four groups before baseline data are collected. This design results in two groups that receive only a posttest (rather than pretest and posttest), which provides an opportunity to rule out testing biases that may have occurred because of exposure to the pretest (also called pretest sensitization). In other words, pretest sensitization suggests that those who take the pretest learn what to concentrate on during the study and may
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score higher after the intervention is completed. Although this design helps evaluate the effects of testing, the threat of mortality (dropout) is a potential threat to internal validity.
Example: ➤ Ishola and Chipps (2015) used the Solomon four- group design to test a mobile phone intervention based on the theory of psychological flexibility to improve pregnant women’s mental health outcomes in Nigeria. They hypothesized that those who received the mobile phone intervention would have greater psychological flexibility (the ability to be present and act when necessary).
• The subjects were randomly assigned to one of four groups:
1. Pretest, mobile phone intervention, immediate posttest
2. Pretest, no mobile phone intervention, immediate posttest
3. No pretest, mobile phone intervention, posttest only
4. No pretest, no mobile phone intervention, posttest only
• The study found that although psychological flexibility was improved in the mobile phone intervention groups, this effect was influenced by a significant interaction between the pretests and the intervention; thus, pretest sensitization was present in this study.
After-only design. A less frequently used experimental design is the after-only design (see Fig. 9.1C). This design, which is sometimes called the posttest- only control group design, is composed of two randomly assigned groups, but unlike the classic experimental design, neither group is
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pretested. The independent variable is introduced to the experimental group and not to the control group. The process of randomly assigning the subjects to groups is assumed to be sufficient to ensure lack of bias so that the researcher can still determine whether the intervention created significant differences between the two groups. This design is particularly useful when testing effects that are expected to be a major problem, or when outcomes cannot be measured beforehand (e.g., postoperative pain management).
When critiquing research using experimental designs, to help inform your evidence-based decisions, consider what design type was used; how the groups were formed (i.e., if the researchers used randomization); whether the groups were equivalent at baseline; if they were not equivalent, what the possible threats to internal validity were; what kind of manipulation (i.e., intervention) was administered to the experimental group; and what the control group received.
HELPFUL HINT Look for evidence of pre-established inclusion and exclusion criteria for the study participants.
Strengths and weaknesses of the experimental design Experimental designs are the most powerful for testing cause-and- effect relationships due to the control, manipulation, and randomization components. Therefore, the design offers a better chance of measuring if the intervention caused the change or difference in the two groups. Example: ➤ Nyamathi and colleagues (2015) tested several types of interventions (peer coaching with nurse case management, peer coaching alone, and usual care) with paroled men to examine hepatitis A and B vaccine completion rates and found no significant differences between the groups. If you were working in a clinic caring for this population, you would consider this evidence as a starting point for putting research findings into clinical practice.
Experimental designs have weaknesses as well. They are complicated to design and can be costly to implement. Example: ➤ There may not be an adequate number of potential study
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participants in the accessible population. These studies may be difficult or impractical to carry out in a clinical setting. An example might be trying to randomly assign patients from one hospital unit to different groups when nurses might talk to each other about the different treatments. Experimental procedures also may be disruptive to the setting’s usual routine. If several nurses are involved in administering the experimental program, it may be impossible to ensure that the program is administered in the same way with each subject. Another problem is that many important variables that are related to patient care outcomes are not amenable to manipulation for ethical reasons. Example: ➤ Cigarette smoking is known to be related to lung cancer, but you cannot randomly assign people to smoking or nonsmoking groups. Health status varies with age and socioeconomic status. No matter how careful a researcher is, no one can assign subjects randomly by age or by a certain income level. Because of these problems in carrying out experimental designs, researchers frequently turn to another type of research design to evaluate cause-and-effect relationships. Such designs, which look like experiments but lack some of the control of the true experimental design, are called quasi-experimental designs.
Quasi-experimental designs Quasi-experimental designs also test cause-and-effect relationships. However, in quasi-experimental designs, random assignment or the presence of a control group is lacking. The characteristics of an experimental study may not be possible to include because of the nature of the independent variable or the available subjects.
Without all the characteristics associated with an experimental study, internal validity may be compromised. Therefore, the basic problem with the quasi-experimental approach is a weakened confidence in making causal assertions that the results occurred because of the intervention. Instead, the findings may be a result of other extraneous variables. As a result, quasi-experimental studies provide Level III evidence. Example: ➤ Letourneau and colleagues (2015) used a quasi-experimental design to evaluate the effect of telephone peer support on maternal depression and social support
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with mothers diagnosed with postpartum depression. This one- group pretest-posttest design, where peer volunteers were trained and delivered phone social support, resulted in promising improvement in lower depression and higher perception of social support scores among the participants. However, there was a small group (11%) of mothers who had a “relapse” of depressive symptoms despite peer phone support. In this study there was no comparison group to see if the peer support was more effective than a comparison group and if the 11% of relapse to depression was a common occurrence among women with postpartum depression.
HELPFUL HINT Remember that researchers often make trade-offs and sometimes use a quasi-experimental design instead of an experimental design because it may be impossible to randomly assign subjects to groups. Not using the “purest” design does not decrease the value of the study even though it may decrease the strength of the findings.
Types of quasi-experimental designs There are many different quasi-experimental designs, but we will limit the discussion to only those most commonly used in nursing research. Refer back to the experimental design shown in Fig. 9.1A, and compare it with the nonequivalent control group design shown in Fig. 9.2A. Note that this design looks exactly like the true experiment, except that subjects are not randomly assigned to groups. Suppose a researcher is interested in the effects of a new diabetes education program on the physical and psychosocial outcomes of patients newly diagnosed with diabetes. Under certain conditions, the researcher might be able to randomly assign subjects to either the group receiving the new program or the group receiving the usual program, but for any number of reasons, that might not be possible.
• For example, nurses on the unit where patients are admitted might be so excited about the new program that they cannot help but include the new information for all patients.
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• The researcher has two choices: to abandon the study or to conduct a quasi-experiment.
• To conduct a quasi-experiment, the researcher might use one unit as the intervention group for the new program, find a similar unit that has not been introduced to the new program, and study the newly diagnosed patients with diabetes who are admitted to that unit as a comparison group. The study would then involve a quasi-experimental design.
FIG 9.2 Quasi-experimental designs. A, Nonequivalent control group design. B, After-only nonequivalent control group design. C, One-group (pretest-posttest) design. D, Time series design.
Nonequivalent control group. The nonequivalent control group design is commonly used in nursing studies conducted in clinical settings. The basic problem with this design is the weakened confidence the researcher can have in assuming that the experimental and comparison groups are similar at the beginning of the study. Threats to internal validity,
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such as selection effect, maturation, testing, and mortality, are possible. However, the design is relatively strong because by gathering pretest data, the researcher can compare the equivalence of the two groups on important antecedent variables before the independent variable is introduced. Antecedent variables are variables that occur within the subjects prior to the study, such as in the previous example, where the patients’ motivation to learn about their medical condition might be important in determining the effect of the diabetes education program. At the outset of the study, the researcher could include a measure of motivation to learn. Thus, differences between the two groups on this variable could be tested, and if significant differences existed, they could be controlled statistically in the analysis.
After-only nonequivalent control group. Sometimes the outcomes simply cannot be measured before the intervention, as with prenatal interventions that are expected to affect birth outcomes. The study that could be conducted would look like the after-only nonequivalent control group design shown in Fig. 9.2B. This design is similar to the after-only experimental design, but randomization is not used to assign subjects to groups and makes the assumption that the two groups are equivalent and comparable before the introduction of the independent variable. The soundness of the design and the confidence that we can put in the findings depend on the soundness of this assumption of preintervention comparability. Often it is difficult to support the assertion that the two nonrandomly assigned groups are comparable at the outset of the study, because there is no way of assessing its validity.
One-group (pretest-posttest). Another quasi-experimental design is a one-group (pretest- posttest) design (see Fig. 9.2C), such as the Letourneau and colleagues (2015) example described earlier. This is used when only one group is available for study. Data are collected before and after an experimental treatment on one group of subjects. In this design, there is no control group and no randomization, which are important characteristics that enhance internal validity. Therefore,
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it becomes important that the evidence generated by the findings of this type of quasi-experimental design is interpreted with careful consideration of the design limitations.
Time series. Another quasi-experimental approach used by researchers when only one group is available to study over a longer period of time is called a time series design (see Fig. 9.2D). Time series designs are useful for determining trends over time. Data are collected multiple times before the introduction of the treatment to establish a baseline point of reference on outcomes. The experimental treatment is introduced, and data are collected on multiple occasions to determine a change from baseline. The broad range and number of data collection points help rule out alternative explanations, such as history effects. However, the internal validity of testing is always present because of multiple data collection points. Without a control group, the internal validity threats of selection and maturation cannot be ruled out (see Chapter 8).
HIGHLIGHT When your team is critically appraising studies that use experimental and quasi-experimental designs, it is important to make sure that your team members understand the difference between random selection and random assignment (randomization).
Strengths and weaknesses of quasi-experimental designs Quasi-experimental designs are used frequently because they are practical, less costly, and feasible, with potentially generalizable findings. These designs are more adaptable to the real-world practice setting than the controlled experimental designs. For some research questions and hypotheses, these designs may be the only way to evaluate the effect of the independent variable.
The weaknesses of the quasi-experimental approach involve the inability to make clear cause-and-effect statements.
EVIDENCE-BASED PRACTICE TIP Experimental designs provide Level II evidence, and quasi-
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experimental designs provide Level III evidence. Quasi- experimental designs are lower on the evidence hierarchy because of lack of control, which limits the ability to make confident cause- and-effect statements that influence applicability to practice and clinical decision making.
Evidence-based practice As nursing science expands, and accountability for cost-effective quality clinical outcomes increases, nurses must become more cognizant of what constitutes best practice for their patient population. An understanding of the value of intervention studies that use an experimental or quasi-experimental design is critical for improving clinical outcomes. These study designs provide the strongest evidence for making informed clinical decisions. These designs are those most commonly included in systematic reviews (see Chapter 11).
One cannot assume that because an intervention study has been published that the findings apply to your practice population. When conducting an evidence-based practice project, the clinical question provides a guide for you and your team to collect the strongest, most relevant evidence related to your problem. If your search of the literature reveals experimental and quasi-experimental studies, you will need to evaluate them to determine which studies provide the best available evidence. The likelihood of changing practice based on one study is low, unless it is a large clinical RCT based on prior research evidence.
Key points for evaluating the evidence and whether bias has been minimized in experimental and quasi-experimental designs include:
• Random group assignment (experimental or intervention and control or comparison)
• Inclusion and exclusion criteria that are relevant to the clinical problem studied
• Equivalence of groups at baseline on key demographic variables
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• Adequate sample size recruitment of a homogeneous sample
• Intervention fidelity and consistent data collection procedures
• Control of antecedent, intervening, or extraneous variables
CRITICAL APPRAISAL CRITERIA Experimental and Quasi-Experimental Designs
1. Is the design used appropriate to the research question or hypothesis?
2. Is there a detailed description of the intervention?
3. Is there a clear description of the intervention group treatment in comparison to the control group? How is intervention fidelity maintained?
4. Is power analysis used to calculate the appropriate sample size for the study?
Experimental designs
1. What experimental design is used in the study?
2. How are randomization, control, and manipulation implemented?
3. Are the findings generalizable to the larger population of interest?
Quasi-experimental designs
1. What quasi-experimental design is used in the study, and is it appropriate?
2. What are the most common threats to internal and external validity of the findings of this design?
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3. What does the author say about the limitations of the study?
4. To what extent are the study findings generalizable?
Appraisal for evidence-based practice experimental and quasi-experimental designs Research designs differ in the amount of control the researcher has over the antecedent and intervening variables that may affect the study’s results. Experimental designs, which provide Level II evidence, provide the most possibility for control. Quasi- experimental designs, which provide Level III evidence, provide less control. When conducting an evidence-based practice or quality improvement project, you must always look for studies that provide the highest level of evidence (see Chapter 1). For some PICO questions (see Chapter 2), you will find both Level II and Level III evidence. You will want to determine if the choice of design, experimental or quasi-experimental, is appropriate to the purpose of the study and can answer the research question or hypotheses.
HELPFUL HINT When reviewing the experimental and quasi-experimental literature, do not limit your search only to your patient population. For example, it is possible that if you are working with adult caregivers, related parent caregiver intervention studies may provide you with strategies as well. Many times, with some adaptation, interventions used with one sample may be applicable for other populations.
Questions that you should pose when reading studies that test cause-and-effect relationships are listed in the Critical Appraisal Criteria box. These questions should help you judge whether a causal relationship exists.
For studies in which either experimental or quasi-experimental designs are used, first try to determine the type of design that was used. Often a statement describing the design of the study appears
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in the abstract and in the methods section of the article. If such a statement is not present, you should examine the article for evidence of control, randomization, and manipulation. If all are discussed, the design is probably experimental. On the other hand, if the study involves the administration of an experimental treatment but does not involve the random assignment of subjects to groups, the design is quasi-experimental. Next, try to identify which of the experimental and quasi-experimental designs was used. Determining the answer to these questions gives you a head start, because each design has its inherent threats to internal and external validity. This step makes it a bit easier to critically evaluate the study. It is important that the author provide adequate accounts of how the procedures for randomization, control, and manipulation were carried out. The report should include a description of the procedures for random assignment to such a degree that the reader could determine just how likely it was for any one subject to be assigned to a particular group. The description of the intervention that each group received provides important information about what intervention fidelity strategies were implemented.
The inclusion of this information helps determine if the intervention group and control group received different treatments that were consistently carried out by trained interventionists and data collectors. The question of threats to internal validity, such as testing and mortality, is even more important to consider when critically evaluating a quasi-experimental study, because quasi- experimental designs cannot possibly feature as much control; there may be a lack of randomization or a control group. A well-written report of a quasi-experimental study systematically reviews potential threats to the internal and external validity of the findings. Your work is to decide if the author’s explanations make sense. For either experimental or quasi-experimental studies, you should also check for a reported power analysis that assures you that an appropriate sample size for detecting a treatment effect was planned.
Key points
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• Experimental designs or RCTs provide the strongest evidence (Level II) for a single study that tests whether an intervention or treatment affects patient outcomes.
• Experimental designs are characterized by the ability of the researcher to control extraneous variation, to manipulate the independent variable, and to randomly assign subjects to intervention groups.
• Experimental studies conducted either in clinical settings or in the laboratory provide the best evidence in support of a causal relationship because the following three criteria can be met: (1) the independent and dependent variables are related to each other; (2) the independent variable chronologically precedes the dependent variable; and (3) the relationship cannot be explained by the presence of a third variable.
• Researchers turn to quasi-experimental designs to test cause-and- effect relationships because experimental designs may be impractical or unethical.
• Quasi-experiments may lack the randomization and/or the comparison group characteristics of true experiments. The usefulness of quasi-experiments for studying causal relationships depends on the ability of the researcher to rule out plausible threats to the validity of the findings, such as history, selection, maturation, and testing effects.
Critical thinking challenges • Describe the ethical issues included in a true experimental
research design used by a nurse researcher.
• Describe how a true experimental design could be used in a hospital setting with patients.
• How should a nurse go about critiquing experimental research articles in the research literature so that his or her evidence-based practice is enhanced?
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• Discuss whether your QI team would use an experimental or quasi-experimental design for a quality improvement project.
• Identify a clinical quality indicator that is a problem on your unit (e.g., falls, ventilator-acquired pneumonia, catheter-acquired urinary tract infection), and consider how a search for studies using experimental or quasi-experimental designs could provide the foundation for a quality improvement project.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Campbell D, Stanley J. Experimental and quasi-experimental
designs for research. Chicago, IL: Rand-McNally;1966. 2. Gearing R.E, El-Bassel N, Ghesquiere A, et al. Major
ingredients of fidelity A review and scientific guide to improving quality of intervention research implementation. Clinical Psychology Review 2011;31:79-88 Available at: doi:10.1016/jcpr.2010.09.007.
3. Ishola A.G, Chipps J. The use of mobile phones to deliver acceptance and commitment therapy in the prevention of mother- child HIV transmission in Nigeria. Journal of Telemedicine and Telecare 2015;21:423-426 Available at: doi:10.1177/1357633X15605408.
4. Letourneau N, Secco L, Colpitts J, et al. Quasi-experimental evaluation of a telephone-based peer support intervention for maternal depression. Journal of Advanced Nursing 2015;71:1587- 1599 Available at: doi:10.1111/jan.12622.
5. Nyamathi A, Salem B.E, Zhang S, et al. Nursing care management, peer coaching, and hepatitis A and B vaccine completion among homeless men recently released on parole. Nursing Research 2015;64(3):177-189.
6. Preyde M, Burnham P.V. Intervention fidelity in psychosocial oncology. Journal of Evidence-Based Social Work 2011;8:379-396 Available at: doi:10.1080/15433714.2011.54234.
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7. Suresh K.P. An overview of randomization techniques An unbiased assessment of outcome in clinical research. Journal of Human Reproductive Science 2011;4:8-11.
8. Wickersham K, Colbert A, Caruthers D, et al. Assessing fidelity to an intervention in a randomized controlled trial to improve medication adherence. Nursing Research 2011;60:264- 269.
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CHAPTER 10
Nonexperimental designs Geri LoBiondo-Wood, Judith Haber
Learning outcomes
After reading this chapter, you should be able to do the following:
• Describe the purpose of nonexperimental designs. • Describe the characteristics of nonexperimental designs. • Define the differences between nonexperimental designs. • List the advantages and disadvantages of nonexperimental designs. • Identify the purpose and methods of methodological, secondary analysis, and mixed method designs. • Identify the critical appraisal criteria used to critique nonexperimental research designs. • Evaluate the strength and quality of evidence by nonexperimental designs.
KEY TERMS
case control study
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cohort study
correlational study
cross-sectional study
developmental study
ex post facto study
longitudinal study
methodological research
mixed methods
prospective study
psychometrics
repeated measures studies
retrospective study
secondary analysis
survey studies
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Many phenomena relevant to nursing do not lend themselves to an experimental design. For example, nurses studying cancer- related fatigue may be interested in the amount of fatigue, variations in fatigue, and patient fatigue in response to chemotherapy. The investigator would not design an experimental study and implement an intervention that would potentially intensify an aspect of a patient’s fatigue just to study the fatigue experience. Instead, the researcher would examine the factors that contribute to the variability in a patient’s cancer-related fatigue experience using a nonexperimental design. Nonexperimental designs are used when a researcher wishes to explore events, people, or situations as they occur; or test relationships and
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differences among variables. Nonexperimental designs construct a picture of variables at one point or over a period of time.
In nonexperimental research the independent variables have naturally occurred, so to speak, and the investigator cannot directly control them by manipulation. As the researcher does not actively manipulate the variables, the concepts of control and potential sources of bias (see Chapter 8) should be considered. Nonexperimental designs provide Level IV evidence. The information yielded by these types of designs is critical to developing an evidence base for practice and may represent the best evidence available to answer research or clinical questions.
Researchers are not in agreement on how to classify nonexperimental studies. A continuum of quantitative research design is presented in Fig. 10.1. Nonexperimental studies explore the relationships or the differences between variables. This chapter divides nonexperimental designs into survey studies and relationship/difference studies as illustrated in Box 10.1. These categories are somewhat flexible, and other sources may classify nonexperimental studies differently. Some studies fall exclusively within one of these categories, whereas other studies have characteristics of more than one category (Table 10.1). As you read the research literature, you will often find that researchers use several design classifications for one study. This chapter introduces the types of nonexperimental designs and discusses their advantages and disadvantages, the use of nonexperimental research, the issues of causality, and the critiquing process as it relates to nonexperimental research. The Critical Thinking Decision Path outlines the path to the choice of a nonexperimental design.
FIG 10.1 Continuum of quantitative research design.
TABLE 10.1 Examples of Studies With More Than One Design Label
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Design Type Study’s Purpose Retrospective, predictive correlation
To identify predictors of initial and repeated unplanned hospitalizations and potential financial impact among Medicare patients with early stage (Stages I– III) colorectal cancer receiving outpatient chemotherapy using the SEER Medicare database (Fessele et al., 2016)
Descriptive, exploratory, secondary analysis of a randomized controlled trial
To describe drug use and sexual behavior (sex with multiple partners) prior to incarceration and 6 and 12 months after study enrollment using data obtained as part of a randomized controlled trial designed to study the effects of intensive peer coaching and nurse case management, intensive peer coaching, and brief nurse counseling on hepatitis A and B vaccination adherence (Nyamathi et al., 2015, 2016; see Appendix A)
Longitudinal, descriptive
This longitudinal, single group study was conducted to determine whether empirically selected and social cognitive theory-based factors, including baseline characteristics and modifiable behavioral and psychosocial factors, were determinants of PA maintenance in breast cancer survivors after a physical activity intervention (Lee, Von, et al., 2016).
PA, Physical activity; SEER, Surveillance, Epidemiology, and End Results.
BOX 10.1 Summary of Nonexperimental Research Designs I. Survey studies
A. Descriptive
B. Exploratory
C. Comparative
II. Relationship/difference studies
A. Correlational studies
B. Developmental studies
1. Cross-sectional
2. Cohort, longitudinal, and prospective
3. Case control, retrospective, and ex post facto
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EVIDENCE-BASED PRACTICE TIPS When critically appraising nonexperimental studies, you need to be aware of possible sources of bias that can be introduced at any point in the study.
CRITICAL THINKING DECISION PATH Nonexperimental Design Choice
Survey studies The broadest category of nonexperimental designs is the survey study. Survey studies are further classified as descriptive, exploratory, or comparative. Surveys collect detailed descriptions of variables and use the data to justify and assess conditions and practices or to make plans for improving health care practices. You will find that the terms exploratory, descriptive, comparative, and survey are used either alone, interchangeably, or together to
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describe this type of study’s design (see Table 10.1).
• A survey is used to search for information about the characteristics of particular subjects, groups, institutions, or situations, or about the frequency of a variable’s occurrence, particularly when little is known about the variable. Box 10.2 provides examples of survey studies.
• Variables can be classified as opinions, attitudes, or facts.
• Fact variables include gender, income level, political and religious affiliations, ethnicity, occupation, and educational level.
• Surveys provide the basis for the development of intervention studies.
• Surveys are described as comparative when used to determine differences between variables.
• Survey data can be collected with a questionnaire or an interview (see Chapter 14).
• Surveys have small or large samples of subjects drawn from defined populations, can be either broad or narrow, and can be made up of people or institutions.
• Surveys relate one variable to another or assess differences between variables, but do not determine causation.
BOX 10.2 Survey Design Examples
• Bender and colleagues (2016) developed and administered a survey to a nationwide sample (n = 585) of certified clinical nurse leaders (CNLs) and managers, leaders, educators, clinicians, and change agents involved in planning and integrating CNLs into a health system’s nursing care delivery model. Items addressed organizational and implementation characteristics and perceived level of CNL initiative success.
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• Lee, Fan, and colleagues (2016) conducted a survey to investigate the differences between perceptions of injured patients and their caregivers. Participants completed the Chinese Illness Perception Questionnaire Revised–Trauma. Exploring the differences in illness perceptions between injured patients and their caregivers can help clinicians provide individualized care and design interventions that meets patients’ and caregivers’ needs.
The advantages of surveys are that a great deal of information can be obtained from a large population in a fairly economical manner, and that survey research information can be surprisingly accurate. If a sample is representative of the population (see Chapter 12), even a relatively small number of subjects can provide an accurate picture of the population.
Survey studies do have disadvantages. The information obtained in a survey tends to be superficial. The breadth rather than the depth of the information is emphasized.
EVIDENCE-BASED PRACTICE TIPS Evidence gained from a survey may be coupled with clinical expertise and applied to a similar population to develop an educational program, to enhance knowledge and skills in a particular clinical area (e.g., a survey designed to measure the nursing staff’s knowledge and attitudes about evidence-based practice where the data are used to develop an evidence-based practice staff development course).
HELPFUL HINT You should recognize that a well-constructed survey can provide a wealth of data about a particular phenomenon of interest, even though causation is not being examined.
Relationship and difference studies Investigators also try to assess the relationships or differences between variables that can provide insight into a phenomenon. These studies can be classified as relationship or difference studies. The following types of relationship/difference studies are
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discussed: correlational studies and developmental studies.
Correlational studies In a correlational study the relationship between two or more variables is examined. The researcher does not test whether one variable causes another variable. Rather, the researcher is:
• Testing whether the variables co-vary (i.e., As one variable changes, does a related change occur in another variable?)
• Interested in quantifying the strength of the relationship between variables, or in testing a hypothesis or research question about a specific relationship
The direction of the relationship is important (see Chapter 16 for an explanation of the correlation coefficient). For example, in their correlational study, Turner-Sack and colleagues (2016) examined psychological functioning, post-traumatic growth (PTG), and coping and cancer–related characteristics of adolescent cancer survivors’ parents and siblings (see Appendix D). This study tested multiple variables to assess the relationship and differences among the sample. One finding was that parents’ psychological distress was negatively correlated with their survivor child’s active coping (r = −0.53, p <.001). The study findings revealed that younger age, higher life satisfaction, and less avoidant coping were strong predictors of lower psychological distress in parents of adolescent cancer survivors. Thus the variables were related to (not causal of) outcomes. Each step of this study was consistent with the aims of exploring relationships among variables.
When reviewing a correlational study, remember what relationship the researcher tested and notice whether the researcher implied a relationship that is consistent with the theoretical framework and research question(s) or hypotheses being tested. Correlational studies offer the following advantages:
• An efficient and effective method of collecting a large amount of data about a problem
• A potential for evidence-based application in clinical settings
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• A potential foundation for future experimental research studies
• A framework for exploring the relationship between variables that cannot be manipulated
The following are disadvantages of correlational studies:
• Variables are not manipulated.
• Randomization is not used because the groups are preexisting, and therefore generalizability is decreased.
• The researcher is unable to determine a causal relationship between the variables because of the lack of manipulation, control, and randomization.
• The strength and quality of evidence is limited by the associative nature of the relationship between the variables.
Correlational studies may be further labeled as descriptive correlational or predictive correlational. In terms of evidence for practice, the researchers based on the literature review and findings, frame the utility of the results in light of previous research and therefore help establish the “best available” evidence that, combined with clinical expertise, informs clinical decisions regarding the study’s applicability to a specific patient population. A correlational design is a very useful design for clinical studies because many of the phenomena of clinical interest are beyond the researcher’s ability to manipulate, control, and randomize.
HIGHLIGHT When your QI team’s search of the literature for intervention studies reporting evidence-based strategies for preventing ventilator acquired pneumonia (VAP) yields only studies using nonexperimental designs, your team members should debate whether the evidence is of sufficient quality to be applied to answering your clinical question.
Developmental studies
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There are also classifications of nonexperimental designs that use a time perspective. Investigators who use developmental studies are concerned not only with the existing status and the relationship and differences among phenomena at one point in time, but also with changes that result from elapsed time. The following types of designs are discussed: cross-sectional, cohort/longitudinal/prospective, and case control/retrospective/ex post facto. In the literature, studies may be designated by more than one design name. This practice is accepted because many studies have elements of several designs. Table 10.1 provides examples of studies classified with more than one design label.
EVIDENCE-BASED PRACTICE TIPS Replication of significant findings in nonexperimental studies with similar and/or different populations increases your confidence in the conclusions offered by the researcher and the strength of evidence generated by consistent findings from more than one study.
Cross-sectional studies A cross-sectional study examines data at one point in time; that is, data are collected on only one occasion with the same subjects rather than with the same subjects at several time points. For example, a cross-sectional study was conducted by Koc and Cinarli (2015) to determine knowledge, awareness, and practices of Turkish hospital nurses in relation to cervical cancer, human papillomavirus (HPV), and HPV vaccination. The researchers aimed to answer several research questions:
• What is the level of knowledge about cancer risk factors?
• What is the level of knowledge about early diagnosis?
• What are the awareness, knowledge, information sources, and practices regarding HPV infection and HPV vaccine administration?
• What are the relationships between the sociodemographic (age, willingness to receive HPV vaccination, willingness for their
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children to receive HPV vaccination) and professional characteristics (education, belief that cervical cancer can be prevented by HPV vaccination), and overall level of knowledge about cervical cancer, HPV, and HPV vaccines?
As you can see, the variables were related to, not causal of, outcomes. Each step of this study was consistent with the aims of exploring the relationship and differences among variables in a cross-sectional design.
In this study the sample subjects participated on one occasion; that is, data were collected on only one occasion from each subject and represented a cross section of 464 Turkish nurses working in hospital settings, rather than the researchers following a group of nurses over time. The purpose of this study was not to test causality, but to explore the potential relationships between and among variables that can be related to knowledge about HPV, belief in the effectiveness of early cervical cancer screening, and HPV vaccination. The authors concluded that higher levels of knowledge among nurses may increase their willingness to recommend the HPV vaccine to patients. Cross-sectional studies can explore relationships and correlations, or differences and comparisons, or both. Advantages and disadvantages of cross-sectional studies are as follows:
• Cross-sectional studies, when compared to longitudinal/cohort/prospective studies are less time-consuming, less expensive, and thus more manageable.
• Large amounts of data can be collected at one point, making the results more readily available.
• The confounding variable of maturation, resulting from the elapsed time, is not present.
• The investigator’s ability to establish an in-depth developmental assessment of the relationships of the variables being studied is lessened. The researcher is unable to determine whether the change that occurred is related to the change that was predicted because the same subjects were not followed over a period of
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time. In other words, the subjects are unable to serve as their own controls (see Chapter 8).
Cohort/prospective/longitudinal/repeated measures studies In contrast to the cross-sectional design, cohort studies collect data from the same group at different points in time. Cohort studies are also referred to as longitudinal, prospective, and repeated measures studies. These terms are interchangeable. Like cross- sectional studies, cohort studies explore differences and relationships among variables. An example of a longitudinal (cohort) study is found in the study by Hawthorne and colleagues (2016; see Appendix B). This study tested the relationships between spiritual/religious coping strategies and grief, mental health (depression and post-traumatic stress disorder), and personal growth for mothers and fathers at 1 and 3 months after their infant/child’s death in the NICU/PICU with and without control for race/ethnicity and religion. They concluded that spiritual strategies and activities were associated with lower symptoms of grief and depression in parents and post-traumatic stress in mothers but not post-traumatic stress in fathers.
Cohort designs have advantages and disadvantages. When assessing the appropriateness of a cross-sectional study versus a cohort study, first assess the nature of the research question or hypothesis: Cohort studies allow clinicians to assess the incidence of a problem over time and potential reasons for changes in the study’s variables. However, the disadvantages inherent in a cohort study also must be considered. Data collection may be of long duration; therefore, subject loss or mortality can be high due to the time it takes for the subjects to progress to each data collection point. The internal validity threat of testing is also present and may be unavoidable in a cohort study. Subject loss to follow-up or attrition, may lead to unintended sample bias affecting both the internal validity and external validity of the study.
These realities make a cohort study costly in terms of time, effort, and money. There is also a chance of confounding variables that could affect the interpretation of the results. Subjects in such a study may respond in a socially desirable way that they believe is congruent with the investigator’s expectations (Hawthorne effect).
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Advantages of a cohort study are as follows:
• Each subject is followed separately and thereby serves as his or her own control.
• Increased depth of responses can be obtained and early trends in the data can be analyzed.
• The researcher can assess changes in the variables of interest over time, and both relationships and differences can be explored between variables.
In summary, cohort studies begin in the present and end in the future, and cross-sectional studies look at a broader perspective of a population at a specific point in time.
Case control/retrospective/ex post facto studies A case control study is essentially the same as an ex post facto study and a retrospective study. In these studies, the dependent variable already has been affected by the independent variable, and the investigator attempts to link present events to events that occurred in the past. When researchers wish to explain causality or the factors that determine the occurrence of events or conditions, they prefer to use an experimental design. However, they cannot always manipulate the independent variable, or use random assignments. When experimental designs that test the effect of an intervention or condition cannot be employed, case control (ex post facto or retrospective) studies may be used. Ex post facto literally means “from after the fact.” Case control, ex post facto, retrospective, or case control studies also are known as causal- comparative studies or comparative studies. As we discuss this design further, you will see that many elements of this category are similar to quasi-experimental designs because they explore differences between variables (Campbell & Stanley, 1963).
In case control studies, a researcher hypothesizes, for instance:
• That X (cigarette smoking) is related to and a determinant of Y (lung cancer).
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• But X, the presumed cause, is not manipulated and subjects are not randomly assigned to groups.
• Rather, a group of subjects who have experienced X (cigarette smoking) in a normal situation is located and a control group of subjects who have not experienced X is chosen.
• The behavior, performance, or condition (lung tissue) of the two groups is compared to determine whether the exposure to X had the effect predicted by the hypothesis.
Table 10.2 illustrates this example. Examination of Table 10.2 reveals that although cigarette smoking appears to be a determinant of lung cancer, the researcher is still not able to conclude that a causal relationship exists between the variables, because the independent variable has not been manipulated and subjects were not randomly assigned to groups.
TABLE 10.2 Paradigm for the Ex Post Facto Design
Groups (Not Randomly Assigned)
Independent Variable (Not Manipulated by Investigator)
Dependent Variable
Exposed group: Cigarette smokers
X Ye
Cigarette smoking Lung cancer Control group: Nonsmokers — Yc
— No lung cancer
Kousha and Castner (2016) conducted a case control study to explore novel multipollutant exposure assessments using the Air Quality Health Index in relation to emergency department (ED) visits over a 6-year period for otitis media (OM). They used information from ED visits (n = 4815 children from 3 years of age and younger) for OM, air pollution, and weather databases. The findings indicate that there was an increase in ED visits with OM diagnoses 6 to 7 days after exposure to increased ozone and 3 to 4 days after exposure to particulate matter. These findings confirm that there is an association between changes in the Air Quality Index and ED visits for OM. These findings can be used to inform risk communication, patient education, and policy.
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EVIDENCE-BASED PRACTICE TIPS The quality of evidence provided by a cohort/longitudinal/prospective study is stronger than that from other nonexperimental designs because the researcher can determine the incidence of a problem and its possible causes.
The advantages of the case control/retrospective/ex post facto design are similar to those of the correlational design. The additional benefit is that it offers a higher level of control than a correlational study, thereby increasing the confidence the research consumer would have in the evidence provided by the findings. For example, in the cigarette smoking study, a group of nonsmokers’ lung tissue samples are compared with samples of smokers’ lung tissue. This comparison enables the researcher to establish the existence of a differential effect of cigarette smoking on lung tissue. However, the researcher remains unable to draw a causal linkage between the two variables, and this inability is the major disadvantage of the case control/retrospective/ex post facto/case control design.
Another disadvantage is the problem of an alternative hypothesis being the reason for the documented relationship. If the researcher obtains data from two existing groups of subjects, such as one that has been exposed to X and one that has not, and the data support the hypothesis that X is related to Y, the researcher cannot be sure whether X or some extraneous variable is the real cause of the occurrence of Y. As such, the impact or effect of the relationship cannot be estimated accurately. Finding naturally occurring groups of subjects who are similar in all respects except for their exposure to the variable of interest is very difficult. There is always the possibility that the groups differ in some other way, such as exposure to other lung irritants (e.g., asbestos), that can affect the findings of the study and produce spurious or unreliable results. Consequently, you need to cautiously evaluate the conclusions drawn by the investigator.
HELPFUL HINT When reading research reports, you will note that at times researchers classify a study’s design with more than one design
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type label. This is correct because research studies often reflect aspects of more than one design label.
Cohort/longitudinal/prospective studies are considered to be stronger than case control/retrospective studies because of the degree of control that can be imposed on extraneous variables that might confound the data and lead to bias.
HELPFUL HINT Remember that nonexperimental designs can test relationships, differences, comparisons, or predictions, depending on the purpose of the study.
Prediction and causality in nonexperimental research A concern of researchers and research consumers is the issues of prediction and causality. Researchers are interested in explaining cause-and-effect relationships—that is, estimating the effect of one phenomenon on another without bias. Historically, researchers thought that only experimental research could support the concept of causality. For example, nurses are interested in discovering what causes anxiety in many settings. If we can uncover the causes, we could develop interventions that would prevent or decrease the anxiety. Causality makes it necessary to order events chronologically; that is, if we find in a randomly assigned experiment that event 1 (stress) occurs before event 2 (anxiety) and that those in the stressed group were anxious whereas those in the unstressed group were not, we can say that the hypothesis of stress causing anxiety is supported by these empirical observations. If these results were found in a nonexperimental study where some subjects underwent the stress of surgery and were anxious and others did not have surgery and were not anxious, we would say that there is an association or relationship between stress (surgery) and anxiety. But on the basis of the results of a nonexperimental study, we could not say that the stress of surgery caused the anxiety.
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EVIDENCE-BASED PRACTICE TIPS Studies that use nonexperimental designs often precede and provide the foundation for building a program of research that leads to experimental designs that test the effectiveness of nursing interventions.
Many variables (e.g., anxiety) that nurse researchers wish to study cannot be manipulated, nor would it be wise or ethical to manipulate them. Yet there is a need to have studies that can assert a predictive or causal sequence. In light of this need, many nurse researchers are using several analytical techniques that can explain the relationships among variables to establish predictive or causal links. These analytical techniques are called causal modeling, model testing, and associated causal analysis techniques (Kline, 2011; Plichta & Kelvin, 2013).
When reading studies, you also will find the terms path analysis, LISREL, analysis of covariance structures, structural equation modeling (SEM), and hierarchical linear modeling (HLM) to describe the statistical techniques (see Chapter 16) used in these studies. These terms do not designate the design of a study, but are statistical tests that are used in many nonexperimental designs to predict how precisely a dependent variable can be predicted based on an independent variable. For example, SEM was used to understand risk and promotive factors for youth violence and bullying in a sample of US seventh grade students who completed a survey containing items about future expectations, attitudes towards violence, past 30-day bullying experiences, and violent behavior. SEM was used to establish a model of how the variables related to one another. The findings supported the hypothesis that more positive future expectations would be related to lower levels of both physical and relational bullying and that relational bullying would be mediated by attitudes towards violence (Stoddard et al., 2015). This sophisticated design aids understanding of bullying behavior and the positive aspects of early adolescents’ lives that may help them avoid such behavior and provide useful direction for professionals like school nurses and other school-based mental health professionals when developing interventions focused on decreasing bullying. Sometimes researchers want to make a forecast
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or prediction about how patients will respond to an intervention or a disease process or how successful individuals will be in a particular setting or field of specialty. In this case, a model may be tested to assess which physical activity scores were not significant.
Many nursing studies test models. The statistics used in model- testing studies are advanced, but you should be able to read the article, understand the purpose of the study, and determine if the model generated was logical and developed with a solid basis from the literature and past research. This section cites several studies that conducted sound tests of theoretical models.
HELPFUL HINT Nonexperimental research studies have progressed to the point where prediction models are often used to explore or test relationships between independent and dependent variables.
Additional types of quantitative methods Other types of quantitative studies complement the science of research. The additional research methods provide a means of viewing and interpreting phenomena that give further breadth and knowledge to nursing science and practice. The additional types include methodological research, secondary analysis, and mixed methods.
Methodological research Methodological research is the development and evaluation of data collection instruments, scales, or techniques. As you will find in Chapters 14 and 15, methodology greatly influences research and the evidence produced.
The most significant and critically important aspect of methodological research addressed in measurement development is called psychometrics. Psychometrics focuses on the theory and development of measurement instruments (such as questionnaires) or measurement techniques (such as observational techniques) through the research process. Nurse researchers have used the principles of psychometrics to develop and test measurement instruments that focus on nursing phenomena. Many of the phenomena of interest to practice and research are intangible, such
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as interpersonal conflict, resilience, quality of life, coping, and symptom experience. The intangible nature of various phenomena —yet the recognition of the need to measure them—places methodological research in an important position. Methodological research differs from other designs of research in two ways. First, it does not include all of the research process steps as discussed in Chapter 1. Second, to implement its techniques, the researcher must have a sound knowledge of psychometrics or must consult with a researcher knowledgeable in psychometric techniques. The methodological researcher is not interested in the relationship of the independent variable and dependent variable or in the effect of an independent variable on a dependent variable. The methodological researcher is interested in identifying an intangible construct (concept) and making it tangible with a paper-and-pencil instrument or observation protocol.
A methodological study basically includes the following steps:
• Defining the concept or behavior to be measured
• Formulating the instrument’s items
• Developing instructions for users and respondents
• Testing the instrument’s reliability and validity
These steps require a sound, specific, and exhaustive literature review to identify the theories underlying the concept. The literature review provides the basis of item formulation. Once the items have been developed, the researcher assesses the tool’s reliability and validity (see Chapter 15). As an example of methodological research, Rini (2016) identified that the concept of a women’s experience of childbirth had not been adequately measured. In order to measure this concept, Rini’s (2016) review of the literature and an earlier concept analysis provided the basis for the development of the instrument, the Women’s Experience in Childbirth Survey (WECS). The instrument was developed in order to “provide a comprehensive measure of a women’s perception of the childbirth experience and its effects on maternal and neonatal outcomes” (Rini, 2016, p. 269). Having developed a conceptual
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definition, Rini followed through by testing the instrument for reliability and validity (see Chapter 15). Common considerations that researchers incorporate into methodological research are outlined in Table 10.3. Many more examples of methodological research can be found in the research literature. The specific procedures of methodological research are beyond the scope of this book, but you are urged to closely review the instruments used in studies.
TABLE 10.3 Common Considerations in the Development of Measurement Tools
Consideration Example A well-constructed scale, test, or interview schedule should consist of an objective, standardized measure of a behavior that has been clearly defined.
Observations should be made on a small but carefully chosen sampling of the behavior of interest, thus permitting the reader to feel confident that the samples are representative.
Rini (2016) provided a comprehensive literature review and definitions of the concepts that she operationalized for the WECS.
Rini (2016) piloted the instrument with 11 mothers to determine the clarity and sufficiently of the items as well as a preferred scaling method (Likert or Semantic Differential Scale).
An instrument should be standardized. It should be a set of uniform items and response possibilities, uniformly administered and scored.
Based on the initial pilot test of the instrument. The 49-item scale was developed using a 5-point Likert scale. Thirteen of the items are reversed scored and the answers summed. A higher score indicates a more positive birth experience. Potential scores range from 49 to 245.
The items should be unambiguous; clear-cut, concise, exact statements with only one idea per item.
A pilot study was conducted to evaluate the WECS items and the administration procedures. The pilot data indicated that several items needed to be dropped.
The item types should be limited in the type of variations. Subjects who are expected to shift from one type of item to another may fail to provide a true response as a result of the distraction of making such a change.
Mixing true-or-false items with questions that require a yes-or-no response and items that provide a response format of five possible answers is conducive to a high level of measurement error. The WECS contained only a 5-point Likert scale.
Items should not provide irrelevant clues. Unless carefully constructed, an item may furnish an indication of the expected response or answer. Furthermore, the correct answer or expected response to one item should not be given by another item.
An item that provides a clue to the expected answer may contain value words that convey cultural expectations, such as the following: “A good wife enjoys caring for her home and family.”
Instruments should not be made difficult by requiring unnecessarily complex or exact operations. Furthermore, the difficulty of an instrument should be appropriate to the level of the subjects being assessed. Limiting each
A test constructed to evaluate learning in an introductory course in research methods may contain an item that is inappropriate for the designated group, such as the following: “A nonlinear transformation of data to linear data is
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item to one concept or idea helps accomplish this objective.
a useful procedure before testing a hypothesis of curvilinearity.”
An instrument’s diagnostic, predictive, or measurement value depends on the degree to which it serves as an indicator of a relatively broad and significant behavior area, known as the universe of content for the behavior. A behavior must be clearly defined before it can be measured. The extent to which test items appear to accomplish this objective is an indication of the instrument’s content and/or construct validity.
The WECS development included establishment of acceptable content validity. The WECS items were submitted to a panel of experts of a nurse midwife, two maternal infant nursing instructors and a nurse with instrument development experience. The Content Validity Index = 0.75–1.0, which means that the items are deemed to reflect the universe of content related to collaborative trust. Construct validity was established using factor analysis.
An instrument should adequately cover the defined behavior. A primary consideration is whether the number and nature of items are adequate. If there are too few items, the accuracy or reliability of the measure must be questioned.
Rini (2016) presented a complete overview of the validity and reliability testing for the scale and provided a detailed discussion of the findings and needed future testing.
The measure must prove its worth empirically through tests of reliability and validity.
A researcher should demonstrate that a scale is accurate and measures what it purports to measure (see Chapter 15). Rini (2016) provided the data on the reliability and validity testing of the WECS scale.
WECS, Women’s experience in childbirth survey.
Secondary analysis Secondary analysis is also not a design but rather a research method in which the researcher takes previously collected and analyzed data from one study and reanalyzes the data or a subset of the data for a secondary purpose. The original study may be either an experimental or a nonexperimental design. As large data sets become more available, secondary analysis has become more prominent and a useful methodology for answering questions related to population health issues. Data for secondary analysis may be derived from a large clinical trial and data available through large health care organizations and databases. For example, Knight and colleagues (2016) conducted a secondary analysis of data from a larger observational prospective study (DeVon et al., 2014). The aim of the secondary analysis was to identify common trajectories of symptom severity in the 6 months following an ED visit for potential acute coronary syndrome (ACS). In the parent study, a convenience sample of participants was recruited from the ED of four academic medical centers and one community hospital. Data from a total of 1005 male (62.6%) and female (37.4%) participants with a mean age of 60.2 years (SD =
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14.17 years) were analyzed for common trajectories of symptom severity using the validated 13-item ACS Symptom Checklist. Findings from this secondary analysis identified seven types of trajectories across eight symptoms, labeled “tapering off,” “mild/persistent,” “moderate/worsening,” “moderate/improving,” “late onset,” and “severe/improving.” Trajectories differed by age, gender, and diagnosis. The data from this study allowed further in- depth exploration of distinct symptoms trajectories in the 6 months after an ED visit for potential ACS. This has the potential to improve clinical assessment of ongoing symptoms and patient education. Identification of at-risk patients can target specific subpopulations for individualized education, post-ED discharge support and evidence-based symptom management plans, and gender differences in risky sexual behavior among urban adolescents exposed to violence.
Mixed methods Over the years, mixed methods have been defined in various ways. Historically mixed methods included the use of multimethod research or thought, which means including in one study use of a variety of data sources, such as use of different investigators, use of multiple theories in one study, or use of multiple methods (Denzin, 1978). Over the years these terms and methods have been refined and clarified (Johnson et al., 2007). The definition and core characteristics that integrate the diverse meaning of mixed methods research are as follows:
In mixed methods, the researcher:
• “Based on the research question collects and analyzes rigorously both qualitative and quantitative data
• Mixes the two forms of data concurrently by combining the data
• Gives priority to one or both forms of data in terms of emphasis
• Uses the procedures of both in one study or in multiple phases of a program of study
• Frames the procedures within philosophical worldviews and
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theoretical lenses
• Combines the procedures into specific research designs that direct the plan for conducting the study” (Creswell & Plano Clark, 2011, pp. 5–6).
The order of data collection in a mixed methods study varies depending on the question that a researcher wishes to answer. In a mixed methods study the quantitative data may be collected simultaneously with the qualitative data, or one may follow the other. Studying a question using both methods can contribute to a better understanding of an area of research. An example of a mixed methods study was completed by Christian and colleagues (2016). The aim of the study was to assess the feasibility of overcoming barriers to physical activity in a group of teenagers over a period of 1 year using a voucher system of rewards. The qualitative portion of the study included three focus groups on three different occasions at baseline, 6 months, and post-intervention 1 year. The purpose of the groups was to understand the effects of physical activity, fitness, and motivation, as well as barriers to the use of the vouchers during the study with students and teachers. The quantitative portion included the use of an aerobic fitness test, a self-reported activity scale, and a physical activity measure using an accelerometer. The measurement instruments and interviews were administered on three occasions over a year. The design of this study allowed the research team to assess how well the voucher program supported physical activity, aerobic fitness, and increased motivation using multiple methods in a group of adolescents. The study’s findings supported that the use of vouchers provided access to more physical activity, increased socialization, and improved fitness activity in the adolescents during the year.
There is a diversity of opinion on how to evaluate mixed methods studies. Evaluation can include analyzing the quantitative and qualitative designs of the study separately, or as proposed by Creswell and Plano Clark (2011), there should be a separate set of criteria for mixed methods studies dependent on the designs and methods used.
HELPFUL HINT
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As you read the literature, you will find labels such as outcomes research, needs assessments, evaluation research, and quality assurance. These studies are not designs per se. These studies use either experimental or nonexperimental designs. Studies with these labels are designed to test the effectiveness of health care techniques, programs, or interventions. When reading such a research study, the reader should assess which design was used and if the principles of the design, sampling strategy, and analysis are consistent with the study’s purpose.
Appraisal for evidence-based practice nonexperimental designs Criteria for appraising nonexperimental designs are presented in the Critical Appraisal Criteria box. When appraising nonexperimental research designs, you should keep in mind that such designs offer the researcher a lower level of control and an increased risk of bias. The level of evidence provided by nonexperimental designs is not as strong as evidence generated by experimental designs; however, there are other important clinical research questions that need to be answered beyond the testing of interventions and experimental or quasi-experimental designs.
The first step in critiquing nonexperimental designs is to determine which type of design was used in the study. Often a statement describing the design of the study appears in the abstract and in the methods section of the report. If such a statement is not present, you should closely examine the paper for evidence of which type of design was employed. You should be able to discern that either a survey or a relationship design was used. For example, you would expect an investigation of self-concept development in children from birth to 5 years of age to be a relationship study using a cohort/prospective/longitudinal design. If a cohort/prospective/longitudinal study was used, you should assess for possible threats to internal validity or bias, such as mortality, testing, and instrumentation. Potential threats to internal or external validity should be recognized by the researchers at the end of the study and, in particular, the limitations section.
Next, evaluate the literature review of the study to determine if a
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nonexperimental design was the most appropriate approach to the research question or hypothesis. For example, many studies on pain (e.g., intensity, severity, perception) are suggestive of a relationship between pain and any of the independent variables (diagnosis, coping style, and ethnicity) under consideration where the independent variable cannot be manipulated. As such, these studies suggest a nonexperimental correlational, longitudinal/prospective/cohort, a retrospective/ex post facto/case control, or a cross-sectional design. Investigators will use one of these designs to examine the relationship between the variables in naturally occurring groups. Sometimes you may think that it would have been more appropriate if the investigators had used an experimental or a quasi-experimental design. However, you must recognize that pragmatic or ethical considerations also may have guided the researchers in their choice of design (see Chapters 8 through 18).
CRITICAL APPRAISAL CRITERIA Nonexperimental Designs
1. Based on the theoretical framework, is the rationale for the type of design appropriate?
2. How is the design congruent with the purpose of the study?
3. Is the design appropriate for the research question or hypothesis?
4. Is the design suited to the data collection methods?
5. Does the researcher present the findings in a manner congruent with the design used?
6. Does the research go beyond the relational parameters of the findings and erroneously infer cause-and-effect relationships between the variables?
7. Where appropriate, how does the researcher discuss the threats to internal validity (bias) and external validity (generalizability)?
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8. How does the author identify the limitations of the study?
9. Does the researcher make appropriate recommendations about the applicability based on the strength and quality of evidence provided by the nonexperimental design and the findings?
Finally, the factor or factors that actually influence changes in the dependent variable can be ambiguous in nonexperimental designs. As with all complex phenomena, multiple factors can contribute to variability in the subjects’ responses. When an experimental design is not used for controlling some of these extraneous variables that can influence results, the researcher must strive to provide as much control as possible within the context of a nonexperimental design, to decrease bias. For example, when it has not been possible to randomly assign subjects to treatment groups as an approach to controlling an independent variable, the researchers will use strict inclusion and exclusion criteria and calculate an adequate sample size using power analysis that will support a valid testing of the research question or hypothesis (see Chapter 12). Threats to internal and external validity or potential sources of bias represent a major influence when interpreting the findings of a nonexperimental study because they impose limitations to the generalizability of the results. It is also important to remember that prediction of patient clinical outcomes is of critical value for clinical researchers. Nonexperimental designs can be used to make predictions if the study is designed with an adequate sample size (see Chapter 12), collects data consistently, and uses reliable and valid instruments (see Chapter 15).
If you are appraising methodological research, you need to apply the principles of reliability and validity (see Chapter 15). A secondary analysis needs to be reviewed from several perspectives. First, you need to understand if the researcher followed sound scientific logic in the secondary analysis completed. Second, you need to review the original study that the data were extracted from to assess the reliability and validity of the original study. Even though the format and methods vary, it is important to remember that all research has a central goal: to answer questions scientifically and provide the strongest, most consistent evidence possible, while
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controlling for potential bias.
Key points • Nonexperimental designs are used in studies that construct a
picture or make an account of events as they naturally occur. Nonexperimental designs can be classified as either survey studies or relationship/difference studies.
• Survey studies and relationship/difference studies are both descriptive and exploratory in nature.
• Survey research collects detailed descriptions of existing phenomena and uses the data either to justify current conditions and practices or to make more intelligent plans for improving them.
• Correlational studies examine relationships.
• Developmental studies are further broken down into categories of cross-sectional studies, cohort/longitudinal/prospective studies, and case control/retrospective/ex post facto studies.
• Methodological research, secondary analysis, and mixed methods are examples of other means of adding to the body of nursing research. Both the researcher and the reader must consider the advantages and disadvantages of each design.
• Nonexperimental research designs do not enable the investigator to establish cause-and-effect relationships between the variables. Consumers must be wary of nonexperimental studies that make causal claims about the findings unless a causal modeling technique is used.
• Nonexperimental designs also offer the researcher the least amount of control. Threats to validity impose limitations on the generalizability of the results and as such should be fully assessed by the critical reader.
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• The critiquing process is directed toward evaluating the appropriateness of the selected nonexperimental design in relation to factors, such as the research problem, theoretical framework, hypothesis, methodology, and data analysis and interpretation.
• Though nonexperimental designs do not provide the highest level of evidence (Level I), they do provide a wealth of data that become useful pieces for formulating both Level I and Level II studies that are aimed at developing and testing nursing interventions.
Critical thinking challenges • The mid-term assignment for your interprofessional research
course is to critically appraise an assigned study on the relationship of perception of pain severity and quality of life in advanced cancer patients. You and your nursing student colleagues think it is a cross-sectional design, but your medical student colleagues think it is a quasi-experimental design because it has several specific hypotheses. How would each group of students support their argument, and how would they collaborate to resolve their differences?
• You are completing your senior practicum on a surgical unit, and for preconference your student group has just completed a search for studies related to the effectiveness of handwashing in decreasing the incidence of nosocomial infections, but the studies all use an ex post facto/case control design. You want to approach the nurse manager on the unit to present the evidence you have collected and critically appraised, but you are concerned about the strength of the evidence because the studies all use a nonexperimental design. How would you justify that this is the “best available evidence”?
• You are a member of a journal club at your hospital. Your group is interested in the effectiveness of smoking cessation interventions provided by nurses. An electronic search indicates
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that 12 individual research studies and one meta-analysis meet your inclusion criteria. Would your group begin with critically appraising the 12 individual studies or the one meta-analysis? Provide rationale for your choice, including consideration of the strength and quality of evidence provided by individual studies versus a meta-analysis.
• A patient in a primary care practice who had a history of a “heart murmur” called his nurse practitioner for a prescription for an antibiotic before having a periodontal (gum) procedure. When she responded that according to the new American Heart Association (AHA) clinical practice guideline, antibiotic prophylaxis is no longer considered appropriate for his heart murmur, the patient got upset, stating, “But I always take antibiotics! I want you to tell me why I should believe this guideline. How do I know my heart will not be damaged by listening to you?” What is the purpose of a clinical practice guideline, and how would you as a nurse practitioner respond to this patient?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Bender M, Williams M, Su W, et al. Clinical nurse leader
integrated care delivery to improve care quality Factors influencing perceived success. Journal of Nursing Scholarship 2016;48(4):414-422.
2. Campbell D.T, Stanley J.C. Experimental and quasi- experimental designs for research. Chicago, IL: Rand- McNally;1963.
3. Christian D, Todd C, Hill R, et al. Active children through incentive vouchers-evaluation (ACTIVE) A mixed methods feasibility study. BMC Public Health 2016;16:890.
4. Creswell J.W, Plano V.L. Designing and conducting mixed methods research. Thousand Oaks, CA: Sage
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Publications;2011. 5. DeVon H.A, Burke L.A, Nelson H, et al. Disparities in
patients presenting to the emergency department with potential acute coronary syndrome It matters if you are black or white. Heart & Lung 2014;43:270-277.
6. Denzin N.K. The research act A theoretical introduction to sociological methods. New York: McGraw Hill;1978.
7. Fessele K.L, Hayat M.J, Mayer D.K, Atkins R.L. Factors associated with unplanned hospitalizations among patients with nonmetastatic colorectal cancers intended for treatment in ambulatory settings. Nursing Research 2016;65(1):24-33.
8. Hawthorne D.M, Youngblut J.M, Brooten D. Parent spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;(31):73-80.
9. Johnson R.B, Onwuegbuzie A.J, Turner L.A. Toward a definition of mixed methods research. Journal of Mixed Methods Research 2007;1(2):122-133.
10. Kline R. Principles and practices of structural equation modeling. 3rd ed. New York, NY: Guilford Press;2011.
11. Knight E.P, Shea K, Rosenfeld A.G, et al. Symptom trajectories after an emergency department visit for potential acute coronary syndrome. Nursing Research 2016;65(4):268-289.
12. Koc Z, Cinarli T. Cervical cancer, human papillomavirus, and vaccination. Nursing Research 2015;64(6):452-465.
13. Kousha T, Castner J. The air quality health index and emergency department visits for otitis media. Journal of Nursing Scholarship 2016;48(2):163-171.
14. Lee B, Fan J, Hung C, et al. Illness representations of injury a comparison of patients and their caregivers. Journal of Nursing Scholarship 2016;48(3):254-264.
15. Lee C.E, Von Ah D, Szuck B, Lau Y.J. Determinants of physical activity maintenance in breast cancer survivors after a community-based intervention. Oncology Nursing Forum 2016;43(1):93-102.
16. Nyamathi A, Salem B.E, Zhang S, et al. Nursing case management, peer coaching, and hepatitis A and B vaccine completion among homeless men recently released on parole;
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multiple sex partners among homeless ex-offenders secondary findings from an experimental study. Nursing Research 2016;65(3):179-190.
18. Plichta S, Kelvin E. Munro’s statistical methods for health care research. 6th ed. Philadelphia: Lippincott, Williams & Wilkins;2013.
19. Rini E.V. The development and psychometric analysis of the women’s experience in childbirth survey. Journal of Nursing Measurement 2016;124(2):268-280.
20. Stoddard S.A, Varela J.J, Zimmerman M.A. Future expectations, attitude, toward violence, and bullying perpetration during early adolescence. Nursing Research 2015;64(6):422-433.
21. Turner-Sack A.M, Menna R, Setchell S.R, et al. Psychological functioning, post-traumatic growth, and coping in parents and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43(1):48-56.
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CHAPTER 11
Systematic reviews and clinical practice guidelines Geri LoBiondo-Wood
Learning outcomes
After reading this chapter, you should be able to do the following:
• Describe the types of research reviews. • Describe the components of a systematic review. • Differentiate between a systematic review, meta-analysis, and integrative review. • Describe the purpose of clinical guidelines. • Differentiate between an expert- and an evidence-based clinical guideline. • Critically appraise systematic reviews and clinical practice guidelines.
KEY TERMS
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AGREE II
clinical practice guidelines
effect size
evidence-based practice guidelines
expert-based practice guidelines
forest plot
integrative review
meta-analysis
systematic review
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The breadth and depth of clinical research has grown. As the number of studies focused on a similar area conducted by multiple research teams has increased, it has become important to have a means of organizing and assessing the quality, quantity, and consistency among the findings of a group of like studies. The previous chapters have introduced the types of qualitative and quantitative designs and how to critique these studies for quality and applicability to practice. The purpose of this chapter is to acquaint you with systematic reviews and clinical guidelines that assess multiple studies focused on the same clinical question, and how these reviews and guidelines can support evidence-based practice. Terminology used to define systematic reviews and clinical guidelines has changed as this area of research and literature assessment has grown. The definitions used in this textbook are consistent with the definitions from the Cochrane Collaboration and the Preferred Reporting for Systematic Reviews and Meta-Analyses (PRISMA) Group (Higgins & Green, 2011; Moher et al., 2009; Stroup et al., 2000). Systematic reviews and clinical guidelines are critical and meaningful for the development of quality improvement practices.
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Systematic review types A systematic review is a summation and assessment of research studies found in the literature based on a clearly focused question that uses systematic and explicit criteria and methods to identify, select, critically appraise, and analyze relevant data from the selected studies to summarize the findings in a focused area (Liberati et al., 2009; Moher et al., 2009; Moher, Shamseer, et al., 2015). Statistical methods may or may not be used to analyze the studies reviewed. Multiple terms and methods are used to systematically review the literature, depending on the review’s purpose. See Box 11.1 for the components of a systematic review. Some terms are used interchangeably. The terms systematic review and meta-analysis are often used interchangeably or together. The only review type that can be labeled a meta-analysis is one that reviewed studies using statistical methods. When evaluating a systematic review, it is important to assess how well each of the studies in the review minimized bias or maintained the elements of control (see Chapters 8 and 9). BOX 11.1 Systematic Review Components With or Without Meta-Analysis Introduction Review of rationale and a clear clinical question (PICO)
Methods Information sources, databases used, and search strategy identified: how studies were selected and data extracted as well as the variables extracted and defined
Description of methods used to assess risk of bias, summary measures identified (e.g., risk, ratio); identification of how data are combined, if studies are graded, what quality appraisal system was used (see Chapters 1, 17, and 18)
Results Number of studies screened and characteristics, risk of bias within studies; if a meta-analysis there will be a synthesis of results
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including confidence intervals, risk of bias for each study, and all outcomes considered
Discussion Summary of findings, including the strength, quality, quantity, and consistency of the evidence for each outcome
Any limitations of the studies; conclusions and recommendations of findings for practice
Funding Sources of funding for the systematic review
You will also find reviews of an area of research or theory synthesis termed integrative reviews. Integrative reviews critically appraise the literature in an area but without a statistical analysis and are the broadest category of review (Whittemore, 2005; Whittemore & Knafl, 2005). Recently new types of reviews have been developed. These include rapid reviews, scoping reviews, and realist reviews (Moher, Stewart, et al., 2015). Systematic, integrative, and additional types of reviews are not designs per se, but methods for searching and integrating the literature related to a specific clinical issue. These methods take the results of many studies in a specific area; assess the studies critically for reliability and validity (quality, quantity, and consistency) (see Chapters 1, 7, 17, and 18); and synthesize findings to inform practice. No matter what type of review you are reading, it is important that the authors have clearly detailed the methods that were used and that those methods can be replicated (Moher, Stewart, et al., 2015). Meta-analysis provides Level I evidence as the studies in the review are statistically analyzed and integrates the results of many studies. Systematic reviews and meta-analyses also grade the level of design or evidence of the studies reviewed. The Critical Thinking Decision Path outlines the path for completing a systematic review.
CRITICAL THINKING DECISION PATH Completing a Systematic Review
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Systematic review A systematic review is a summary of a search of quantitative studies that use similar designs based on a focused clinical question (PICO). The goal is to assess the strength and quality of the evidence found in the literature on a clinical subject. The review uses rigorous inclusion and exclusion criteria, an explicit reproducible methodology to identify all studies that meet the eligibility criteria, and an assessment of the validity of the findings from the included studies (Moher et al., 2009). The goal is to bring together all of the studies related to a focused clinical question in order to assess the strength and quality of the evidence provided by the chosen studies in relation to:
• Sampling issues
• Internal validity (bias) threats
• External validity
• Data analysis
• Applicability of findings to practice
The purpose is to report, in a consolidated fashion, the most
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current and valid research on intervention effectiveness and clinical knowledge, which will ultimately inform evidence-based decision making about the applicability of findings to practice.
Once the studies in a systematic review are gathered from a comprehensive literature search (see Chapter 3), assessed for quality, and synthesized according to quality or focus, then practice recommendations are made and presented in an article. More than one person independently evaluates the studies to be included or excluded in the review. The articles critically appraised are discussed and presented in a table format within the article, which helps you to easily identify the studies gathered for the review and their quality (Moher et al., 2009). The most important principle to assess when reading a systematic review is how the author(s) identified the studies evaluated and how they systematically reviewed and appraised the literature that led to the reviewers’ conclusions.
The components of a systematic review are the same as a meta- analysis (see Box 11.1) except for the analysis of the studies. An example of a systematic review was completed by Conley and Redeker (2016) on the self-management interventions for inflammatory bowel disease. In this review, the authors:
• Synthesized studies from the literature on self-management interventions for inflammatory disease
• Included a clear clinical question; all of the sections of a systematic review were presented, except there was no statistical meta-analysis (combination of studies data) of the studies as a whole because the interventions and outcomes varied across the studies reviewed
• Summarized studies according to the health-related outcomes and assessed for quality
Each study in this review was considered individually, not analyzed collectively, for its sample size, effect size, and its contribution to knowledge in the area based on a set of criteria. Although systematic reviews are highly useful, they also have to be reviewed for potential bias and carefully critiqued for scientific
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rigor.
Meta-analysis A meta-analysis is a systematic summary using statistical techniques to assess and combine studies of the same design to obtain a precise estimate of effect (impact of an intervention on the dependent variable/outcomes or association between variables). The terms meta-analysis and systematic review are often used interchangeably. The main difference is only a meta-analysis includes a statistical assessment of the studies reviewed. A meta- analysis treats all the studies reviewed as one large data set in order to obtain a precise estimate of the effect (impact) of the results (outcomes) of the studies in the review.
Meta-analysis uses a rigorous process of summary and determines the impact of a number of studies rather than the impact derived from a single study alone (see Chapter 10). After the clinical question is identified and the search of the review of published and unpublished literature is completed, a meta-analysis is conducted in two phases:
Phase I: The data are extracted (i.e., outcome data, sample sizes, quality of the studies, and measures of variability from the identified studies).
Phase II: The decision is made as to whether it is appropriate to calculate what is known as a pooled average result (effect) of the studies reviewed.
Effect sizes are calculated using the difference in the average scores between the intervention and control groups from each study (Cochrane Handbook of Systematic Reviews for Interventions, 2016). Each study is considered a unit of analysis. A meta-analysis takes the effect size (see Chapter 12) from each of the studies reviewed to obtain an estimate of the population (or the whole) to create a single effect size of all the studies. Thus the effect size is an estimate of how large of a difference there is between intervention and control groups in the summarized studies. Example: ➤ The meta-analysis in Appendix E studied the question
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“What is the impact of nurse-led clinics (NLCs) on the mortality and morbidity of patients with cardiovascular disease (CVD)?” In this review, the authors synthesized the literature from studies on the effectiveness of NLCs in terms of mortality and morbidity outcomes (Al-Mallah et al., 2015). The studies that assessed this question were reviewed and each weighted for its impact or effect on improving mortality and morbidity. This estimate helps health care providers decide which intervention, if any, was more useful for improving well-being. Detailed components of a systematic review with or without meta-analysis (Moher et al., 2009) are listed in Box 11.1.
In addition to calculating effect sizes, meta-analyses use multiple statistical methods to present and depict the data from studies reviewed (see Chapters 19 and 20). One of these methods is a forest plot, sometimes called a blobbogram. A forest plot graphically depicts the results of analyzing a number of studies.Fig. 11.1 is an example of a forest plot from Al-Mallah and colleagues’ meta- analysis (Al-Mallah et al., 2015; Appendix E, Fig. 2, Box A). This review identified that the available evidence suggests a favorable effect of NLCs on all-cause mortality, rate of major adverse cardiac events, and adherence to medications in patients with CVD.
FIG 11.1 An example of a forest plot. Source: (Adapted from
Al-Mallah, M. H., Farah, I., Al-Madani, W., et al. [2015]. The impact of nurse- led clinics on the mortality and morbidity of patients with cardiovascular
diseases: A systematic review and meta-analysis. Journal of Cardiovascular Nursing, 31[1], 89–95.)
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EVIDENCE-BASED PRACTICE TIP Evidence-based practice methods such as meta-analysis increase your ability to manage the ever-increasing volume of information produced to develop the best evidence-based practices.
Fig. 11.1 displays nine studies that compared all-cause mortality in nurse-led groups versus the control groups (usual care). Each study analyzed is listed. To the right of the listed study is a horizontal line that identifies the effect size estimate for each study. The box on the vertical line represents the effect size of each study, and the diamond is the effect or significance of the combined studies. The boxes to the left of the zero line mean that NLC care was favored or produced a significant effect. The box to the right of the line indicates studies in which usual care was not favored or significant. The diamond is a more precise estimate of the interventions as it combines the data from all the studies. The exemplar provided is basic, as meta-analysis is a sophisticated methodology. For a fuller understanding, several references are provided (Borenstein et al., 2009; da Costa & Juni, 2014; Higgins & Green, 2011); see also Chapters 19 and 20.
A well-done meta-analysis assesses for bias in studies and provides clinicians a means of evaluating the merit of a body of clinical research. The Cochrane Library published by the Cochrane Collaboration provides a repository of sound meta-analyses. Example: ➤ Martineau and colleagues (2016) completed a meta- analysis to assess the use of vitamin D to prevent asthma exacerbation and improve asthma control in children and adults. The report presents an introduction, details of the methods used to search the literature (databases, search terms, and years), data extraction, and analysis. The report also includes an evidence table of the studies reviewed, a description of how the data were summarized, results of the meta-analysis, a forest plot of the reviewed studies (see Chapter 19), conclusions, and implications for practice and research.
Cochrane collaboration The largest repository of meta-analyses is the Cochrane
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Collaboration/Review. The Cochrane Collaboration prepares and maintains a body of systematic reviews that focus on health care interventions (Box 11.2). The reviews are found in the Cochrane Database of Systematic Reviews. The Cochrane Collaboration collaborates with a wide range of health care individuals with different skills and backgrounds for developing reviews. These partnerships assist with developing reviews that minimize bias while keeping current with assessment of health care interventions, promoting access to the database, and ensuring the quality of the reviews (Cochrane Handbook for Systematic Reviews, 2016). The steps of a Cochrane Report mirror those of a meta-analysis except for the inclusion of a plain language summary. This useful feature is a straightforward summary of the meta-analysis. The Cochrane Library also publishes several other useful databases (Box 11.3). BOX 11.2 Cochrane Review Sections
Review information: Authors and contact person
Abstract
Plain language summary
The review
Background of the question
Objectives of the search
Methods for selecting studies for review
Type of studies reviewed
Types of participants, types of intervention, types of outcomes in the studies
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Search methods for finding studies
Data collection
Analysis of the located studies, including effect sizes
Results including description of studies, risk of bias, intervention effects
Discussion
Implications for research and practice
References and tables to display the data
Supplementary information (e.g., appendices, data analysis)
BOX 11.3 Cochrane Library Databases
• Cochrane Database of Systematic Reviews: Full-text Cochrane reviews
• DARE: Critical assessments and abstracts of other systematic reviews that conform to quality criteria
• CENTRAL: Information of studies published in conference proceedings and other sources not available in other databases
• CMR: Bibliographic information on articles and books on reviewing research and methodological studies
CENTRAL, Cochrane Central Register of Controlled Trials; CMR, Cochrane Methodology Register; DARE, Database of Abstracts of Review of Effects.
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Integrative review You will also find critical reviews of an area of research without a statistical analysis or a theory synthesis, termed integrative reviews. An integrative review is the broadest category of review (Whittemore, 2005; Whittemore & Knafl, 2005). It can include theoretical literature, research literature, or both. An integrative review may include methodology studies, a theory review, or the results of differing research studies with wide-ranging clinical implications (Whittemore, 2005). An integrative review can include quantitative or qualitative research, or both. Statistics are not used to summarize and generate conclusions about the studies. Several examples of an integrative review are found in Box 11.4. Recommendations for future research are suggested in each review. BOX 11.4 Integrative Review Examples
• Brady and colleagues (2014) published an integrative review on the management and effects of steroid-induced hyperglycemia in hospitalized patients with cancer with or without preexisting diabetes. This review included a purpose, description of the methods used (databases searched, years included), key terms used, and parameters of the search. These components allow others to evaluate and replicate the search. Eighteen studies that assessed steroid-induced hyperglycemia in hospitalized patients with cancer were reviewed in the text and via a table format.
• Kestler and LoBiondo-Wood (2012) published an integrative review of symptom experience in children and adolescents with cancer. The review was a follow-up of a 2003 review published by Docherty (2003) and was completed to assess the progress that has been made since the 2003 research publication on the symptoms of pediatric oncology patients. The review included a description of the search strategy used including databases, years searched, terms used, and the results of the search. Literature on each symptom was described, and a table of the 52 studies reviewed was included.
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Reporting guidelines: Systematic reviews and meta-analysis Systematic reviews and meta-analysis publications are found widely in the research literature. As these resources present an accumulation of potentially clinically relevant knowledge, there was also a need to develop a standard for what information should be included in these reviews. There are several guidelines available for reporting systematic reviews. These are the PRISMA (Moher et al., 2009) and MOOSE (Meta-analysis of Observational Studies in Epidemiology) (Stroup et al., 2000). A review of these guidelines will help you critically read meta-analyses and interpret if there is any bias in the review.
Tools for evaluating individual studies As the importance of practicing from a base of evidence has grown, so has the need to have tools or instruments available that can assist practitioners in evaluating studies of various types. When evaluating studies for clinical evidence, it is first important to assess if the study is valid. At the end of each chapter of this text are critiquing questions that will aid you in assessing if studies are valid and if the results are applicable to your practice. In addition to these questions, there are standardized appraisal tools that can assist with appraising the evidence. The Center for Evidence Based Medicine (CEBM), whose focus is on teaching critical appraisal, developed tools known as Critical Appraisal Tools that provide an evidence-based approach for assessing the quality, quantity, and consistency of specific study designs (CEBM, 2016). These instruments are part of an international network that provides consumers with specific questions to help assess study quality. Each checklist has a number of general questions as well as design- specific questions. The tools center on assessing a study’s methodology, validity, and reliability. The questions focus on the following:
1. Does this study address a clearly focused question?
2. Did the study use valid methods to address the question?
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3. Are the valid results of the study important?
4. Are these valid, important results applicable to my patient or population?
There are four critical appraisal worksheets with targeted questions relevant to a specific design. The checklist with instructions can be found at http://www.cebm.net/critical appraisal. The design-specific CEBM tools with critical evaluative information for each design are available online and include:
• Systematic reviews
• Randomized controlled studies
• Diagnostic studies
• Prognosis
Clinical practice guidelines Clinical practice guidelines are systematically developed statements or recommendations that link research and practice and serve as a guide for practitioners. Guidelines have been developed to assist in bridging practice and research. Guidelines are developed by professional organizations, government agencies, institutions, or convened expert panels. Guidelines provide clinicians with an algorithm for clinical management or decision making for specific diseases (e.g., colon cancer) or treatments (e.g., pain management). Not all guidelines are well developed, and, like research, they must be assessed before implementation (see Chapter 9). Guidelines should present scope and purpose of the practice, detail who the development group included, demonstrate scientific rigor, be clear in their presentation, demonstrate clinical applicability, and demonstrate editorial independence. An example is the National Comprehensive Cancer Network, which is an interdisciplinary consortium of 21 cancer centers around the world. Interdisciplinary groups develop practice guidelines for practitioners and education guidelines for patients. These
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guidelines are accessible at www.nccn.org. Practice guidelines can be either expert-based or evidence-based.
Evidence-based practice guidelines are those developed using a scientific process. This process includes first assembling a multidisciplinary group of experts in a specific field. This group is charged with completing a rigorous search of the literature and completing an evidence table that summarizes the quality and strength of the evidence from which the practice guideline is derived (see Chapters 19 and 20). For various reasons, not all areas of clinical practice have a sufficient research base; therefore, expert- based practice guidelines are developed. Expert-based guidelines depend on having a group of nationally known experts in the field who meet and solely use opinions of experts along with whatever research evidence is developed to date. If limited research is available for such a guideline, a rationale should be presented for the practice recommendations.
Many national organizations develop clinical practice guidelines. It is important to know which one to apply to your patient population. Example: ➤ There are numerous evidence-based practice guidelines developed for the management of pain. These guidelines are available from organizations such as the Oncology Nurses Society, American Academy of Pediatrics, National Comprehensive Cancer Network, National Cancer Institute, American College of Physicians, and American Academy of Pain Medicine. You need to be able to evaluate each of the guidelines and decide which is the most appropriate for your patient population.
The Agency for Healthcare Research and Quality supports the National Guideline Clearinghouse (NGC). The NGC’s mission is to provide health care professionals from all disciplines with objective, detailed information on clinical practice guidelines that are disseminated, implemented, and issued. The NGC encourages groups to develop guidelines for implementation via their site; it is a very useful site for finding well-developed clinical guidelines on a wide range of health- and illness-related topics. Specific guidelines can be found on the AHRQ Effective Health Care Program website.
HIGHLIGHT When evaluating a Clinical Practice Guideline (CPG), it is
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important for an interprofessional team to use an evidence-based critical appraisal tool like AGREE II to determine the strength and quality of the CPG for applicability to practice.
Evaluating clinical practice guidelines As evidence-based practice guidelines proliferate, it becomes increasingly important that you critique these guidelines with regard to the methods used for guideline formulation and consider how they might be used in practice. Critical areas that should be assessed when critiquing evidence-based practice guidelines include the following:
• Date of publication or release and authors
• Endorsement of the guideline
• Clear purpose of what the guideline covers and patient groups for which it was designed
• Types of evidence (research, theoretical) used in guideline formulation
• Types of research included in formulating the guideline (e.g., “We considered only randomized and other prospective controlled trials in determining efficacy of therapeutic interventions.”)
• Description of the methods used in grading the evidence
• Search terms and retrieval methods used to acquire evidence used in the guideline
• Well-referenced statements regarding practice
• Comprehensive reference list
• Review of the guideline by experts
• Whether the guideline has been used or tested in practice and, if so, with what types of patients and in which types of settings
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Evidence-based practice guidelines that are formulated using rigorous methods provide a useful starting point for understanding the evidence base of practice. However, more research may be available since the publication of the guideline, and refinements may be needed. Although information in well-developed, national, evidence-based practice guidelines are a helpful reference, it is usually necessary to localize the guideline using institution-specific evidence-based policies, procedures, or standards before application within a specific setting.
There are several tools for appraising the quality of clinical practice guidelines. The Appraisal of Guidelines Research and Evaluation II (AGREE II) instrument is one of the most widely used to evaluate the applicability of a guideline to practice (Brouwers et al., 2010, AGREE Collaboration). The AGREE II was developed to assist in evaluating guideline quality, provide a methodological strategy for guideline development, and inform practitioners about what information should be reported in guidelines and how it should be reported. The AGREE II is available online. The instrument focuses on six domains, with a total of 23 questions rated on a seven-point scale and two final assessment items that require the appraiser to make overall judgments of the guideline based on how the 23 items were rated. Along with the instrument itself, the AGREE Enterprise website offers guidance on tool usage and development. The AGREE II has been tested for reliability and validity. The guideline assesses the following components of a practice guideline:
1. Scope and purpose of the guideline
2. Stakeholder involvement
3. Rigor of the guideline development
4. Clarity and presentation of the guideline
5. Applicability of the guideline to practice
6. Demonstrated editorial independence of the developers
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CRITICAL APPRAISAL CRITERIA Systematic reviews
1. Does the PICO question match the studies included in the review?
2. Are the review methods clearly stated and comprehensive?
3. Are the dates of the review’s inclusion clear and relevant to the area reviewed?
4. Are the inclusion and exclusion criteria for studies in the review clear and comprehensive?
5. What criteria were used to assess each of the studies in the review for quality and scientific merit?
6. If studies were analyzed individually, were the data clear?
7. Were the methods of study combination clear and appropriate?
8. If the studies were reviewed collectively, how large was the effect?
9. Are the clinical conclusions drawn from the studies relevant and supported by the review?
Clinical practice guidelines, although they are systematically developed and make explicit recommendations for practice, may be formatted differently. Practice guidelines should reflect the components listed. Guidelines can be located on an organization’s website, at the AHRQ, on the NGC website (www.AHRQ.gov), or on MEDLINE (see Chapters 3 and 20). Well-developed guidelines are constructed using the principles of a systematic review.
Appraisal for evidence-based practice systematic reviews and clinical guidelines
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For each of the review methods described—systematic, meta- analysis, integrative, and clinical guidelines—think about each method as one that progressively sifts and sorts research studies and the data until the highest quality of evidence is used to arrive at the conclusions. First the researcher combines the results of all the studies based on a focused, specific question. The studies that do not meet the inclusion criteria are then excluded and the data assessed for quality. This process is repeated sequentially, excluding studies until only the studies of highest quality available are included in the analysis. An alteration in the overall results as an outcome of this sorting and separating process suggests how sensitive the conclusions are to the quality of studies included (Whittemore, 2005). No matter which type of review is completed, it is important to understand that the research studies reviewed still must be examined through your evidence-based practice lens. This means that evidence that you have derived through your critical appraisal and synthesis or derived through other researchers’ reviews must be integrated with an individual clinician’s expertise and patients’ wishes.
CRITICAL APPRAISAL CRITERIA Critiquing clinical guidelines
1. Is the date of publication or release current?
2. Are the authors of the guideline clear and appropriate to the guideline?
3. Is the clinical problem and purpose clear in terms of what the guideline covers and patient groups for which it was designed?
4. What types of evidence were used in formulating the guideline, and are they appropriate to the topic?
5. Is there a description of the methods used to grade the evidence?
6. Were the search terms and retrieval methods used to acquire research and theoretical evidence used in the guideline clear and relevant?
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7. Is the guideline well-referenced and comprehensive?
8. Are the recommendations in the guideline sourced according to the level of evidence for its basis?
9. Has the guideline been reviewed by experts in the appropriate field of discipline?
10. Who funded the guideline development?
You should note that a researcher who uses any of the systematic review methods of combining evidence does not conduct the original studies or analyze the data from each study, but rather takes the data from all the published studies and synthesizes the information by following a set of systematic steps. Systematic methods for combining evidence are used to synthesize both nonexperimental and experimental research studies.
Finally, evidence-based practice requires that you determine— based on the strength and quality of the evidence provided by the systematic review coupled with your clinical expertise and patient values—whether or not you would consider a change in practice. For example, the meta-analysis by Al-Mallah and colleagues (2015) in Appendix E details the important findings from the literature, some of which could be used in nursing practice and some that need further research.
Systematic reviews that use multiple randomized controlled trials (RCTs) to combine study results offer stronger evidence (Level I) in estimating the magnitude of an effect for an intervention (see Chapter 2, Table 2.3). The strength of evidence provided by systematic reviews is a key component for developing a practice based on evidence. The qualitative counterpart to systematic reviews is meta-synthesis, which uses qualitative principles to assess qualitative research and is described in Chapter 6.
Key points • A systematic review is a summary of a search of quantitative
studies that use similar designs based on a PICO question.
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• A meta-analysis is a systematic summary of studies using statistical techniques to assess and combine studies of the same design to obtain a precise estimate of the impact of an intervention.
• The terms systematic review and meta-analysis are used interchangeably, but only a meta-analysis includes a statistical assessment of the studies reviewed.
• An integrative review is the broadest category of reviews and can include a theoretical literature review, or a review of both quantitative and qualitative research literature.
• The Cochrane Collaboration prepares and maintains a body of up-to-date systematic reviews focused on health care interventions.
• There are standardized tools available for evaluating individual studies. An example of such tools are available from the Centre for Evidence Based Medicine.
• Clinical practice guidelines are systematically developed statements or recommendations that link research and practice. There are two types of clinical practice guidelines: evidence- based practice guidelines and expert-based practice guidelines.
• Evidence-based guidelines are practice guidelines developed by experts who assess the research literature for the quality and strength of the evidence for an area of practice.
• Expert-based guidelines are developed typically by a nationally known group of experts in an area using opinions of experts along with whatever research evidence is available to date.
• The Appraisal of Guidelines Research and Evaluation II is a tool for appraising the quality of clinical practice guidelines.
Critical thinking challenges
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• An assignment for your research class is to critically appraise the systematic review in Appendix E by Malwallah and colleagues using the Systematic Review Critical Appraisal Tool from the Center for Evidence-based Medicine (CEBM) using the following link, www.cebm.net, to determine whether the effect size reveals a significant difference between the intervention and control group in the summarized studies. How does the effect size pertain to applicability of findings to practice.
• Your interprofessional primary care team is asked to write an evidence-based policy that will introduce depression screening as a required part of the admission protocol in your practice. Debate the pros and cons of considering the evidence to inform your protocol provided by a meta-analysis of 10 RCT studies with a combined sample size of n = 859, in comparison to 10 individual RCTs, only 2 of which have a sample size of n = 100.
• Explain why it is important to have an interprofessional team conducting a systematic review.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Al-Mallah M. H., Farah I., Al-Madani W., et al. The impact
of nurse-led clinics on the mortality and morbidity of patients with cardiovascular diseases A systematic review and meta- analysis. Journal of Cardiovascular Nursing 2015;31(1):89-95.
2. Borenstein M., Hedges L. V., Higgins J. P. T., Rothstein H. R. Introduction to meta-analysis. United Kingdom: Wiley 2009;
3. Brady V. J., Grimes D., Armstrong T., LoBiondo-Wood G. Management of steroid-induced hyperglycemia in hospitalized patients with cancer A review. Oncology Nursing Forum 2014;41:E355-E365.
4. Brouwers M., Kho M. E., Browman G. P., for the AGREE
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Next Steps Consortium, et al. AGREE II Advancing guideline development, reporting and evaluation in healthcare. Canadian Medical Association Journal 2010;182:E839-E842 Available at: doi:10.1503/090449
5. Center for Evidence-Based Medicine Critical Appraisal Tools. Available at: www.cebm.net/critical-appraisal 2016;
6. Cochrane Handbook for Systematic Reviews. Available at: http://www.cochrane-handbook.org 2016;
7. Conley S., Redeker N. A systematic review of management interventions for inflammatory bowel disease. Journal of Nursing Scholarship 2016;48(2):118-127.
8. da Costa B. R., Juni P. Systematic reviews and meta-analyses of randomized trials Principles and pitfalls. European Heart Journal 2014;35:3336-3345.
9. Docherty S. L. Symptom experiences of children and adolescents with cancer. Annual Review Nursing Research 2003;21(2):123-149.
10. Higgins J. P. T., Green S. Cochrane handbook for systematic reviews of interventions version 5.1.0. Available at: http://www.cochrane-handbook.org 2011;
11. Kestler S. A., LoBiondo-Wood G. Review of symptom experiences in children and adolescents with cancer. Cancer Nursing 2012;35(2):E31-E49 Available at: doi:10.1097/NCC.0b013e3182207a2a
12. Liberati A., Altman D. G., Tetzlaff J., et al. The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions Explanation and elaboration. Annuals of Internal Medicine 2009;151(4):w65- w94.
13. Martineau A. R., Cates C. J., Urashima M., et al. Vitamin D for the management of asthma. Cochrane Database of Systematic Reviews 2016;9:CD011511 Available at: doi:10.1002/14651858.CD011511.pub2
14. Moher D., Liberati A., Tetzlaff J., Altman D. G. Preferred reporting items for systematic reviews and meta-analyses The PRISMA statement. PLOS Medicine 2009;62(10):1006-1012 Available at: doi:10.1016/j.jclinepi.2009.06.005
15. Moher D., Shamseer L., Clarke M., et al. Preferred reporting
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19. Whittemore R., Knafl K. The integrative review Updated methodology. Journal of Advanced Nursing 2005;52(5):546- 553.
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CHAPTER 12
Sampling Judith Haber
Learning outcomes
After reading this chapter, you should be able to do the following:
• Identify the purpose of sampling. • Define population, sample, and sampling. • Compare a population and a sample. • Discuss the importance of inclusion and exclusion criteria. • Define nonprobability and probability sampling. • Identify the types of nonprobability and probability sampling strategies. • Compare the advantages and disadvantages of nonprobability and probability sampling strategies. • Discuss the contribution of nonprobability and probability sampling strategies to strength of evidence provided by study findings. • Discuss the factors that influence sample size. • Discuss potential threats to internal and external validity as sources of sampling bias. • Use the critical appraisal criteria to evaluate the “Sample” section of a research report.
KEY TERMS
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accessible population
convenience sampling
data saturation
delimitations
element
eligibility criteria
exclusion criteria
inclusion
multistage (cluster) sampling
network (snowball) sampling
nonprobability sampling
pilot study
population
probability sampling
purposive sampling
quota sampling
random selection
representative sample
sample
sampling
sampling frame
sampling unit
simple random sampling
snowballing
stratified random sampling
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target population
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The sampling section of a study is usually found in the “Methods” section of a research article. You will find it important to understand the sampling process and the elements that contribute to a researcher using the most appropriate sampling strategy for the type of research being conducted. Equally important is knowing how to critically appraise the sampling section of a study to identify how the strengths and weaknesses of the sampling process contributed to the overall strength and quality of evidence provided by the findings of a study.
When you are critically appraising the sampling section of a study, the threats to internal and external validity as sources of bias need to be considered (see Chapter 8). Your evaluation of the sampling section is very important in your overall critical appraisal of a study’s findings and applicability to practice.
Sampling is the process of selecting representative units of a population in a study. Many problems in research cannot be solved without employing rigorous sampling procedures. Example: ➤ When testing the effectiveness of a medication for patients with type 2 diabetes, the drug is administered to a sample of the population for whom the drug is potentially appropriate. The researcher must come to conclusions without giving the drug to every patient with diabetes or laboratory animal. Because human lives are at stake, the researcher cannot afford to arrive casually at conclusions that are based on the first dozen patients available for study.
The impact of arriving at conclusions that are not accurate or making generalizations from a small nonrepresentative sample is much more severe in research than in everyday life. Essentially, researchers sample representative segments of the population because it is rarely feasible or necessary to sample the entire population of interest to obtain relevant information.
This chapter will familiarize you with the basic concepts of
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sampling as they primarily pertain to the principles of quantitative research design, nonprobability and probability sampling, sample size, and the related critical appraisal process. Sampling issues that relate to qualitative research designs are discussed in Chapters 5, 6, and 7.
Sampling concepts Population A population is a well-defined set with specified properties. A population can be composed of people, animals, objects, or events. Examples of populations might be all of the female patients older than 65 years admitted to a specific hospital for congestive heart failure (CHF) during the year 2017, all of the children with asthma in the state of New York, or all of the men and women with a diagnosis of clinical depression in the United States. These examples illustrate that a population may be broadly defined and potentially involve millions of people or narrowly specified to include only several hundred people.
The population criteria establish the target population—that is, the entire set of cases about which the researcher would like to make generalizations. A target population might include all undergraduate nursing students enrolled in accelerated baccalaureate programs in the United States. Because of time, money, and personnel, however, it is often not feasible to pursue a study using a target population.
An accessible population, one that meets the target population criteria and that is available, is used instead. Example: ➤ An accessible population might include all full-time accelerated baccalaureate students attending school in Oregon. Pragmatic factors must also be considered when identifying a potential population of interest.
It is important to know that a population is not restricted to humans. It may consist of hospital records; blood, urine, or other specimens taken from patients at a clinic; historical documents; or laboratory animals. Example: ➤ A population might consist of all the HgbA1C blood test specimens collected from patients in the City
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Hospital diabetes clinic or all of the patient charts on file who had been screened during pregnancy for HIV infection. A population can be defined in a variety of ways. The basic unit of the population must be clearly defined because the generalizability of the findings will be a function of the population criteria.
Inclusion and exclusion criteria When reading a research report, you should consider whether the researcher has identified the population characteristics that form the basis for the inclusion (eligibility) or exclusion (delimitations) criteria used to select the sample—whether people, objects, or events. The terms inclusion or eligibility criteria and exclusion criteria or delimitations define characteristics that limit the population to a homogenous group of subjects. The population characteristics that provide the basis for inclusion (eligibility) criteria should be evident in the sample—that is, the characteristics of the population and the sample should be congruent in order to assess the representativeness of the sample. Examples of inclusion or eligibility criteria and exclusion criteria or delimitations include the following:
• gender
• age
• marital status
• socioeconomic status
• religion
• ethnicity
• level of education
• age of children
• health status
• diagnosis
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Think about the concept of inclusion or eligibility criteria applied to a study where the subjects are patients. Example: ➤ Participants in a study investigating the effectiveness of a nurse practitioner (NP) delivered symptom management intervention for patients initiating chemotherapy for nonmetastatic cancer compared to standard oncology care. The aim was to reduce patient reported symptom burden by facilitating patient-NP collaboration and early management of symptoms (Traeger et al., 2015). Participants had to meet the following inclusion (eligibility) criteria:
1. Age: At least 18 years
2. Newly diagnosed with Stage I to Stage III breast cancer (BC), lung cancer (LC), or colorectal cancer (CRC)
3. Scheduled to initiate chemotherapy for nonmetastatic disease
4. Able to respond to questionnaires in English
Inclusion and exclusion criteria are established to control for extraneous variability or bias that would limit the strength of evidence contributed by the sampling plan in relation to the study’s design. Each inclusion or exclusion criterion should have a rationale, presumably related to a potential contaminating effect on the dependent variable. Example: ➤ Subjects were excluded from this study if they had:
• A concurrent cognitive or psychiatric condition or substance abuse problem that would prevent adherence to the protocol
• Evidence of metastatic cancer
• Had already received chemotherapy for their malignancy
The careful establishment of sample inclusion or exclusion criteria will increase a study’s precision and strength of evidence, thereby contributing to the accuracy and generalizability of the findings (see Chapter 8). Fig. 12.1 provides an example of a flow chart that illustrates how potential study participants were screened using the above inclusion (eligibility) and exclusion criteria for
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enrollment in the NP delivered symptom management intervention study by Traeger and colleagues (2015).
FIG 12.1 Subject selection using a proportional
stratified random sampling strategy.
HELPFUL HINT Researchers may not clearly identify the population under study, or the population is not clarified until the “Discussion” section when the effort is made to discuss the group (population) to which the study findings can be generalized.
Samples and sampling Sampling is the selection of a portion or subset of the designated population that represents the entire population. A sample is a set of elements that make up the population; an element is the most basic unit about which information is collected. The most common element in nursing research is individuals, but other elements (e.g., places, objects) can form the basis of a sample or population. Example: ➤ A researcher was planning a study that investigated barriers that may underlie the decline in girls’ physical activity
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(PA), beginning at the onset of adolescence. Eight midwestern US schools were randomly assigned to either receive a multicomponent PA intervention called “Girls on the Move” or serve as a control. The schools were identified as the sampling units rather than the treatment alone (Vermeesch et al., 2015). The purpose of sampling is to increase a study’s efficiency. If you think about it, you will realize that it is not feasible to examine every element in the population. When sampling is done properly, the researcher can draw inferences and make generalizations about the population without examining each element in the population. Sampling procedures identify specific selection criteria to ensure that the characteristics of the phenomena of interest will be, or are likely to be, present in all of the units being studied. The researcher’s efforts to ensure that the sample is representative of the target population strengthens the evidence generated by the sample, which allows the researcher to draw conclusions that are generalizable to the population and applicable to practice (see Chapter 8).
After having reviewed a number of research studies, you will recognize that samples and sampling procedures vary in terms of merit. The foremost criterion in appraising a sample is its representativeness. A representative sample is one whose key characteristics closely match those of the population. If 70% of the population in a study of child-rearing practices consisted of women and 40% were full-time employees, a representative sample should reflect these characteristics in the same proportions.
EVIDENCE-BASED PRACTICE TIP Consider whether the choice of participants was biased, thereby influencing the strength of evidence provided by the outcomes of the study.
Types of samples Sampling strategies are generally grouped into two categories: nonprobability sampling and probability sampling. In nonprobability sampling, elements are chosen by nonrandom methods. The drawback of this strategy is that there is no way of estimating each element’s probability of being included in a particular sample. Essentially, there is no way of ensuring that
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every element has a chance for inclusion in a nonprobability sample.
Probability sampling uses some form of random selection when the sample is chosen. This type of sample enables the researcher to estimate the probability that each element of the population will be included in the sample. Probability sampling is the more rigorous type of sampling strategy and is more likely to result in a representative sample. A summary of sampling strategies appears in Table 12.1 and is discussed in the following sections.
TABLE 12.1 Summary of Sampling Strategies
EVIDENCE-BASED PRACTICE TIP Determining whether the sample is representative of the population being studied will influence your interpretation of the evidence provided by the findings and decision making about their relevance to the patient population and practice setting.
HELPFUL HINT A research article may not be explicit about the sampling strategy used. If the sampling strategy is not specified, assume that a convenience sample was used for a quantitative study and a purposive sample was used for a qualitative study.
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Nonprobability sampling Because of lack of random selection, the findings of studies using nonprobability sampling are less generalizable than those using a probability sampling strategy, and they tend to produce less representative samples. When a nonprobability sample is carefully chosen to reflect the target population through the careful use of inclusion and exclusion criteria and adequate sample size, you can have more confidence in the sample’s representativeness and the external validity of the findings (see Chapter 8). The three major types of nonprobability sampling are convenience, quota, and purposive sampling strategies.
Convenience sampling Convenience sampling is the use of the most readily accessible persons or objects as subjects. The subjects may include volunteers, the first 100 patients admitted to hospital X with a particular diagnosis, all of the people enrolled in program Y during the month of September, or all of the students enrolled in course Z at a particular university during 2014. The subjects are convenient and accessible to the researcher and are thus called a convenience sample. Example: ➤ A study evaluating an NP-led intensive behavioral treatment program for obesity implemented in an adult primary care practice used a convenience sample of obese adults (18 years and older) who were primary care patients of a patient-centered medical home (PCMH) practice who met the eligibility criteria and volunteered to participate in the study (Thabault et al., 2016).
The advantage of a convenience sample is that generally it is easier to obtain subjects. The researcher will still have to be concerned with obtaining a sufficient number of subjects who meet the inclusion criteria. The major disadvantage of a convenience sample is that the risk of bias is greater than in any other type of sample (see Table 12.1). The fact that convenience samples use voluntary participation increases the probability of researchers recruiting those people who feel strongly about the issue being studied, which may favor certain outcomes. In this case, ask yourself the following as you think about the strength and quality of evidence contributed by the sampling component of a study:
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• What motivated some people to participate and others not to participate (self-selection)?
• What kind of data would have been obtained if nonparticipants had also responded?
• How representative are the people who did participate in relation to the population?
• What kind of confidence can you have in the evidence provided by the findings?
Researchers may recruit subjects in clinic settings, stop people on a street corner to ask their opinion on some issue, place advertisements in the newspaper, or place signs in local churches, community centers, or supermarkets, indicating that volunteers are needed for a particular study. To assess the degree to which a convenience sample approximates a random sample, the researcher checks for the representativeness of the convenience sample by comparing the sample to population percentages and, in that way, assesses the extent to which bias is or is not evident (Sousa et al., 2004).
Because acquiring research subjects is a problem that confronts many researchers, innovative recruitment strategies may be used. A unique method of accessing and recruiting subjects is the use of online computer networks (e.g., disease-specific chat rooms, blogs, and bulletin boards). Example: ➤ In the study by Traeger et al. (2015) that implemented a nursing intervention to enhance outpatient chemotherapy symptom management, trained staff screened chemotherapy schedules and electronic health record data to identify all potential participants. When you appraise a study you should recognize that the convenience sampling strategy, although most common, is the weakest sampling strategy with regard to strength of evidence and generalizability (external validity) unless it is followed by random assignment to groups, as you will find in studies that are randomized clinical trials (RCT) (see Chapter 9). When a convenience sample is used, caution should be exercised in interpreting the data and assessing the researcher’s comments about the external validity and applicability
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of the findings (see Chapter 8).
Quota sampling Quota sampling refers to a form of nonprobability sampling in which subjects who meet the inclusion criteria are recruited and consecutively enrolled until the target sample size is reached. The study by Traeger and colleagues provides an example of quota sampling when trained study coordinators approached eligible chemotherapy patients during their first chemotherapy visit to introduce the study, obtained informed consent, and enrolled interested and eligible consecutive patients until the target enrollment was reached.
Sometimes knowledge about the population of interest is used to build some representativeness into the sample (see Table 12.1). A quota sample can identify the strata of the population and proportionally represents the strata in the sample. Example: ➤ The data in Table 12.2 reveal that 40% of the 5000 nurses in city X are associate degree graduates, 20% are 4-year baccalaureate degree graduates, and 40% are accelerated second-degree baccalaureate graduates. Each stratum of the population should be proportionately represented in the sample. In this case, the researcher used a proportional quota sampling strategy and decided to sample 10% of a population of 5000 (i.e., 500 nurses). Based on the proportion of each stratum in the population, 200 associate degree graduates, 100 4-year baccalaureate graduates, and 200 accelerated baccalaureate graduates were the quotas established for the three strata. The researcher recruited subjects who met the study’s eligibility criteria until the quota for each stratum was filled. In other words, once the researcher obtained the necessary 200 associate degree graduates, 100 4-year baccalaureate degree graduates, and 200 accelerated baccalaureate degree graduates, the sample was complete.
TABLE 12.2 Numbers and Percentages of Students in Strata of a Quota Sample of 5000 Graduates of Nursing Programs in City X
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The characteristics chosen to form the strata are selected according to a researcher’s knowledge of the population and the literature review. The criterion for selection should be a variable that reflects important differences in the dependent variables under investigation. Age, gender, religion, ethnicity, medical diagnosis, socioeconomic status, level of completed education, and occupational rank are among the variables that are likely to be important stratifying variables in nursing research studies.
The researcher systematically ensures that proportional segments of the population are included in the sample. The quota sample is not randomly selected (i.e., once the proportional strata have been identified, the researcher recruits and enrolls subjects until the quota for each stratum has been filled) but does increase the sample’s representativeness. This sampling strategy addresses the problem of overrepresentation or underrepresentation of certain segments of a population in a sample.
As you critically appraise a study, your aim is to determine whether the sample strata appropriately reflect the population under consideration and whether the stratifying variables are homogeneous enough to ensure a meaningful comparison of differences among strata. Establishment of strict inclusion and exclusion criteria and using power analysis to determine appropriate sample size increase the rigor of a quota sampling strategy by creating homogeneous subject categories that facilitate making meaningful comparisons across strata.
Purposive sampling Purposive sampling is a common strategy. The researcher selects subjects who are considered to be typical of the population. Purposive sampling can be found in both quantitative and qualitative studies. When a researcher is considering the sampling strategy for a randomized clinical trial focusing on a specific diagnosis or patient population, the sampling strategy is often purposive in nature. In such studies the researcher first purposively selects subjects who are then randomized to groups.
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Purposive sampling is commonly used in qualitative research studies. Example: ➤ The objective of the qualitative study by van Dijk et al. (2015) was to examine how patients assign a number to their currently experienced postoperative pain. They selected a purposive sample of patients who had surgery the day before and were experiencing postoperative pain with a score of at least 4 on the Numeric Rating Scale (NRS). Subjects were selected until the new information obtained did not provide further insight into the themes or no new themes emerged (data saturation; see Chapters 5, 6, and 14). A purposive sample is used also when a highly unusual group is being studied, such as a population with a rare genetic disease (e.g., Huntington chorea). In this case, the researcher would describe the sample characteristics precisely to ensure that the reader will have an accurate picture of the subjects in the sample.
Today, computer networks (e.g., online services) can be a valuable resource in helping researchers access and recruit subjects for purposive samples. Online support group bulletin boards that facilitate recruitment of subjects for purposive samples exist for people with cancer, rheumatoid arthritis, multiple sclerosis, human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS), postpartum depression, Lyme disease, and many others.
The researcher who uses a purposive sample assumes that errors of judgment in overrepresenting or underrepresenting elements of the population in the sample will tend to balance out. As indicated in Table 12.1, there may be conscious bias in the selection of subjects; the ability to generalize from the evidence provided by the findings is very limited. Box 12.1 lists examples of when a purposive sample may be appropriate. BOX 12.1 Criteria for Use of a Purposive Sampling Strategy
• Effective pretesting of newly developed instruments with a purposive sample of divergent types of people
• Validation of a scale or test with a known-group technique
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• Collection of exploratory data in relation to an unusual or highly specific population, particularly when the total target population remains an unknown to the researcher
• Collection of descriptive data (e.g., as in qualitative studies) that seek to describe the lived experience of a particular phenomenon (e.g., postpartum depression, caring, hope, surviving childhood sexual abuse)
• Focus of the study population relates to a specific diagnosis (e.g., type 1 diabetes, ovarian cancer) or condition (e.g., legal blindness, terminal illness) or demographic characteristic (e.g., same-sex twin pairs)
Network sampling Network sampling, sometimes referred to as snowballing, is used for locating samples that are difficult or impossible to locate in other ways. This strategy takes advantage of social networks and the fact that friends tend to have characteristics in common. When a few subjects with the necessary eligibility criteria are found, the researcher asks for their assistance in getting in touch with others with similar criteria. Example: ➤ Online computer networks, as described in the section on purposive sampling and in this last example, can be used to assist researchers in acquiring otherwise difficult to locate subjects, thereby taking advantage of the networking or snowball effect. In a study that aimed to gain consensus from experts on the priorities for clinical nursing and midwifery research in southern and eastern African countries, the researchers used contacts with networks of regional nursing colleagues and leaders, snowball sampling, to compile a list of potential research experts who met the inclusion criteria and agreed to participate by responding to the Delphi research priority survey. To expand their network of experts, they asked survey respondents for referrals to others who met the criteria and might be willing to participate. Surveys were sent to the new potential participants who were identified (Sun et al., 2015).
HELPFUL HINT When convenience or purposive sampling is used as the first step
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in recruiting a sample for a randomized clinical trial, as illustrated in Fig. 12.1, it is followed by random assignment of subjects to an intervention or control group, which increases the generalizability of the findings.
Probability sampling The primary characteristic of probability sampling is the random selection of elements from the population. Random selection occurs when each element of the population has an equal and independent chance of being included in the sample. When probability sampling is used, you have greater confidence that the sample is representative of the population being studied rather than biased. Three commonly used probability sampling strategies are simple random, stratified random, and cluster.
Random selection of sample subjects should not be confused with randomization or random assignment of subjects. The latter, discussed earlier in this chapter and in Chapter 8, refers to the assignment of subjects to either an experimental or a control group on a random basis. Random assignment is most closely associated with RCT.
Simple random sampling Simple random sampling is a carefully controlled process. The researcher defines the population (a set), lists all of the units of the population (a sampling frame), and selects a sample of units (a subset) from which the sample will be chosen. Example: ➤ If American hospitals specializing in the treatment of cancer were the sampling unit, a list of all such hospitals would be the sampling frame. If certified school nurses constituted the accessible population, a list of those nurses would be the sampling frame.
Once a list of the population elements has been developed, the best method of selecting a random sample is to use a computer program that generates the order in which the random selection of subjects is to be carried out.
The advantages of simple random sampling are as follows:
• Sample selection is not subject to the conscious biases of the researcher.
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• Representativeness of the sample in relation to the population characteristics is maximized.
• Differences in the characteristics of the sample and the population are purely a function of chance.
• Probability of choosing a nonrepresentative sample decreases as the size of the sample increases.
Example: ➤ Simple random sampling was used in a study testing the feasibility of collecting hair for cortisol measurement from a probability sample of 516 racially and socioeconomically diverse urban adolescents aged 11 to 17 years participating in a larger prospective study on adolescent health and well-being (Ford et al., 2016). The sampling frame was based on a combination of eligible households and public school data from the study area. The addresses were sorted by zip code, and random replicates of 500 participants were drawn. The randomly selected households were contacted to solicit participation in the study.
The major disadvantage of simple random sampling is that it can be a time-consuming and inefficient method of obtaining a random sample. Example: ➤ Consider the task of listing all of the baccalaureate nursing students in the United States. With random sampling, it may also be impossible to obtain an accurate or complete listing of every element in the population. Example: ➤ Imagine trying to obtain a list of all suicides in New York City for the year 2016. It often is the case that although suicide may have been the cause of death, another cause (e.g., cardiac failure) appears on the death certificate. It would be difficult to estimate how many elements of the target population would be eliminated from consideration. The issue of bias would definitely enter the picture despite the researcher’s best efforts. In the final analysis, you, as the evaluator of a research article, must be cautious about generalizing from findings, even when random sampling is the stated strategy or if the target population has been difficult or impossible to list completely.
EVIDENCE-BASED PRACTICE TIP When thinking about applying study findings to your clinical
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practice, consider whether the participants making up the sample are similar to your own patients.
Stratified random sampling Stratified random sampling requires that the population be divided into strata or subgroups as illustrated in Fig. 12.1. The subgroups or subsets that the population is divided into are homogeneous. An appropriate number of elements from each subset are randomly selected on the basis of their proportion in the population. The goal of this strategy is to achieve a greater degree of representativeness. Stratified random sampling is similar to the proportional stratified quota sampling strategy discussed earlier in the chapter. The major difference is that stratified random sampling uses a random selection procedure for obtaining sample subjects.
The population is stratified according to any number of attributes, such as age, gender, ethnicity, religion, socioeconomic status, or level of education completed. The variables selected to form the strata should be adaptable to homogeneous subsets with regard to the attributes being studied. Example: ➤ A study by Wong et al. (2016) examined whether high-comorbidity patients had larger increases in primary care provider (PCP) visits attributable to primary care medical home (PCMH) implementation in a large integrated health system in comparison to other patients enrolled in primary care. The data were obtained from the Veterans Health Association (VHA) Corporate Data Warehouse (CDW), which contains comprehensive administrative data tracking patient utilization, demographics, and clinical measures including ICD-9 diagnostic codes. For each quarter of the study, they identified a 1% random sample of all VHA primary care patients in the database that quarter. The final sample consisted of 8.4 million patient quarter observations. All analyses were stratified by age group (under 65 and age 65+), comorbidity burden score, and outpatient visits. As illustrated in Table 12.1, several advantages to a stratified random sampling strategy include (1) representativeness of the sample is enhanced; (2) researcher has a valid basis for making comparisons among subsets; and (3) researcher is able to oversample a disproportionately small stratum to adjust for their underrepresentation, statistically weigh the data accordingly, and
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continue to make legitimate comparisons. The obstacles encountered by a researcher using this strategy
include (1) difficulty of obtaining a population list containing complete critical variable information, (2) time-consuming effort of obtaining multiple enumerated lists, (3) challenge of enrolling proportional strata, and (4) time and money involved in carrying out a large-scale study using a stratified sampling strategy.
Multistage sampling (cluster sampling) Multistage (cluster) sampling involves a successive random sampling of units (clusters) that progress from large to small and meet sample eligibility criteria. The first-stage sampling unit consists of large units or clusters. The second-stage sampling unit consists of smaller units or clusters. Third-stage sampling units are even smaller. Example: ➤ If a sample of critical care nurses is desired, the first sampling unit would be a random sample of hospitals, obtained from an American Hospital Association list, that meet the eligibility criteria (e.g., size, type). The second-stage sampling unit would consist of a list of critical care nurses practicing at each hospital selected in the first stage (i.e., the list obtained from the vice president for nursing at each hospital). The criteria for inclusion in the list of critical care nurses would be as follows:
1. Certified as a Certified Critical Care Registered Nurse (CCRN) with at least 3 years’ experience as a critical care nurse
2. At least 75% of the CCRN’s time spent in providing direct patient care in a critical care unit
3. Full-time employment at the hospital
The second-stage sampling unit would obtain a random selection of 10 CCRNs from each hospital who met the previously mentioned eligibility criteria.
When multistage sampling is used in relation to large national surveys, states are used as the first-stage sampling unit; followed by successively smaller units such as counties, cities, districts, and blocks as the second-stage sampling unit; and finally households as
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the third-stage sampling unit. Sampling units or clusters can be selected by simple random or
stratified random sampling methods. Example: ➤ Sun et al. (2015) conducted a survey using the Delphi method to gain consensus about regional clinical nursing and midwifery research priorities from experts in participating eastern and southern African countries. Clinical nursing and midwifery experts from 13 countries participated in the first round of the survey by completing the electronic survey, and experts from 14 countries participated in the second round. This approach to multistage sampling was chosen because the electronic format facilitates obtaining consensus from a large panel of experts in a wide geographic region by providing anonymity, eliminating the potential for leaders to dominate the process, and providing a chance in Round 2 to change their mind after considering the group opinion. The main advantage of cluster sampling, as illustrated in Table 12.1, is that it can be more economical in terms of time and money than other types of probability sampling. There are two major disadvantages: (1) more sampling errors tend to occur than with simple random or stratified random sampling, and (2) appropriate handling of the statistical data from cluster samples is very complex. When you are critically appraising a study, you will need to consider whether the use of cluster sampling is justified in light of the research design, as well as other pragmatic matters, such as economy.
EVIDENCE-BASED PRACTICE TIP The sampling strategy, whether probability or nonprobability, must be appropriate to the design and evaluated in relation to the level of evidence provided by the design.
CRITICAL THINKING DECISION PATH Assessing the Relationship Between the Type of Sampling Strategy and the Appropriate Generalizability
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The Critical Thinking Decision Path illustrates the relationship between the type of sampling strategy and the appropriate generalizability.
Sample size There is no single rule that can be applied to the determination of a sample’s size. When arriving at an estimate of sample size, many factors, such as the following, must be considered:
• Type of design
• Type of sampling procedure
• Type of formula used for estimating optimum sample size
• Degree of precision required
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• Heterogeneity of the attributes under investigation
• Relative frequency that the phenomenon of interest occurs in the population (i.e., a common versus a rare health problem)
• Projected cost of using a particular sampling strategy
HELPFUL HINT Look for a brief discussion of a study’s sampling strategy in the “Methods” section of a research article. Sometimes there is a separate subsection with the heading “Sample,” “Subjects,” or “Study Participants.” A statistical description of the characteristics of the actual sample often does not appear until the “Results” section of a research article. You may also find a table in the Results section that summarizes the sample characteristics using descriptive statistics (see Chapter 14).
The sample size should be determined before a study is conducted. A general rule is always to use the largest sample possible. The larger the sample, the more representative of the population it is likely to be; smaller samples produce less accurate results.
One exception to this principle occurs when using qualitative designs. In this case, sample size is not predetermined. Sample sizes in qualitative research tend to be small because of the large volume of verbal data that must be analyzed and because this type of design tends to emphasize intensive and prolonged contact with subjects (Speziale & Carpenter, 2011). Subjects are added to the sample until data saturation is reached (i.e., new data no longer emerge during the data-collection process). Fittingness of the data is a more important concern than representativeness of subjects (see Chapters 5, 6, and 7).
Another exception is in the case of a pilot study, which is defined as a small sample study conducted as a prelude to a larger scale study that is often called the “parent study.” The pilot study is typically a smaller scale of the parent study, with similar methods and procedures that yield preliminary data to determine the feasibility of conducting a larger scale study and establish that
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sufficient scientific evidence exists to justify subsequent, more extensive research.
The principle of “larger is better” holds true for both probability and nonprobability samples. Results based on small samples (under 10) tend to be unstable—the values fluctuate from one sample to the next, and it is difficult to apply statistics meaningfully. Small samples tend to increase the probability of obtaining a markedly nonrepresentative sample. As the sample size increases, the mean more closely approximates the population values, thus introducing fewer sampling errors.
HIGHLIGHT Remember to have your interprofessional Journal Club evaluate the appropriateness of the generalizations made about the studies you critically appraise in light of the sampling procedure and any sources of bias that affect applicability of the findings to your patient population.
It is possible to estimate the sample size needed with the use of a statistical procedure known as power analysis (Cohen, 1988). Power analysis is an advanced statistical technique that is commonly used by researchers and is a requirement for external funding. When it is not used, you will have less confidence provided by the findings because the study may be based on a sample that is too small. A researcher may commit a type II error of accepting a null hypothesis when it should have been rejected if the sample is too small (see Chapter 16). No matter how high a research design is located on the evidence hierarchy (e.g., Level II—experimental design consisting of a randomized clinical trial), the findings of a study and their generalizability are weakened when power analysis is not calculated to ensure an adequate sample size to determine the effect of the intervention.
It is beyond the scope of this chapter to describe this complex procedure in great detail, but a simple example will illustrate its use. Nyamathi and colleagues (2015) wanted to assess the impact of three interventions: peer coaching with nurse case management (PC-NCM), peer coaching (PC), and usual care (UC) on completion of hepatitis A and B vaccination series. How would a research team such as Nyamathi and colleagues know the appropriate number of
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subjects that should be used in the study? When using power analysis, the researcher must estimate how large an impact (effect) will be observed between the three intervention groups (i.e., to test differences among PC-NCM, PC., and UC groups in terms of vaccination completion rates). If a moderate difference is expected, a conventional effect size of.20 is assumed. With a significance level of.05, a total of 114 participants would be needed for each intervention group to detect a statistically significant difference between the groups with a power of.80. The total sample in this study (n = 600) exceeded the minimum number of 114 per intervention group.
HELPFUL HINT Remember to evaluate the appropriateness of the generalizations made about the study findings in light of the target population, the accessible population, the type of sampling strategy, and the sample size.
When calculating sample size using power analysis, the total sample size needs to consider that attrition, or dropouts, will occur and build in approximately 15% extra subjects to make sure that the ability to detect differences between groups or the effect of an intervention remains intact. When expected differences are large, it does not take a very large sample to ensure that differences will be revealed through statistical analysis.
When critically appraising a study, you should evaluate the sample size in terms of the following: (1) how representative the sample is relative to the target population, and (2) to whom the researcher wishes to generalize the study’s results. The goal is to have a sample as representative as possible with as little sampling error as possible. Unless representativeness is ensured, all the data in the world become inconsequential. When an appropriate sample size, including power analysis for calculation of sample size, and sampling strategy have been used, you can feel more confident that the sample is representative of the accessible population rather than biased (Fig. 12.2) and the potential for generalizability of findings is greater (see Chapter 8).
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FIG 12.2 Summary of general sampling procedure.
EVIDENCE-BASED PRACTICE TIP Research designs and types of samples are often linked. When a nonprobability purposive sampling strategy is used to recruit participants to a study using an experimental design, you would expect random assignment of subjects to an intervention or control group to follow.
Appraisal for evidence-based practice sampling The criteria for critical appraisal of a study’s sample are presented in the Critical Appraisal Criteria box. As you evaluate the sample section of a study, you must raise two questions:
1. If this study were to be replicated, would there be enough information presented about the nature of the population, the sample, the sampling strategy, and sample size of another investigator to carry out the study?
2. What are the sampling threats to internal and external validity that are sources of bias?
The answers to these questions highlight the important link of the sample to the findings and the strength of the evidence used to make clinical decisions about the applicability of the findings to clinical practice (see Chapter 8).
In Chapter 8, we talked about how selection effect as a threat to internal validity could occur in studies where a convenience, quota, or purposive sampling strategy was used. In these studies, individuals themselves decide whether or not to participate. Subject mortality or attrition is another threat to internal validity related to sampling (see Chapter 8). Mortality is the loss of subjects from the study, usually from the first data-collection point to the second. If
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the subjects who remain in the study are different from those who drop out, the results can be affected. When more of the subjects in one group drop out than the other group, the results can also be influenced. It is common for journals to require authors reporting on research results to include a flow chart that diagrams the screening, recruitment, enrollment, random assignment, and attrition process and results. Threats to external validity related to sampling are concerned with the generalizability of the results to other populations. Generalizability depends on who actually participates in a study. Not everyone who is approached meets the inclusion criteria, agrees to enroll, or completes the study. Bias in sample representativeness and generalizability of findings are important sampling issues that have generated national concern because the presence of these factors decreases confidence in the evidence provided by the findings and limits applicability. Historically, many of the landmark adult health studies (e.g., the Framingham heart study, the Baltimore longitudinal study on aging) excluded women as subjects. Despite the all-male samples, the findings of these studies were generalized from males to all adults, in spite of the lack of female representation in the samples. Similarly, the use of largely European-American subjects in clinical trials limits the identification of variant responses to interventions or drugs in ethnic or racially distinct groups (Ward, 2003). Findings based on European-American data cannot be generalized to African Americans, Asians, Hispanics, or any other cultural group.
CRITICAL APPRAISAL CRITERIA Sampling
1. Have the sample characteristics been completely described?
2. Can the parameters of the study population be inferred from the description of the sample?
3. To what extent is the sample representative of the population as defined?
4. Are the eligibility/inclusion criteria for the sample clearly identified?
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5. Have sample exclusion criteria/delimitations for the sample been established?
6. Would it be possible to replicate the study population?
7. How was the sample selected? Is the method of sample selection appropriate?
8. What kind of bias, if any, is introduced by this sampling method?
9. Is the sample size appropriate? How is it substantiated?
10. Are there indications that rights of subjects have been ensured?
11. Does the researcher identify limitations in generalizability of the findings from the sample to the population? Are they appropriate?
12. Is the sampling strategy appropriate for the design of the study and level of evidence provided by the design?
13. Does the researcher indicate how replication of the study with other samples would provide increased support for the findings?
When appraising the sample of a study, you must remember that despite the use of a carefully controlled sampling procedure that minimizes error, there is no guarantee that the sample will be representative. Factors such as sample heterogeneity and subject dropout may jeopardize the representativeness of the sample despite the most stringent random sampling procedure.
When a purposive sample is used in experimental and quasi- experimental studies, you should determine whether or how the subjects were randomly assigned to groups. If criteria for random assignment have not been followed, you have a valid basis for being cautious about the strength of evidence provided by the proposed conclusions of the study.
Although random selection may be the ideal in establishing the representativeness of a study population, more often realistic barriers (e.g., institutional policy, inaccessibility of subjects, lack of
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time or money, and current state of knowledge in the field) necessitate the use of nonprobability sampling strategies. Many important research questions that are of interest to nursing do not lend themselves to probability sampling. A well-designed, carefully controlled study using a nonprobability sampling strategy can yield accurate and meaningful evidence that makes a significant contribution to nursing’s scientific body of knowledge.
The greatest difficulty in nonprobability sampling stems from the fact that not every element in the population has an equal chance of being represented. Therefore it is likely that some segment of the population will be systematically underrepresented. If the population is homogeneous on critical characteristics, such as age, gender, socioeconomic status, and diagnosis, systematic bias will not be very important. Few of the attributes that researchers are interested in, however, are sufficiently homogeneous to make sampling bias an irrelevant consideration.
Basically you will decide whether the sample size for a quantitative study is appropriate and its size is justifiable. You want to make sure that the researcher indicated how the sample size was determined. The method of arriving at the sample size and the rationale should be briefly mentioned. In the study designed to examine the role of resilience in the relationships of hallucination and delusion-like experiences to psychological distress in a nonclinical population, the sample was selected through a stratified cluster sampling procedure (Barahmand & Ahmad, 2016). The sampling frame consisted of 11,000 students. The power analysis indicated that based on a 5% margin of error and a 95% confidence level and expecting the sample proportion to be 50%, a sample size of at least 372 individuals (3.38% of the population) was needed to detect a significant difference. To allow for data loss through mortality, data loss, or incomplete answers, a sample of 440 individuals (4% of the population) were enrolled in the study. When appraising qualitative research designs, you also apply criteria related to sampling strategies that are relevant for a particular type of qualitative study. In general, sampling strategies for qualitative studies are purposive because the study of specific phenomena in their natural setting is emphasized; any subject belonging to a specified group is considered to represent that
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group. Keep in mind that qualitative studies will not discuss predetermining sample size or method of arriving at sample size. Rather, sample size will tend to be small and a function of data saturation. Finally, evidence that the rights of human subjects have been protected should appear in the “Sample” section of the research report and probably consists of no more than one sentence. Remember to evaluate whether permission was obtained from an institutional review board that reviewed the study relative to the maintenance of ethical research standards (see Chapter 13).
Key points • Sampling is a process that selects representative units of a
population for study. Researchers sample representative segments of the population because it is rarely feasible or necessary to sample entire populations of interest to obtain accurate and meaningful information.
• Researchers establish eligibility criteria; these are descriptors of the population and provide the basis for selection of a sample. Eligibility criteria, which are also referred to as delimitations, include the following: age, gender, socioeconomic status, level of education, religion, and ethnicity.
• The researcher must identify the target population (i.e., the entire set of cases about which the researcher would like to make generalizations). Because of the pragmatic constraints, however, the researcher usually uses an accessible population (i.e., one that meets the population criteria and is available).
• A sample is a set of elements that makes up the population.
• A sampling unit is the element or set of elements used for selecting the sample. The foremost criterion in appraising a sample is the representativeness or congruence of characteristics with the population.
• Sampling strategies consist of nonprobability and probability sampling.
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• In nonprobability sampling, the elements are chosen by nonrandom methods. Types of nonprobability sampling include convenience, quota, and purposive sampling.
• Probability sampling is characterized by the random selection of elements from the population. In random selection, each element in the population has an equal and independent chance of being included in the sample. Types of probability sampling include simple random, stratified random, and multistage sampling.
• Sample size is a function of the type of sampling procedure being used, the degree of precision required, the type of sample estimation formula being used, the heterogeneity of the study attributes, the relative frequency of occurrence of the phenomena under consideration, and cost.
• Criteria for drawing a sample vary according to the sampling strategy. Systematic organization of the sampling procedure minimizes bias. The target population is identified, the accessible portion of the target population is delineated, permission to conduct the research study is obtained, and a sampling plan is formulated.
• When critically appraising a research report, the sampling plan needs to be evaluated for its appropriateness in relation to the particular research design and level of evidence generated by the design.
• Completeness of the sampling plan is examined in light of potential replicability of the study. The critiquer appraises whether the sampling strategy is the strongest plan for the particular study under consideration.
• An appropriate systematic sampling plan will maximize the efficiency of a research study. It will increase the strength, accuracy, and meaningfulness of the evidence provided by the findings and enhance the generalizability of the findings from the sample to the population.
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Critical thinking challenges • How do inclusion and exclusion criteria contribute to increasing
the strength of evidence provided by the sampling strategy of a research study?
• Why is it important for a researcher to use power analysis to calculate sample size? How does adequate sample size affect subject mortality, representativeness of the sample, the researcher’s ability to detect a treatment effect, and your ability to generalize from the study findings to your patient population?
• How does a flow chart such as the one in Fig. 12.1 of the Thomas article in Appendix A contribute to the strength and quality of evidence provided by the findings of research study and their potential for applicability to practice?
• Your interprofessional team member argues that a random sample is always better, even if it is small and represents ONLY one site. Another team member counters that a very large convenience sample with random assignment to groups representing multiple sites can be very significant. Which colleague would you defend and why? How would each scenario affect the strength and quality of evidence provided by the findings?
• Your research classmate argues that a random sample is always better, even if it is small and represents only one site. Another student counters that a very large convenience sample representing multiple sites can be very significant. Which classmate would you defend and why? How would each scenario affect the strength and quality of evidence provided by the findings?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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References 1. Barahmand U., Ahmad R. H. S. Psychotic-like experiences
and psychological distress the role of resilience. Journal of the American Psychiatric Nurses Association 2016;22(4):312-319.
2. Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. New York, NY: Academic Press 1988;
3. Ford J. L., Boch S. J., McCarthy D. O. Feasibility of hair collection for cortisol measurement in population research on adolescent health. Nursing Research 2016;65(3):k249-k255.
4. Nyamathi A., Salem B. E., Zhang S., et al. Nursing case management, peer coaching, and hepatitis A and B vaccine completion among homeless men recently released on parole; Randomized clinical trial. Nursing Research 2015;64(3):177-189.
5. Sousa V. D., Zauszniewski J. A., Musil C. M. How to determine whether a convenience sample represents the population. Applied Nursing Research 2004;17(2):130-133.
6. Speziale S., Carpenter D. R. Qualitative research in nursing. 4th ed. Philadelphia, PA: Lippincott 2011;
7. Sun C., Dohrn J., Klopper H., et al. Clinical nursing and midwifery research priorities in eastern and southern African countries Results from a Delphi Survey. Nursing Research 2015;64(6):466-475.
8. Thabault P. J., Burke P. J., Ades P. A. Intensive behavioral treatment weight loss program in an adult primary care practice. Journal of the American Association of Nurse Practitioners 2016;28:249-257.
9. Traeger L., McDonnell T. M., McCarty C. E., et al. Nursing intervention to enhance outpatient chemotherapy symptom management patient reported outcomes of a randomized controlled trial. Cancer 2015;121:3905-3913.
10. Van Dijk J. F. M., Vervoort S. C. J. M., van Wijck A. J. M., et al. Postoperative patients perspectives on rating pain A qualitative study. International Journal of Nursing Studies 2016;53:260-269.
11. Vermeesch A. L., Ling J., Voskull V. R., et al. Biological and sociocultural differences in perceived barriers to physical activity among firth-to-seventh grade urban girls. Nursing Research
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2015;64(5):342-350. 12. Ward L. S. Race as a variable in cross-cultural research.
Nursing Outlook 2003;51(3):120-125. 13. Wong E. S., Rosland A. M., Fihn S. D., Nelson K. M. Patient-
centered medical home implementation in the veterans’ health administration and primary care use differences by patient co- morbidity burden. Journal of General Internal Medicine 2016;31(12):1467-1474.
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CHAPTER 13
Legal and ethical issues Judith Haber, Geri LoBiondo-Wood
Learning outcomes
After reading this chapter, you should be able to do the following:
• Describe the historical background that led to the development of ethical guidelines for the use of human subjects in research. • Identify the essential elements of an informed consent form. • Evaluate the adequacy of an informed consent form. • Describe the institutional review board’s role in the research review process. • Identify populations of subjects who require special legal and ethical research considerations. • Describe the nurse’s role as patient advocate in research situations. • Critique the ethical aspects of a research study.
KEY TERMS
anonymity
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assent
beneficence
confidentiality
consent
ethics
informed consent
institutional review boards
justice
respect for persons
risk/benefit ratio
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The focus of this chapter is the legal and ethical considerations that must be addressed before, during, and after the conduct of research. Informed consent, institutional review boards (IRBs), and research involving vulnerable populations—elderly people, pregnant women, children, and prisoners—are discussed. The nurse’s role as patient advocate, whether functioning as researcher, caregiver, or research consumer, is addressed.
Ethical and legal considerations in research: A historical perspective Ethical and legal considerations with regard to research first received attention after World War II, when the US Secretary of State and Secretary of War learned that the trials for war criminals would focus on justifying the atrocities committed by Nazi physicians as “medical research.” The American Medical Association appointed a group to develop a code of ethics for research that would serve as a standard for judging the medical atrocities committed on concentration camp prisoners.
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The resultant Nuremberg Code and its definitions of the terms voluntary, legal capacity, sufficient understanding, and enlightened decision have been the subject of numerous court cases and presidential commissions involved in setting ethical standards in research (Amdur & Bankert, 2011). The code requires informed consent in all cases but makes no provisions for any special treatment of children, the elderly, or the mentally incompetent. In the United States, federal guidelines for the ethical conduct of research were developed in the 1970s. Despite the safeguards provided by the federal guidelines, some of the most atrocious, and hence memorable, examples of unethical research took place in the United States as recently as the 1990s. These examples are highlighted in Table 13.1. They are sad reminders of our own tarnished research heritage and illustrate the human consequences of not adhering to ethical research standards.
TABLE 13.1 Highlights of Unethical Research Studies Conducted in the United States
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In 1973 the first set of proposed regulations on the protection of human subjects were published. The most important provision was a regulation mandating that an institutional review board must review and approve all studies. In 1974, the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research was created. A major charge brought forth by the commission was to identify the basic principles that should underlie the conduct of biomedical and behavioral research involving human subjects and to develop guidelines to ensure that research is conducted in accordance with those principles (Amdur & Bankert, 2011). Three ethical principles were identified as relevant to the conduct of research involving human subjects: the principles of respect for persons, beneficence, and justice (Box 13.1). Included in the report called the Belmont Report, these principles provided the basis for regulations affecting research (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1978).
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BOX 13.1 Basic Ethical Principles Relevant to the Conduct of Research Respect for persons People have the right to self-determination and to treatment as autonomous agents. Thus they have the freedom to participate or not participate in research. Persons with diminished autonomy are entitled to protection.
Beneficence Beneficence is an obligation to do no harm and maximize possible benefits. Persons are treated in an ethical manner, decisions are respected, they are protected from harm, and efforts are made to secure their well-being.
Justice Human subjects should be treated fairly. An injustice occurs when a benefit to which a person is entitled is denied without good reason or when a burden is imposed unduly.
The US Department of Health and Human Services (USDHHS) also developed a set of regulations which have been revised several times (USDHHS, 2009). They include:
• General requirements for informed consent
• Documentation of informed consent
• IRB review of research proposals
• Exempt and expedited review procedures for certain kinds of research
• Criteria for IRB approval of research
Protection of human rights Human rights are the claims and demands that have been justified in
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the eyes of an individual or by a group of individuals. The term refers to the rights outlined in the American Nurses Association (ANA, 2001) guidelines:
1. Right to self-determination
2. Right to privacy and dignity
3. Right to anonymity and confidentiality
4. Right to fair treatment
5. Right to protection from discomfort and harm
These rights apply to all involved in research, including research team members who may be involved in data collection, practicing nurses involved in the research setting, and subjects participating in the study. As you read a research article, you must realize that any issues highlighted in Table 13.2 should have been addressed and resolved before a research study is approved for implementation.
TABLE 13.2 Protection of Human Rights
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Procedures for protecting basic human rights
Informed consent Elements of informed consent illustrated by the ethical principles of respect and by its related right to self-determination are outlined in Box 13.2 and Table 13.2. It is critical to note that informed consent is not just giving a potential subject a consent form, but is a process that the researcher completes with each subject. Informed consent is documented by a consent form that is given to prospective subjects and contains standard elements. BOX 13.2 Elements of Informed Consent
1. Title of protocol
2. Invitation to participate
3. Basis for subject selection
4. Overall purpose of study
5. Explanation of procedures
6. Description of risks and discomforts
7. Potential benefits
8. Alternatives to participation
9. Financial obligations
10. Assurance of confidentiality
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11. In case of injury compensation
12. HIPAA disclosure
13. Subject withdrawal
14. Offer to answer questions
15. Concluding consent statement
16. Identification of investigators
Informed consent is a legal principle that means that potential subjects understand the implications of participating in research and they knowingly agree to participate (Amdur & Bankert, 2011). Informed consent (USDHHS, 2009; Food and Drug Administration [FDA], 2012a) is defined as follows:
The knowing consent of an individual or his/her legally authorized representative, under circumstances that provide the prospective subject or representative sufficient opportunity to consider whether or not to participate without undue inducement or any element of force, fraud, deceit, duress, or other forms of constraint or coercion.
No investigator may involve a person as a research subject before obtaining the legally effective informed consent of a subject or legally authorized representative. The study must be explained to all potential subjects, including the study’s purpose; procedures; risks, discomforts, and benefits; and expected duration of participation (i.e., when the study’s procedures will be implemented, how many times, and in what setting). Potential subjects must also be informed about any appropriate alternative procedures or treatments, if any, that might be advantageous to the subject. For example, in the Tuskegee Syphilis Study, the researchers should have disclosed that penicillin was an effective treatment for syphilis. Any compensation for subjects’ participation must be delineated when there is more than minimal risk through disclosure about medical treatments and/or compensation that is
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available if injury occurs.
HIGHLIGHT It is important for your team to remember that the right to personal privacy may be more difficult to protect when researchers are carrying out qualitative studies because of the small sample size and the subjects’ verbatim quotes are often used in the findings/results section of the research article to highlight the findings.
Prospective subjects must have time to decide whether to participate in a study. The researcher must not coerce the subject into participating, nor may researchers collect data on subjects who have explicitly refused to participate in a study. An ethical violation of this principle is illustrated by the halting of eight experiments by the US Food and Drug Administration (FDA) at the University of Pennsylvania’s Institute for Human Gene Therapy 4 months after the death of an 18-year-old man, Jesse Gelsinger, who received experimental treatment as part of the institute’s research. The institute could not document that all patients had been informed of the risks and benefits of the procedures. Furthermore, some patients who received the therapy should have been considered ineligible because their illnesses were more severe than allowed by the clinical protocols. Mr. Gelsinger had a non-life-threatening genetic disorder that permits toxic amounts of ammonia to build up in the liver. Nevertheless, he volunteered for an experimental treatment in which normal genes were implanted directly into his liver, and he subsequently died of multiple organ failure. The institute failed to report to the FDA that two patients in the same trial as Mr. Gelsinger had suffered severe side effects, including inflammation of the liver as a result of the treatment. This should have triggered a halt to the trial (Brainard & Miller, 2000). Of course, subjects may discontinue participation or withdraw from a study at any time without penalty or loss of benefits.
HELPFUL HINT Research reports rarely provide readers with detailed information regarding the degree to which the researcher adhered to ethical principles, such as informed consent, because of space limitations
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in journals that make it impossible to describe all aspects of a study. Failure to mention procedures to safeguard subjects’ rights does not necessarily mean that such precautions were not taken.
The language of the consent form must be understandable. The reading level should be no higher than eighth grade for adults, in lay language, and the avoidance of technical terms should be observed (USDHHS, 2009). Subjects should not be asked to waive their rights or release the investigator from liability for negligence. The elements for an informed consent form are listed in Box 13.2.
Investigators obtain consent through personal discussion with potential subjects. This process allows the person to obtain immediate answers to questions. However, consent forms, which are written in narrative or outline form, highlight elements that both inform and remind subjects of the nature of the study and their participation (Amdur & Bankert, 2011).
Assurance of anonymity and confidentiality (defined in Table 13.2) is conveyed in writing and describes how confidentiality of the subjects’ records will be maintained. The right to privacy is also protected through protection of individually identifiable health information (IIHI). The USDHHS developed the following guidelines to help researchers, health care organizations, health care providers, and academic institutions determine when they can use and disclose IIHI:
• IIHI has to be “de-identified” under the HIPAA Privacy Rule.
• Data are part of a limited data set, and a data use agreement with the researcher is in place.
• A potential subject provides authorization for the researcher to use and disclose protected health information (PHI).
• A waiver or alteration of the authorization requirement is obtained from the IRB.
• The consent form must be signed and dated by the subject. The presence of witnesses is not always necessary but does constitute evidence that the subject actually signed the form. If the subject is
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a minor or is physically or mentally incapable of signing the consent, the legal guardian or representative must sign. The investigator also signs the form to indicate commitment to the agreement.
A copy of the signed informed consent is given to the subject. The researcher maintains the original for their records. Some research, such as a retrospective chart audit, may not require informed consent—only institutional approval. In some cases, when minimal risk is involved, the investigator may have to provide the subject only with an information sheet and verbal explanation. In other cases, such as a volunteer convenience sample, completion and return of research instruments provide evidence of consent. The IRB will help advise on exceptions to these guidelines, and there are cases in which the IRB might grant waivers or amend its guidelines in other ways. The IRB makes the final determination regarding the most appropriate documentation format. You should note whether and what kind of evidence of informed consent has been provided in a research article.
HELPFUL HINT Researchers may not obtain written, informed consent when the major means of data collection is through self-administered questionnaires. The researcher usually assumes implied consent in such cases—that is, the return of the completed questionnaire reflects the respondent’s voluntary consent to participate.
Institutional review boards IRBs are boards that review studies to assess that ethical standards are met in relation to the protection of the rights of human subjects. The National Research Act (1974) requires that agencies such as universities, hospitals, and other health care organizations (e.g., managed care companies) where the conduct of biomedical or behavioral research involving human subjects is conducted must submit an application with assurances that they have an IRB, sometimes called a human subjects’ committee, that reviews the research projects and protects the rights of the human subjects (Food and Drug Administration [FDA], 2012b). At agencies where
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no federal grants or contracts are awarded, there is usually a review mechanism similar to an IRB process, such as a research advisory committee. The National Research Act requires that the IRBs have at least five members of various research backgrounds to promote complete and adequate study reviews. The members must be qualified by virtue of their expertise and experience and reflect professional, gender, racial, and cultural diversity. Membership must include one member whose concerns are primarily nonscientific (lawyer, clergy, ethicist) and at least one member from outside the agency. IRB members have mandatory training in scientific integrity and prevention of scientific misconduct, as do the principal investigator of a study and their research team members. In an effort to protect research subjects, the HIPAA Privacy Rule has made IRB requirements much more stringent for researchers (Code of Federal Regulations, Part 46, 2009).
The IRB is responsible for protecting subjects from undue risk and loss of personal rights and dignity. The risk/benefit ratio, the extent to which a study’s benefits are maximized and the risks are minimized such that the subjects are protected from harm, is always a major consideration. For a research proposal to be eligible for consideration by an IRB, it must already have been approved by a departmental review group, such as a nursing research committee that attests to the proposal’s scientific merit and congruence with institutional policies, procedures, and mission. The IRB reviews the study’s protocol to ensure that it meets the requirements of ethical research that appear in Box 13.3. BOX 13.3 Code of Federal Regulations for IRB Approval of Research Studies To approve research, the IRB must determine that the following has been satisfied:
1. Risks to subjects are minimized.
2. Risks to subjects are reasonable in relation to anticipated benefits.
3. Selection of the subjects is equitable.
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4. Informed consent must be and will be sought from each prospective subject or the subject’s legally authorized representative.
5. Informed consent form must be properly documented.
6. Where appropriate, the research plan makes adequate provision for monitoring the data collected to ensure subject safety.
7. There are adequate provisions to protect subjects’ privacy and the confidentiality of data.
8. Where some or all of the subjects are likely to be vulnerable to coercion or undue influence, additional safeguards are included.
IRBs provide guidelines that include steps to be taken to receive IRB approval. For example, guidelines for writing a standard consent form or criteria for qualifying for an expedited rather than a full IRB review may be made available. The IRB has the authority to approve research, require modifications, or disapprove a research study. A researcher must receive IRB approval before beginning to conduct research. IRBs have the authority to audit, suspend, or terminate approval of research that is not conducted in accordance with IRB requirements or that has been associated with unexpected serious harm to subjects.
IRBs also have mechanisms for reviewing research in an expedited manner when the risk to research subjects is minimal (Code of Federal Regulations, 2009). Keep in mind that although a researcher may determine that a project involves minimal risk, the IRB makes the final determination, and the research may not be undertaken until approved. A full list of research categories eligible for expedited review is available from any IRB office. Examples include the following:
• Prospective collection of specimens by noninvasive procedure (e.g., buccal swab, deciduous teeth, hair/nail clippings)
• Research conducted in established educational settings in which subjects are de-identified
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• Research involving materials collected for clinical purposes
• Research on taste, food quality, and consumer acceptance
• Collection of excreta and external secretions, including sweat
• Recording of data on subjects 18 years or older, using noninvasive procedures routinely employed in clinical practice
• Voice recordings
• Study of existing data, documents, records, pathological specimens, or diagnostic data
An expedited review does not automatically exempt the researcher from obtaining informed consent, and most importantly, the department or agency mechanisms retains the final judgment as to whether or not a study may be exempt.
CRITICAL THINKING DECISION PATH Evaluating the Risk/Benefit Ratio of a Research Study
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When critiquing research, it is important to be conversant with current regulations to determine whether ethical standards have been met. The Critical Thinking Decision Path illustrates the ethical decision-making process an IRB might use in evaluating the risk/benefit ratio of a research study.
Protecting basic human rights of vulnerable groups Researchers are advised to consult their agency’s IRB for the most recent federal and state rules and guidelines when considering research involving vulnerable groups who may have diminished
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autonomy, such as the elderly, children, pregnant women, the unborn, those who are emotionally or physically disabled, prisoners, the deceased, students, and persons with AIDS. In addition, researchers should consult the IRB before planning research that potentially involves an oversubscribed research population, such as organ transplantation patients or AIDS patients, or “captive” and convenient populations, such as prisoners. It should be emphasized that use of special populations does not preclude undertaking research; extra precautions must be taken to protect their rights.
Research with children. The age of majority differs from state to state, but there are some general rules for including children as subjects (Title 45, CFR46 Subpart D, USDHHS, 2009). Usually a child can assent between the ages of 7 and 18 years. Research in children requires parental permission and child assent. Assent contains the following fundamental elements:
1. A basic understanding of what the child will be expected to do and what will be done to the child
2. A comprehension of the basic purpose of the research
3. An ability to express a preference regarding participation
In contrast to assent, consent requires a relatively advanced level of cognitive ability. Informed consent reflects competency standards requiring abstract appreciation and reasoning regarding the information provided. The federal guidelines have specific criteria and standards that must be met for children to participate in research. If the research involves more than minimal risk and does not offer direct benefit to the individual child, both parents must give permission. When individuals reach maturity, usually at age 18 years, they may render their own consent. They may do so at a younger age if they have been legally declared emancipated minors. Questions regarding this are addressed by the IRB and/or research administration office and not left to the discretion of the researcher to answer.
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Research with pregnant women, fetuses, and neonates. Research with pregnant women, fetuses, and neonates requires additional protection but may be conducted if specific criteria are met (HHS Code of Federal Regulations, Title 45, CFR46 Subpart B, 2009). Decisions are made relative to the direct or indirect benefit or lack of benefit to the pregnant woman and the fetus. For example, pregnant women may be involved in research if the research suggests the prospect of direct benefit to the pregnant women and fetus by providing data for assessing risks to pregnant women and fetuses. If the research suggests the prospect of direct benefit to the fetus solely, then both the mother and father must provide consent.
Research with prisoners. The federal guidelines also provide guidance to IRBs regarding research with prisoners. These guidelines address the issues of allowable research, understandable language, adequate assurances that participation does not affect parole decisions, and risks and benefits (HHS Code of Federal Regulations, Title 45 Part 46, Subpart C, 2009).
Research with the elderly. Elderly individuals have been historically and are potentially vulnerable to abuse and as such require special consideration. There is no issue if the potential subject can supply legally effective informed consent. Competence is not a clear issue. The complexity of the study may affect one’s ability to consent to participate. The capacity to obtain informed consent should be assessed in each individual for each research protocol being considered. For example, an elderly person may be able to consent to participate in a simple observational study but not in a clinical drug trial. The issue of the necessity of requiring the elderly to provide consent often arises, and each situation must be evaluated for its potential to preserve the rights of this population.
No vulnerable population may be singled out for study because it is convenient. For example, neither people with mental illness nor prisoners may be studied because they are an available and convenient group. Prisoners may be studied if the studies pertain to them—that is, studies concerning the effects and processes of
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incarceration. Similarly, people with mental illness may participate in studies that focus on expanding knowledge about psychiatric disorders and treatments. Students also are often a convenient group. They must not be singled out as research subjects because of convenience; the research questions must have some bearing on their status as students. In all cases, the burden is on the investigator to show the IRB that it is appropriate to involve vulnerable subjects in research.
HELPFUL HINT Keep in mind that researchers rarely mention explicitly that the study participants were vulnerable subjects or that special precautions were taken to appropriately safeguard the human rights of this vulnerable group. Research consumers need to be attentive to the special needs of groups who may be unable to act as their own advocates or are unable to adequately assess the risk/benefit ratio of a research study.
Appraisal for evidence-based practice legal and ethical aspects of a research study Research reports do not contain detailed information regarding the ways in which the investigator adhered to the legal and ethical principles presented in this chapter. Lack of written evidence regarding the protection of human rights does not imply that appropriate steps were not taken.
The Critical Appraisal Criteria box provides guidelines for evaluating the legal and ethical aspects of a study. When reading a study, due to space constraints, you will not see all areas explicitly addressed in the article. Box 13.4 provides examples of statements in research articles that illustrate the brevity with which the legal and ethical component of a study is reported. BOX 13.4 Examples of Legal and Ethical Content in Published Research Reports Found in the Appendices
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• “The study was approved by the Institutional Review Board (IRB) from the university, the 4 recruitment facilities and the State Department of Health prior to recruitment of study participants” (Hawthorne et al., 2016, p. 76).
• “Following institutional ethics approvals from the University of Windsor in Ontario, Canada and the University of Western Ontario, Canada data were collected from the pediatric oncology patients” (Turner-Sack et al., 2016, p. 50).
CRITICAL APPRAISAL CRITERIA Legal and Ethical Issues
1. Was the study approved by an IRB or other agency committees?
2. Is there evidence that informed consent was obtained from all subjects or their representatives? How was it obtained?
3. Were the subjects protected from physical or emotional harm?
4. Were the subjects or their representatives informed about the purpose and nature of the study?
5. Were the subjects or their representatives informed about any potential risks that might result from participation in the study?
6. Is the research study designed to maximize the benefit(s) to human subjects and minimize the risks?
7. Were subjects coerced or unduly influenced to participate in this study? Did they have the right to refuse to participate or withdraw without penalty? Were vulnerable subjects used?
8. Were appropriate steps taken to safeguard the privacy of subjects? How have data been kept anonymous and/or confidential?
Information about the legal and ethical considerations of a study
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is usually presented in the methods section of an article. The subsection on the sample or data-collection methods is the most likely place for this information. The author most often indicates in a sentence that informed consent was obtained and that approval from an IRB was granted. To protect subject and institutional privacy, the locale of the study frequently is described in general terms in the sample subsection of the report. For example, the article might state that data were collected at a 1000-bed tertiary care center in the southwest, without mentioning its name. Protection of subject privacy may be explicitly addressed by statements indicating that anonymity or confidentiality of data was maintained or that grouped data were used in the data analysis.
When considering the special needs of vulnerable subjects, you should be sensitive to whether the special needs of groups, unable to act on their own behalf, have been addressed. For instance, has the right of self-determination been addressed by the informed consent protocol identified in the research report?
When qualitative studies are reported, verbatim quotes from informants often are incorporated into the findings section of the article. In such cases, you will evaluate how effectively the author protected the informant’s identity, either by using a fictitious name or by withholding information such as age, gender, occupation, or other potentially identifying data (see Chapters 5, 6, and 7 for ethical issues related to qualitative research).
It should be apparent from the preceding sections that although the need for guidelines for the use of human subjects in research is evident and the principles themselves are clear, there are many instances when you must use your best judgment both as a patient advocate and as a research consumer when evaluating the ethical nature of a research project. When conflicts arise, you must feel free to raise suitable questions with appropriate resources and personnel. In an institution these may include contacting the researcher first and then, if there is no resolution, the director of nursing research and the chairperson of the IRB. In cases where ethical considerations in a research article are in question, clarification from a colleague, agency, or IRB is indicated. You should pursue your concerns until satisfied that the patient’s rights and your rights as a professional nurse are protected.
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Key points • Ethical and legal considerations in research first received
attention after World War II during the Nuremberg Trials, from which developed the Nuremberg Code. This became the standard for research guidelines protecting the human rights of research subjects.
• The Belmont Report discusses three basic ethical principles (respect for persons, beneficence, and justice) that underlie the conduct of research involving human subjects.
• Protection of human rights includes (1) right to self- determination, (2) right to privacy and dignity, (3) right to anonymity and confidentiality, (4) right to fair treatment, and (5) right to protection from discomfort and harm.
• Procedures for protecting human rights include gaining informed consent, which illustrates the ethical principle of respect, and obtaining IRB approval, which illustrates the ethical principles of respect, beneficence, and justice.
• Special consideration should be given to studies involving vulnerable populations, such as children, the elderly, prisoners, and those who are mentally or physically disabled.
• Nurses must be knowledgeable about the legal and ethical components of research so they can evaluate whether a researcher has ensured protection of patient rights.
Critical thinking challenges • A state government official interested in determining the number
of infants infected with the human immunodeficiency virus (HIV) has approached your hospital to participate in a state-wide funded study. The protocol will include the testing of all newborns for HIV, but the mothers will not be told that the test is being done, nor will they be told the results. Using the basic ethical principles found in Box 13.2, defend or refute the practice.
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How will the findings of the proposed study be affected if the protocol is carried out?
• As a research consumer, what kind of information related to the legal and ethical aspects of a research study would you expect to see written about in a published research study? How does that differ from the data the researcher would have to prepare for an IRB submission?
• A randomized clinical trial (RCT) testing the effectiveness of a new Lyme disease vaccine is being conducted as a multisite RCT. There are two vaccine intervention groups, each of which is receiving a different vaccine, and one control group that is receiving a placebo. Using the information in Table 13.2, identify the conditions under which the RCT is halted due to potential legal and ethical issues to subjects.
• Your interprofessional QI team is asked to do a presentation about risk/benefit ratio and how it influences clinical decision making and resource allocation in your clinical organization.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Amdur R., Bankert E. A. Institutional Review Board Member
Handbook. 3rd ed. Boston, MA: Jones & Bartlett 2011; 2. American Nurses Association. Code for nurses with
interpretive statements. Kansas City, MO: Author 2001; 3. Brainard J., Miller D. W. U. S. regulators suspend medical
studies at two universities. Chronicle of Higher Education 2000;A30.
4. Code of Federal Regulations. Part 46, Vol. 1. Available at: http://www.accessdata.fda.gov/scripts/cdrh/cfdocs/cfcfr/cfresearch.cfm 2009;
5. French H. W. AIDS research in Africa Juggling risks and
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hopes. New York Times 1997, October 9;A1-A12. 6. Hawthorne D., Youngblut J. M, Brooten D. Parent
spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;31:73-80.
7. Hershey N., Miller R. D. Human experimentation and the law. Germantown, MD: Aspen 1976;
8. Hilts P. J. Agency faults a UCLA study for suffering of mental patients.;: New York Times1995, March 9;A1-A11.
9. Levine R. J. Ethics and regulation of clinical research. 2nd ed. Baltimore, MD-Munich, Germany: Urban & Schwartzenberg 1986;
10. National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. Belmont report ethical principles and guidelines for research involving human subjects, DHEW pub no 05. Washington, DC: US Government Printing Office 1978; 78–0012.
11. Turner-Sack A. M, Menna R., Setchell S. R, et al. Psychological functioning, post-treatment growth, and coping in parents and siblings of adolescent cancer survivors. 2016;43(1):48-56.
12. US Department of Health and Human Services (USDHHS). 45 CFR 46. Code of Federal Regulations protection of human subjects. Washington, DC: Author 2009;
13. US Food and Drug Administration (FDA). A guide to informed consent, Code of Federal Regulations, Title 21, Part 50. Available at: www.fda.gov/oc/ohrt/irbs/informedconsent.html 2012;
14. US Food and Drug Administration (FDA). Institutional Review Boards, Code of Federal Regulations, Title 21, Part 56. Available at: www.fda.gov/oc/ohrt/irbs/appendixc.html 2012;
15. Wheeler D. L. Three medical organizations embroiled in controversy over use of placebos in AIDS studies abroad. Chronicle of Higher Education 1997;A15-A16.
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CHAPTER 14
Data collection methods Susan Sullivan-Bolyai, Carol Bova
Learning outcomes
After reading this chapter, you should be able to do the following:
• Define the types of data collection methods used in research. • List the advantages and disadvantages of each data collection method. • Compare how specific data collection methods contribute to the strength of evidence in a study. • Identify potential sources of bias related to data collection. • Discuss the importance of intervention fidelity in data collection. • Critically evaluate the data collection methods used in published research studies.
KEY TERMS
anecdotes
closed-ended questions
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concealment
consistency
content analysis
debriefing
demographic data
existing data
field notes
intervention
interview guide
interviews
Likert scales
measurement
measurement error
objective
observation
open-ended questions
operational definition
participant observation
physiological data
questionnaires
random error
reactivity
respondent burden
scale
scientific observation
self-report
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systematic
systematic error
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Nurses are always collecting information (or data) from patients. We collect data on blood pressure, age, weight, and laboratory values as part of our daily work. Data collected for practice purposes and for research have several key differences. Data collection procedures in research must be objective, free from the researchers’ personal biases, attitudes, and beliefs, and systematic. Systematic means that everyone who is involved in the data collection process collects the data from each subject in a uniform, consistent, or standard way. This is called fidelity. When reading a study, the data collection methods should be identifiable, transparent, and repeatable. Thus, when reading the research literature to inform your evidence-based practice, there are several issues to consider regarding data collection methods.
It is important that researchers carefully define the concepts or variables they measure. The process of translating a concept into a measurable variable requires the development of an operational definition. An operational definition is how the researcher measures each variable. Example: ➤ Turner-Sack and colleagues (2016) (see Appendix D) conceptually defined coping for adolescents (cancer survivors) and their siblings as active, emotion-focused avoidant and acceptance coping; for parents, the definition was similar but slightly different, with active, social support, and emotion-focused avoidant and acceptance coping. They operationally defined coping as measured by the COPE, a measurement scale that assesses coping in adolescents and adults.
The purpose of this chapter is to familiarize you with the ways that researchers collect data from subjects. The chapter provides you with the tools for evaluating data collection procedures commonly used in research, their strengths and weaknesses, how consistent data collection operations (fidelity) can increase study rigor and decrease bias that affects study internal and external validity (see Chapter 8), and how useful each technique is for
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providing evidence for nursing practice. This information will help you critique the research literature and decide whether the findings provide evidence that is applicable to your practice setting.
Measuring variables of interest Largely the success of a study depends on the fidelity (consistency and quality) of the data collection methods or measurement used. Determining what measurement to use in a study may be the most difficult and time-consuming step in study design. Thus, the process of evaluating and selecting the instruments to measure variables of interest is of critical importance to the potential success of the study.
As you read research articles and the data collection techniques used, look for consistency with the study’s aim, hypotheses, setting, and population. Data collection may be viewed as a two- step process. First, the researcher chooses the study’s data collection method(s). An algorithm that influences a researcher’s choice of data collection methods is diagrammed in the Critical Thinking Decision Path. The second step is deciding if the measurement scales are reliable and valid. Reliability and validity of instruments are discussed in Chapter 15 (for quantitative research) and in Chapter 6 (for qualitative research).
CRITICAL THINKING DECISION PATH Consumer of Research Literature Review
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Data collection methods When reading a study, be aware that investigators decide early in the process whether they need to collect their own data or whether data already exist in the form of records or databases. This decision is based on a thorough literature review and the availability of existing data. If the researcher determines that no data exist, new data can be collected through observation, self-report (interviewing or questionnaires), or by collecting physiological data using standardized instruments or testing procedures (e.g., laboratory tests, x-rays). Existing data can be collected by extracting data from medical records or local, state, and national databases. Each of these methods has a specific purpose, as well as pros and cons inherent in its use. It is important to remember that all data collection methods rely on the ability of the researcher to standardize these procedures to increase data accuracy and reduce measurement error.
Measurement error is the difference between what really exists and what is measured in a study. Every study has some amount of measurement error. Measurement error can be random or systematic (see Chapter 15). Random error occurs when scores vary in a random way. Random error occurs when data collectors do not use standard procedures to collect data consistently among all
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subjects in a study. Systematic error occurs when scores are incorrect but in the same direction. An example of systematic error occurs when all subjects were weighed using a weight scale that is under by 3 pounds for all subjects in the study. Researchers attempt to design data collection methods that will be consistently applied across all subjects and time points to reduce measurement error.
HELPFUL HINT Remember that the researcher may not always present complete information about the way the data were collected, especially when established instruments were used. To learn about the instrument that was used in greater detail, you may need to consult the original article describing the instrument.
To help decipher the quality of the data collection section in a research article, we will discuss the three main methods used for collecting data: observation, self-report, and physiological measurement.
EVIDENCE-BASED PRACTICE TIP It is difficult to place confidence in a study’s findings if the data collection methods are not consistent.
Observational methods Observation is a method for collecting data on how people behave under certain conditions. Observation can take place in a natural setting (e.g., in the home, in the community, on a nursing unit) or laboratory setting and includes collecting data on communication (verbal, nonverbal), behavior, and environmental conditions. Observation is also useful for collecting data that may have cultural or contextual influences. Example: ➤ If a researcher wanted to understand the emergence of obesity among immigrants in the United States, it might be useful to observe food preparation, exercise patterns, and shopping practices in the communities of the specific groups.
Although observing the environment is a normal part of living, scientific observation places a great deal of emphasis on the objective and systematic nature of the observation. The researcher is not merely looking at what is happening, but rather is watching
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with a trained eye for specific events. To be scientific, observations must fulfill the following four conditions:
1. Observations undertaken are consistent with the study’s aims/objectives.
2. There is a standardized and systematic plan for observation and data recording.
3. All observations are checked and controlled.
4. The observations are related to scientific concepts and theories.
Observational methods may be structured or unstructured. Unstructured observation methods are not characterized by a total absence of structure, but usually involve collecting descriptive information about the topic of interest. In participant observation, the observer keeps field notes (a short summary of observations) to record the activities, as well as the observer’s interpretations of these activities. Field notes usually are not restricted to any particular type of action or behavior; rather, they represent a narrative set of written notes intended to paint a picture of a social situation in a more general sense. Another type of unstructured observation is the use of anecdotes. Anecdotes are summaries of a particular observation that usually focus on the behaviors of interest and frequently add to the richness of research reports by illustrating a particular point (see Chapters 5 and 6 for more on qualitative data collection strategies). Structured observations involve specifying in advance what behaviors or events are to be observed. Typically standardized forms are used for record keeping and include categorization systems, checklists, or rating scales. Structured observation relies heavily on the formal training and standardization of the observers (see Chapter 15 for an explanation of interrater reliability).
Observational methods can also be distinguished by the role of the observer. The observer’s role is determined by the amount of interaction between the observer and those being observed. These methods are illustrated in Fig. 14.1. Concealment refers to whether the subjects know they are being observed. Concealment has ethical
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implications for the study. Whether concealment is permitted in a study will be decided by an institutional review board. The decision will be based on the potential risk to the subjects, the scientific rationale for the concealment, as well as the plan to debrief the participants about the concealment once the study is completed. Intervention deals with whether the observer provokes actions from those who are being observed. Box 14.1 describes the basic types of observational roles implemented by the observer(s). These are distinguishable by the amount of concealment or intervention implemented by the observer.
FIG 14.1 Types of observational roles in research.
BOX 14.1 Basic Types of Observational Roles
1. Concealment without intervention. The researcher watches subjects without their knowledge and does not provoke the subject into action. Often such concealed observations use hidden television cameras, audio recording devices, or one-way mirrors. This method is often used in observational studies of children and their parents. You may be familiar with rooms with one-way mirrors in which a researcher can observe the behavior of the occupants of the room without being observed by them. Such studies allow for the observation of children’s natural behavior
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and are often used in developmental research.
2. Concealment with intervention. Concealed observation with intervention involves staging a situation and observing the behaviors that are evoked in the subjects as a result of the intervention. Because the subjects are unaware of their participation in a research study, this type of observation has fallen into disfavor and rarely is used in nursing research.
3. No concealment without intervention. The researcher obtains informed consent from the subject to be observed and then simply observes his or her behavior.
4. No concealment with intervention. No concealment with intervention is used when the researcher is observing the effects of an intervention introduced for scientific purposes. Because the subjects know they are participating in a research study, there are few problems with ethical concerns; however, reactivity is a problem in this type of study.
Observing subjects without their knowledge may violate assumptions of informed consent, and therefore researchers face ethical problems with this approach. However, sometimes there is no other way to collect such data, and the data collected are unlikely to have negative consequences for the subject. In these cases, the disadvantages of the study are outweighed by the advantages. Further, the problem is often handled by informing subjects after the observation, allowing them the opportunity to refuse to have their data included in the study and discussing any questions they might have. This process is called debriefing.
When the observer is neither concealed nor intervening, the ethical question is not a problem. Here the observer makes no attempt to change the subjects’ behavior and informs them that they are to be observed. Because the observer is present, this type of observation allows a greater depth of material to be studied than if the observer is separated from the subject by an artificial barrier, such as a one-way mirror. Participant observation is a commonly used observational technique in which the researcher functions as a part of a social group to study the group in question. The problem
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with this type of observation is reactivity (also referred to as the Hawthorne effect), or the distortion created when the subjects change behavior because they know they are being observed.
EVIDENCE-BASED PRACTICE TIP When reading a research report that uses observation as a data collection method, note evidence of consistency across data collectors through use of interrater reliability (see Chapter 15) data. When this is present, it increases your confidence that the data were collected systematically.
Scientific observation has several advantages, the main one being that observation may be the only way for the researcher to study the variable of interest. Example: ➤ What people say they do often may not be what they really do. Therefore, if the study is designed to obtain substantive findings about human behavior, observation may be the only way to ensure the validity of the findings. In addition, no other data collection method can match the depth and variety of information that can be collected when using these techniques. Such techniques also are quite flexible in that they may be used in both experimental and nonexperimental designs. As with all data collection methods, observation also has its disadvantages. Data obtained by observational techniques are vulnerable to observer bias. Emotions, prejudices, and values can influence the way behaviors and events are observed and recorded. In general, the more the observer needs to make inferences and judgments about what is being observed, the more likely it is that distortions will occur. Thus in judging the adequacy of observation methods, it is important to consider how observation forms were constructed and how observers were trained and evaluated.
Ethical issues can also occur if subjects are not fully aware that they are being observed. For the most part, it is best to inform subjects of the study’s purpose and the fact that they are being observed. However, in certain circumstances, informing the subjects will change behaviors (Hawthorne effect; see Chapter 8). Example: ➤ If a nurse researcher wanted to study hand-washing frequency in a nursing unit, telling the nurses that they were being observed for their rate of hand washing would likely increase the hand-washing rate and thereby make the study results less valid.
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Therefore, researchers must carefully balance full disclosure of all research procedures with the ability to obtain valid data through observational methods.
HIGHLIGHT It is important for members of your team to remember to look for evidence of fidelity, that data collectors and those carrying out the intervention were trained on how to collect data and/or implement an intervention consistently. It is also important to determine that there was periodic supervision to make sure that the consistency was maintained.
Self-report methods Self-report methods require subjects to respond directly to either interviews or questionnaires about their experiences, behaviors, feelings, or attitudes. Self-report methods are commonly used in nursing research and are most useful for collecting data on variables that cannot be directly observed or measured by physiological instruments. Some variables commonly measured by self-report in nursing research studies include quality of life, satisfaction with nursing care, social support, pain, resilience, and functional status.
The following are some considerations when evaluating self- report methods:
• Social desirability. There is no way to know for sure if a subject is telling the truth. People are known to respond to questions in a way that makes a favorable impression. Example: ➤ If a nurse researcher asks patients to describe the positive and negative aspects of nursing care received, the patient may want to please the researcher and respond with all positive responses, thus introducing bias into the data collection process. There is no way to tell whether the respondent is telling the truth or responding in a socially desirable way, so the accuracy of self-report measures is always open for scrutiny.
• Respondent burden is another concern for researchers who use self- report (Ulrich et al., 2012). Respondent burden occurs when the length of the questionnaire or interview is too long or the
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questions are too difficult to answer in a reasonable amount of time considering respondents’ age, health condition, or mental status. It also occurs when there are multiple data collection points, as in longitudinal studies when the same questionnaires have to be completed multiple times. Respondent burden can result in incomplete or erroneous answers or missing data, jeopardizing the validity of the study findings.
Interviews and questionnaires Interviews are a method of data collection where a data collector asks subjects to respond to a set of open-ended or closed-ended questions as described in Box 14.2. Interviews are used in both quantitative and qualitative research, but are best used when the researcher may need to clarify the task for the respondent or is interested in obtaining more personal information from the respondent. BOX 14.2 Uses for Open-Ended and Closed-Ended Questions
• Open-ended questions are used when the researcher wants the subjects to respond in their own words or when the researcher does not know all of the possible alternative responses. Interviews that use open-ended questions often use a list of questions and probes called an interview guide. Responses to the interview guide are often audio-recorded to capture the subject’s responses. An example of an open-ended question is used for the interview in Appendix D.
• Closed-ended questions are structured, fixed-response items with a fixed number of responses. Closed-ended questions are best used when the question has a finite number of responses and the respondent is to choose the one closest to the correct response. Fixed-response items have the advantage of simplifying the respondent’s task but result in omission of important information about the subject. Interviews that use closed-ended questions typically record a subject’s responses
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directly on the questionnaire. An example of a closed-ended item is found in Box 14.3.
Open-ended questions allow more varied information to be collected and require a qualitative or content analysis method to analyze responses (see Chapter 6). Content analysis is a method of analyzing narrative or word responses to questions and either counting similar responses or grouping the responses into themes or categories (also used in qualitative research). Interviews may take place face to face, over the telephone, or online via a web- based format.
Questionnaires are paper-and-pencil instruments designed to gather data from individuals about knowledge, attitudes, beliefs, and feelings. Questionnaires, like interviews, may be open-ended or closed-ended, as presented in Box 14.2. Questionnaires are most useful when there is a finite set of questions. Individual items in a questionnaire must be clearly written so that the intent of the question and the nature of the response options are clear. Questionnaires may be composed of individual items that measure different variables or concepts (e.g., age, race, ethnicity, and years of education) or scales. Survey researchers rely almost entirely on questionnaires for data collection.
Questionnaires can be referred to as instruments, measures, scales, or tools. When multiple items are used to measure a single concept, such as quality of life or anxiety, and the scores on those items are combined mathematically to obtain an overall score, the questionnaire or measurement instrument is called a scale. The important issue is that each of the items must measure the same concept or variable. An intelligence test is an example of a scale that combines individual item responses to determine an overall quantification of intelligence.
Scales can have subscales or total scale scores. For instance, in the study by Turner-Sack and colleagues (2016) (see Appendix D), the COPE scale has four separate subscales to measure coping for adolescents (cancer survivors) and their siblings, and four for parents with subjects responding to a four-point scale ranging from 1 to 4, with 1 indicating “I usually do not do this” and 4 indicating “I usually do this a lot.” The investigators also added a religious
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coping subscale for adolescents and siblings and parents. Higher scores reflect more use of that particular type of coping strategy. The response options for scales are typically lists of statements on which respondents indicate, for example, whether they “strongly agree,” “agree,” “disagree,” or “strongly disagree.” This type of response option is called a Likert-type scale.
EVIDENCE-BASED PRACTICE TIP Scales used in research should have evidence of adequate reliability and validity so that you feel confident that the findings reflect what the researcher intended to measure (see Chapter 15).
Box 14.3 shows three items from a survey of nursing job satisfaction. The first item is closed-ended and uses a Likert scale response format. The second item is also closed-ended, and it forces respondents to choose from a finite number of possible answers. The third item is open-ended, and respondents use their own words to answer the question, allowing an unlimited number of possible answers. Often researchers use a combination of Likert- type, closed-ended, and open-ended questions when collecting data in nursing research. BOX 14.3 Examples of Open-Ended and Closed-Ended Questions Open-ended questions Please list the three most important reasons why you chose to stay in your current job:
1. ______________________________
2. ______________________________
3. ______________________________
Closed-ended questions (likert scale) How satisfied are you with your current position?
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Closed-ended questions On average, how many patients do you care for in 1 day?
1. 1 to 3
2. 4 to 6
3. 7 to 9
4. 10 to 12
5. 13 to 15
6. 16 to 18
7. 19 to 20
8. More than 20
Turner-Sack and colleagues (2016; see Appendix D) used all self- report instruments to examine differences among adolescents, siblings, and parents and their psychological functioning, post- traumatic growth, and coping strategies. They also collected demographic data. Demographic data includes information that describes important characteristics about the subjects in a study (e.g., age, gender, race, ethnicity, education, marital status). It is important to collect demographic data in order to describe and compare different study samples so you can evaluate how similar the sample is to your patient population.
When reviewing articles with numerous questionnaires, remember (especially if the study deals with vulnerable populations) to assess if the author(s) addressed potential respondent burden such as:
• Reading level (eighth grade)
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• Questionnaire font size (14-point font)
• Need to read and assist some subjects
• Time it took to complete the questionnaire (30 minutes)
• Multiple data collection points
This information is very important for judging the respondent burden associated with study participation. It is important to examine the benefits and caveats associated with using interviews and questionnaires as self-report methods. Interviews offer some advantages over questionnaires. The response rate is almost always higher with interviews, and there are fewer missing data, which helps reduce bias.
HELPFUL HINT Remember, sometimes researchers make trade-offs when determining the measures to be used. Example: ➤ A researcher may want to learn about an individual’s attitudes regarding job satisfaction; however, practicalities may preclude using an interview, so a questionnaire may be used instead.
Another advantage of the interview is that vulnerable populations such as children, the blind, and those with low literacy may not be able to fill out a questionnaire. With an interview, the data collector knows who is giving the answers. When questionnaires are mailed, for example, anyone in the household could be the person who supplies the answers. Interviews also allow for some safeguards, such as clarifying misunderstood questions, and observing and recording the level of the respondent’s understanding of the questions. In addition, the researcher has flexibility over the order of the questions.
With questionnaires, the respondent can answer questions in any order. Sometimes changing the order of the questions can change the response. Finally, interviews allow for richer and more complex data to be collected. This is particularly so when open-ended responses are sought. Even when closed-ended response items are used, interviewers can probe to understand why a respondent
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answered in a particular way. Questionnaires also have certain advantages. They are much less
expensive to administer than interviews that require hiring and thoroughly training interviewers. Thus if a researcher has a fixed amount of time and money, a larger and more diverse sample can be obtained with questionnaires. Questionnaires may allow for more confidentiality and anonymity with sensitive issues that participants may be reluctant to discuss in an interview. Finally, the fact that no interviewer is present assures the researcher and the reader that there will be no interviewer bias. Interviewer bias occurs when the interviewer unwittingly leads the respondent to answer in a certain way. This problem can be especially pronounced in studies that use open-ended questions. The tone used to ask the question and/or nonverbal interviewer responses such as a subtle nod of the head could lead a respondent to change an answer to correspond with what the researcher wants to hear.
Finally, the use of Internet-based self-report data collection (both interviewing and questionnaire delivery) has gained momentum. The use of an online format is economical and can capture subjects from different geographic areas without the expense of travel or mailings. Open-ended questions are already typed and do not require transcription, and closed-ended questions can often be imported directly into statistical analysis software, and therefore reduce data entry mistakes. The main concerns with Internet-based data collection procedures involve the difficulty of ensuring informed consent (e.g., Is checking a box indicating agreement to participate the same thing as signing an informed consent form?) and the protection of subject anonymity, which is difficult to guarantee with any Internet-based venue. In addition, the requirement that subjects have computer access limits the use of this method in certain age groups and populations. However, the advantages of increased efficiency and accuracy make Internet- based data collection a growing trend among nurse researchers.
Physiological measurement Physiological data collection involves the use of specialized equipment to determine the physical and biological status of subjects. Such measures can be physical, such as weight or
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temperature; chemical, such as blood glucose level; microbiological, as with cultures; or anatomical, as in radiological examinations. What separates these data collection procedures from others used in research is that they require special equipment to make the observation.
Physiological or biological measurement is particularly suited to the study of many types of nursing problems. Example: ➤ Examining different methods for taking a patient’s temperature or blood pressure or monitoring blood glucose levels may yield important information for determining the effectiveness of certain nursing monitoring procedures or interventions. However, it is important that the method be applied consistently to all subjects in the study. Example: ➤ Nurses are quite familiar with taking blood pressure measurements. However, for research studies that involve blood pressure measurement, the process must be standardized (Bern et al., 2007; Pickering et al., 2005). The subject must be positioned (sitting or lying down) the same way for a specified period of time, the same blood pressure instrument must be used, and often multiple blood pressure measurements are taken under the same conditions to obtain an average value.
The advantages of using physiological data collection methods include the objectivity, precision, and sensitivity associated with these measures. Unless there is a technical malfunction, two readings of the same instrument taken at the same time by two different nurses are likely to yield the same result. Because such instruments are intended to measure the variable being studied, they offer the advantage of being precise and sensitive enough to pick up subtle variations in the variable of interest. It is also unlikely that a subject in a study can deliberately distort physiological information.
Physiological measurements are not without inherent disadvantages and include the following:
• Some instruments may be quite expensive to obtain and use.
• Physiological instruments often require specialized training to be used accurately.
• The variable of interest may be altered as a result of using the
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instrument. Example: ➤ An individual’s blood pressure may increase just because a health care professional enters the room (called white coat syndrome).
• Although thought as being nonintrusive, the presence of some types of devices might change the measurement. Example: ➤ The presence of a heart rate monitoring device might make some patients anxious and increase their heart rate.
• All types of measuring devices are affected in some way by the environment. A simple thermometer can be affected by the subject drinking something hot or smoking a cigarette immediately before the temperature is taken. Thus it is important to consider whether the researcher controlled such environmental variables in the study.
Existing data All of the data collection methods discussed thus far concern the ways that researchers gather new data to study phenomena of interest. Sometimes existing data can be examined in a new way to study a problem. The use of records (e.g., medical records, care plans, hospital records, death certificates) and databases (e.g., US Census, National Cancer Database, Minimum Data Set for Nursing Home Resident Assessment and Care Screening) are frequently used to answer research questions about clinical problems. Typically, this type of research design is referred to as secondary analysis.
The use of available data has advantages. First, data are already collected, thus eliminating subject burden and recruitment problems. Second, most databases contain large populations; therefore sample size is rarely a problem and random sampling is possible. Larger samples allow the researcher to use more sophisticated analytic procedures, and random sampling enhances generalizability of findings. Some records and databases collect standardized data in a uniform way and allow the researcher to examine trends over time. Finally, the use of available records has the potential to save significant time and money.
On the other hand, institutions may be reluctant to allow
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researchers to have access to their records. If the records are kept so that an individual cannot be identified (known as de-identified data), this is usually not a problem. However, the Health Insurance Portability and Accountability Act (HIPAA), a federal law, protects the rights of individuals who may be identified in records (Bova et al., 2012; see Chapter 13). Recent escalation in the computerization of health records has led to discussion about the desirability of access to such records for research. Currently, it is not clear how much computerized health data will be readily available for research purposes.
Another problem that affects the quality of available data is that the researcher has access only to those records that have survived. If the records available are not representative of all of the possible records, the researcher may have to make an intelligent guess as to their accuracy. Example: ➤ A researcher might be interested in studying socioeconomic factors associated with the suicide rate. Frequently, these data are underreported because of the stigma attached to suicide, so the records would be biased.
EVIDENCE-BASED PRACTICE TIP Critical appraisal of any data collection method includes evaluating the appropriateness, objectivity, and consistency of the method employed.
Construction of new instruments Sometimes researchers cannot locate an instrument with acceptable reliability and validity to measure the variable of interest (see Chapter 15). In this situation, a new instrument or scale must be developed.
Instrument development is complex and time consuming. It consists of the following steps:
• Define the concept to be measured.
• Clarify the target population.
• Develop the items.
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• Assess the items for content validity.
• Develop instructions for respondents and users.
• Pretest and pilot test the items.
• Estimate reliability and validity.
Defining the concept to be measured requires that the researcher develop expertise in the concept, which includes an extensive review of the literature and of all existing measurements that deal with related concepts. The researcher will use all of this information to synthesize the available knowledge so that the construct can be defined.
Once defined, the individual items measuring the concept can be developed. The researcher will develop many more items than are needed to address each aspect of the concept. The items are evaluated by a panel of experts in the field to determine if the items measure what they are intended to measure (content validity) (see Chapter 15). Items will be eliminated if they are not specific to the concept. In this phase, the researcher needs to ensure consistency among the items, as well as consistency in testing and scoring procedures.
Finally, the researcher pilot tests the new instrument to determine the quality of the instrument as a whole (reliability and validity), as well as the ability of each item to discriminate among individual respondents (variance in item response). Pilot testing can also yield important evidence about the reading level (too low or too high), length of the instrument (too short or too long), directions (clear or not clear), response rate (the percent of potential subjects who return a completed scale), and the appropriateness of culture or context. The researcher also may administer a related instrument to see if the new instrument is sufficiently different from the older one (construct validity). Instrument development and testing is an important part of nursing science because our ability to evaluate evidence related to practice depends on measuring nursing phenomena in a clear, consistent, and reliable way.
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Appraisal for evidence-based practice data collection methods Assessing the adequacy of data collection methods is an important part of evaluating the results of studies that provide evidence for clinical practice. The data collection procedures provide a snapshot of the rigor with which the study was conducted. From an evidence-based practice perspective, you can judge if the data collection procedures would fit within your clinical environment and with your patient population. The manner in which the data were collected affects the study’s internal and external validity. A well-developed methods section of a study decreases bias in the findings. A key element for evidence-based practice is if the procedures were consistently completed. Also consider the following:
• If observation was used, was an observation guide developed, and were the observers trained and supervised until there was a high level of interrater reliability? How was the training confirmed periodically throughout the study to maintain fidelity and decrease bias?
• Was a data collection procedure manual developed and used during the study?
• If the study tested an intervention, were there interventionist and data collector training?
• If a physiological instrument was used, was the instrument properly calibrated throughout the study and the data collected in the same manner from each subject?
• If there were missing data, how were the data accounted for?
Some of these details may be difficult to discern in a research article, due to space limitations imposed by the journal. Typically, the interview guide, questionnaires, or scales are not available for review. However, research articles should indicate the following:
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• Type(s) of data collection method used (self-report, observation, physiological, or existing data)
• Evidence of training and supervision for the data collectors and interventionists
• Consistency with which data collection procedures were applied across subjects
• Any threats to internal validity or bias related to issues of instrumentation or testing
• Any sources of bias related to external validity issues, such as the Hawthorne effect
• Scale reliability and validity discussed
• Interrater reliability across data collectors and time points (if observation was used)
When you review the data collection methods section of a study, it is important to think about the data strength and quality of the evidence. You should have confidence in the following:
• An appropriate data collection method was used
• Data collectors were appropriately trained and supervised
• Data were collected consistently by all data collectors
• Respondent burden, reactivity, and social desirability was avoided
You can critically appraise a study in terms of data collection bias being minimized, thereby strengthening potential applicability of the evidence provided by the findings. Because a research article does not always provide all of the details, it is not uncommon to contact the researcher to obtain added information that may assist you in using results in practice. Some helpful questions to ask are listed in the Critical Appraisal Criteria box.
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CRITICAL APPRAISAL CRITERIA Data collection methods
1. Are all of the data collection instruments clearly identified and described?
2. Are operational definitions provided and clear?
3. Is the rationale for their selection given?
4. Is the method used appropriate to the problem being studied?
5. Were the methods used appropriate to the clinical situation?
6. Was a standardized manual used to guide data collection?
7. Were all data collectors adequately trained and supervised?
8. Are the data collection procedures the same for all subjects?
Observational methods
1. Who did the observing?
2. Were the observers trained to minimize bias?
3. Was there an observation guide?
4. Were the observers required to make inferences about what they saw?
5. Is there any reason to believe that the presence of the observers affected the subject’s behavior?
6. Were the observations performed using the principles of informed consent?
7. Was interrater agreement between observers established?
Self-report: Interviews
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1. Is the interview schedule described adequately enough to know whether it covers the topic?
2. Is there clear indication that the subjects understood the task and the questions?
3. Who were the interviewers, and how were they trained?
4. Is there evidence of interviewer bias?
Self-report: Questionnaires
1. Is the questionnaire described well enough to know whether it covers the topic?
2. Is there evidence that subjects were able to answer the questions?
3. Are the majority of the items appropriately closed-ended or open-ended?
Physiological measurement
1. Is the instrument used appropriate to the research question or hypothesis?
2. Is a rationale given for why a particular instrument was selected?
3. Is there a provision for evaluating the accuracy of the instrument?
Existing data: Records and databases
1. Are the existing data used appropriately, considering the research question and hypothesis being studied?
2. Are the data examined in such a way as to provide new information?
3. Is there any indication of selection bias in the available records?
Key points
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• Data collection methods are described as being both objective and systematic. The data collection methods of a study provide the operational definitions of the relevant variables.
• Types of data collection methods include observational, self- report, physiological, and existing data. Each method has advantages and disadvantages.
• Physiological measurement involves the use of technical instruments to collect data about patients’ physical, chemical, microbiological, or anatomical status. They are suited to studying patient clinical outcomes and how to improve the effectiveness of nursing care. Physiological measurements are objective, precise, and sensitive. Expertise, training, and consistent application of these tests or procedures are needed to reduce the measurement error associated with this data collection method.
• Observational methods are used in nursing research when the variables of interest deal with events or behaviors. Scientific observation requires preplanning, systematic recording, controlling the observations, and providing a relationship to scientific theory. This method is best suited to research problems that are difficult to view as a part of a whole. The advantages of observational methods are that they provide flexibility to measure many types of situations and they allow for depth and breadth of information to be collected. Disadvantages include that data may be distorted as a result of the observer’s presence and observations may be biased by the person who is doing the observing.
• Interviews are commonly used data collection methods in nursing research. Either open-ended or closed-ended questions may be used when asking the subject questions. The form of the question should be clear to the respondent, free of suggestion, and grammatically correct.
• Questionnaires, or paper-and-pencil tests, are useful when there are a finite number of questions to be asked. Questions need to be clear and specific. Questionnaires are less costly in terms of time
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and money to administer to large groups of subjects, particularly if the subjects are geographically widespread. Questionnaires also can be completely anonymous and prevent interviewer bias.
• Existing data in the form of records or large databases are an important source for research data. The use of available data may save the researcher considerable time and money when conducting a study. This method reduces problems with subject recruitment, access, and ethical concerns. However, records and available data are subject to problems of authenticity and accuracy.
Critical thinking challenges • When a researcher opts to use observation as the data collection
method, what steps must be taken to minimize bias?
• In a randomized clinical trial investigating the differential effect of an educational video intervention in comparison to a telephone counseling intervention, data were collected at four different hospitals by four different data collectors. What steps should the researcher take to ensure intervention fidelity?
• What are the strengths and weaknesses of collecting data using existing sources such as records, charts, and databases?
• Your interprofessional Journal Club just finished reading the research article by Nyamathi and colleagues in Appendix A. As part of your critical appraisal of this study, your team needed to identify the strengths and weaknesses of the data collection section. Discuss the sources of bias in the data collection procedures and evidence of fidelity.
• How does a training manual decrease the possibility of introducing bias into the data collection process, thereby increasing intervention fidelity?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for
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review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Bern L., Brandt M., Mbelu N., et al. Differences in blood
pressure values obtained with automated and manual methods in medical inpatients. MEDSURG Nursing 2007;16:356-361.
2. Bova C., Drexler D., Sullivan-Bolyai S. Reframing the influence of HIPAA on research. Chest 2012;141:782-786.
3. Pickering T., Hall J., Appel L., et al. Recommendations for blood pressure measurement in humans and experimental animals part 1: blood pressure measurement in humans: a statement for professionals from the Subcommittee of Professional and Public Education of the American Heart Association Council on High Blood Pressure Research. Hypertension 2005;45:142-161.
4. Turner-Sack A., Menna R., Setchell S., et al. Psychological functioning, post-traumatic growth, and coping in parents and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43:48-56 Available at: doi:10.1188/16.ONF.48-56
5. Ulrich C. M., Knafl K. A., Ratcliffe S. J., et al. Developing a model of the benefits and burdens of research participation in cancer clinical trials. American Journal of Bioethics Primary Research 2012;3(2):10-23.
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CHAPTER 15
Reliability and validity Geri LoBiondo-Wood, Judith Haber
Learning outcomes
After reading this chapter, you should be able to do the following:
• Discuss how measurement error can affect the outcomes of a study. • Discuss the purposes of reliability and validity. • Define reliability. • Discuss the concepts of stability, equivalence, and homogeneity as they relate to reliability. • Compare and contrast the estimates of reliability. • Define validity. • Compare and contrast content, criterion-related, and construct validity. • Identify the criteria for critiquing the reliability and validity of measurement tools. • Use the critical appraisal criteria to evaluate the reliability and validity of measurement tools. • Discuss how reliability and validity contribute to the strength and
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quality of evidence provided by the findings of a research study.
KEY TERMS
chance (random) errors
concurrent validity
construct
construct validity
content validity
content validity index
contrasted-groups (known-groups) approach
convergent validity
criterion-related validity
Cronbach’s alpha
divergent/discriminant validity
equivalence
error variance
face validity
factor analysis
homogeneity
hypothesis-testing approach
internal consistency
interrater reliability
item to total correlations
kappa
Kuder-Richardson (KR-20) coefficient
Likert scale
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observed test score
parallel or alternate form reliability
predictive validity
reliability
reliability coefficient
split-half reliability
stability
systematic (constant) error
test-retest reliability
validity
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The measurement of phenomena is a major concern of nursing researchers. Unless measurement instruments validly (accurately) and reliably (consistently) reflect the concepts of the theory being tested, conclusions drawn from a study will be invalid or biased. Issues of reliability and validity are of central concern to researchers, as well as to appraisers of research. From either perspective, the instruments that are used in a study must be evaluated. Researchers often face the challenge of developing new instruments and, as part of that process, establishing the reliability and validity of those instruments.
When reading studies, you must assess the reliability and validity of the instruments to determine the soundness of these selections in relation to the concepts (concepts are often called constructs in instrument development studies) or variables under study. The appropriateness of instruments and the extent to which reliability and validity are demonstrated have a profound influence on the strength of the findings and the extent to which bias is present. Invalid measures produce invalid estimates of the relationships between variables, thus introducing bias, which affects the study’s internal and external validity. As such, the assessment of reliability
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and validity is an extremely important critical appraisal skill for assessing the strength and quality of evidence provided by the design and findings of a study and its applicability to practice.
This chapter examines the types of reliability and validity and demonstrates the applicability of these concepts to the evaluation of instruments in research and evidence-based practice.
Reliability, validity, and measurement error Reliability is the ability of an instrument to measure the attributes of a variable or construct consistently. Validity is the extent to which an instrument measures the attributes of a concept accurately. To understand reliability and validity, you need to understand potential errors related to instruments. Researchers may be concerned about whether the scores that were obtained for a sample of subjects were consistent, true measures of the behaviors and thus an accurate reflection of the differences among individuals. The extent of variability in test scores that is attributable to error rather than a true measure of the behaviors is the error variance. Error in measurement can occur in multiple ways.
An observed test score that is derived from a set of items actually consists of the true score plus error (Fig. 15.1). The error may be either chance or random error, or it may be systematic or constant error. Validity is concerned with systematic error, whereas reliability is concerned with random error. Chance or random errors are errors that are difficult to control (e.g., a respondent’s anxiety level at the time of testing). Random errors are unsystematic in nature; they are a result of a transient state in the subject, the context of the study, or the administration of an instrument. Example: ➤ Perceptions or behaviors that occur at a specific point in time (e.g., anxiety) are known as state or transient characteristics and are often beyond the awareness and control of the examiner. Another example of random error is in a study that measures blood pressure. Random error resulting in different blood pressure readings could occur by misplacement of the cuff, not waiting for a specific time period before taking the blood pressure, or placing the arm randomly in relationship to the heart while
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measuring blood pressure.
FIG 15.1 Components of observed scores.
Systematic or constant error is measurement error that is attributable to relatively stable characteristics of the study sample that may bias their behavior and/or cause incorrect instrument calibration. Such error has a systematic biasing influence on the subjects’ responses and thereby influences the validity of the instruments. For instance, level of education, socioeconomic status, social desirability, response set, or other characteristics may influence the validity of the instrument by altering measurement of the “true” responses in a systematic way. Example: ➤ A subject is completing a survey examining attitudes about caring for elderly patients. If the subject wants to please the investigator, items may constantly be answered in a socially desirable way rather than reflecting how the individual actually feels, thus making the estimate of validity inaccurate. Systematic error occurs also when an instrument is improperly calibrated. Consider a scale that consistently gives a person’s weight at 2 pounds less than the actual body weight. The scale could be quite reliable (i.e., capable of reproducing the precise measurement), but the result is consistently invalid.
The concept of error is important when appraising instruments in a study. The information regarding the instruments’ reliability and validity is found in the instrument or measures section of a study, which can be separately titled or appear as a subsection of the
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methods section of a research report, unless the study is a psychometric or instrument development study (see Chapter 10). HELPFUL HINT Research articles vary considerably in the amount of detail included about reliability and validity. When the focus of a study is instrument development, psychometric evaluation—including reliability and validity data—is carefully documented and appears throughout the article rather than briefly in the “Instruments” or “Measures” section, as in a research article.
Validity Validity is the extent to which an instrument measures the attributes of a concept accurately. When an instrument is valid, it reflects the concept it is supposed to measure. A valid instrument that is supposed to measure anxiety does so; it does not measure another concept, such as stress. A measure can be reliable but not valid. Let’s say that a researcher wanted to measure anxiety in patients by measuring their body temperatures. The researcher could obtain highly accurate, consistent, and precise temperature recordings, but such a measure may not be a valid indicator of anxiety. Thus the high reliability of an instrument is not necessarily congruent with evidence of validity. A valid instrument, however, is reliable. An instrument cannot validly measure a variable if it is erratic, inconsistent, or inaccurate. There are three types of validity that vary according to the kind of information provided and the purpose of the instrument (i.e., content, criterion-related, and construct validity). As you appraise research articles, you will want to evaluate whether sufficient evidence of validity is present and whether the type of validity is appropriate to the study’s design and the instruments used in the study.
As you read the instruments or measures sections of studies, you will notice that validity data are reported much less frequently than reliability data. DeVon and colleagues (2007) note that adequate validity is frequently claimed, but rarely is the method specified. This lack of reporting, largely due to publication space constraints, shows the importance of critiquing the quality of the instruments and the conclusions (see Chapters 14 and 17).
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EVIDENCE-BASED PRACTICE TIP Selecting instruments that have strong evidence of validity increases your confidence in the study findings—that the researchers actually measured what they intended to measure.
Content validity Content validity represents the universe of content or the domain of a given variable/construct. The universe of content provides the basis for developing the items that will adequately represent the content. When an investigator is developing an instrument and issues of content validity arise, the concern is whether the measurement instrument and the items it contains are representative of the content domain that the researcher intends to measure. The researcher begins by defining the concept and identifying the attributes or dimensions of the concept. The items that reflect the concept and its domain are developed.
The formulated items are submitted to content experts who judge the items. Example: ➤ Researchers typically request that the experts indicate their agreement with the scope of the items and the extent to which the items reflect the concept under consideration. Box 15.1 provides an example of content validity. BOX 15.1 Published Examples of Content Validity and Content Validity Index Content validity An expert panel of key stakeholders assisted with validation of the items on the adherence subscale on the modified version of the Fidelity Checklist. To determine adherence items, the expert panel of key stakeholders identified items that were deemed mandatory for clinicians to cover during the intervention. The mandatory items were used to develop the adherence subscale. Through in- person discussion, key stakeholders arrived at a 100% agreement on the relevance of each item of the adherence subscale, ensuring the content validity of both the intervention and the adherence subscale ( Clark et al., 2016).
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Content validity index For the Chinese Illness Perception Questionnaire Revised Trauma (the Chinese IPQ-Revised-Trauma), the Item-level Content Validity Index (I-CVI) was calculated by a panel of five trauma content experts. An average of 88% for all subscale items was scored by the experts, indicating that the validity of the score was reguaranteed. A few words were fixed after expert checking. The ratings were on a four-point scale with a response format of 1 = not relevant to 4 = highly relevant. The I-CVI for each item was computed based on the percentage of experts giving a rating of 3 or 4, indicating item relevance ( Lee et al., 2016).
Another method used to establish content validity is the content validity index (CVI). The CVI moves beyond the level of agreement of a panel of expert judges and calculates an index of interrater agreement or relevance. This calculation gives a researcher more confidence or evidence that the instrument truly reflects the concept or construct. When reading the instrument section of a research article, note that the authors will comment if a CVI was used to assess content validity. When reading a psychometric study that reports the development of an instrument, you will find great detail and a much longer section indicating how exactly the researchers calculated the CVI and the acceptable item cutoffs. In the scientific literature there has been discussion of accepting a CVI of 0.78 to 1.0, depending on the number of experts (DeVon et al., 2007; Lynn, 1986). An example from a study that used CVI is presented in Box 15.1. A subtype of content validity is face validity, which is a rudimentary type of validity that basically verifies that the instrument gives the appearance of measuring the concept. It is an intuitive type of validity in which colleagues or subjects are asked to read the instrument and evaluate the content in terms of whether it appears to reflect the concept the researcher intends to measure.
EVIDENCE-BASED PRACTICE TIP If face and/or content validity, the most basic types of validity, was (or were) the only type(s) of validity reported in a research article, you would not appraise the measurement instrument(s) as having strong psychometric properties, which would negatively influence
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your confidence about the study findings.
Criterion-related validity Criterion-related validity indicates to what degree the subject’s performance on the instrument and the subject’s actual behavior are related. The criterion is usually the second measure, which assesses the same concept under study. Two forms of criterion-related validity are concurrent and predictive.
Concurrent validity refers to the degree of correlation of one test with the scores of another more established instrument of the same concept when both are administered at the same time. A high correlation coefficient indicates agreement between the two measures and evidence of concurrent validity.
Predictive validity refers to the degree of correlation between the measure of the concept and some future measure of the same concept. Because of the passage of time, the correlation coefficients are likely to be lower for predictive validity studies. Examples of concurrent and predictive validity as they appear in research articles are illustrated in Box 15.2. BOX 15.2 Published Examples of Reported Criterion- Related Validity Concurrent validity The Patient-Reported Outcomes Measurement Information System Fatigue-Short Form (PROMIS-SF) consists of seven items that measure both the experience of fatigue and the interference of fatigue on daily activities over the past week (NIH, 2007). Concurrent validity of the PROMIS-SF was established through correlations between the PROMIS-SF and the Multidimensional Fatigue Symptom Inventory-Short Form (MFSI-SF), as well as the Brief Fatigue Inventory (BFI). Correlations between the PROMIS-SF and the MFSI-SF ranged from r = 0.70 to 0.85, and correlations between the PROMIS-F-SF and the BFI ranged from r = 0.60 to 0.71. Correlations between measures of like constructs are expected to be strong. As all three were measures of fatigue, strong correlations were expected and provided evidence of concurrent validity
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(Ameringer et al., 2016).
Predictive validity In a study modifying the Champion Health Belief Model Scale (Champion, 1993) to fit with prostate cancer screening (PCS), translate it into Arabic, and test the psychometric properties of the Champion Health Belief Model Scale for Prostate Cancer Screening (CHBMS-PCS), the predictive validity of the Arabic version was established by using regression analysis (Chapter 16) to predict the combined predictive effect of all seven subscales of the CHBMS- PCS on the performance of the PCS. All of the subscales were found to be significantly correlated and predictive for the performance of the PCS at the p <.05 level or less (Abudas et al., 2016).
Construct validity Construct validity is based on the extent to which a test measures a theoretical construct, attribute, or trait. It attempts to validate the theory underlying the measurement by testing of the hypothesized relationships. Testing confirms or fails to confirm the relationships that are predicted between and/or among concepts and, as such, provides more or less support for the construct validity of the instruments measuring those concepts. The establishment of construct validity is complex, often involving several studies and approaches. The hypothesis-testing, factor analytical, convergent and divergent, and contrasted-groups approaches are discussed in the following sections. Box 15.3 provides examples of different types of construct validity as it is reported in published research articles. BOX 15.3 Published Examples of Reported Construct Validity Contrasted groups (known groups) In the study to examine the psychometric properties of the Patient- Reported Outcomes Measurement Information System Fatigue Short-Form across diverse populations, known group validity was
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established by correlating the four study samples’ levels of fatigue (e.g., fibromyalgia, sickle cell disease, cardio metabolic risk, pregnancy) with healthy controls. The study samples had significantly higher levels of fatigue than the healthy controls (Ameringer et al., 2016).
Convergent validity “Convergent construct validity of the Spiritual Coping Strategies Scale (SCS) subscales is supported by correlations of 0.40 with the well-established Spiritual Well Being instrument (Baldacchino & Bulhagiar, 2003). In this study, parents’ subscales internal consistencies at T1 and T2 were r = 0.87 to 0.90 for religious activities and r = 0.80 to 0.82 for spiritual activities” (Hawthorne et al., 2016; Appendix B).
Divergent (discriminant) validity Pearson correlations between the Patient-Reported Outcomes Measurement Information System Fatigue Short-Form (PROMIS-F- SF), and the Perceived Stress Scale (PSS) and depressive symptoms (CES-D) were calculated to assess the discriminant validity. Since correlations between measures of constructs that are related but not alike are expected to be weak to moderate, correlations between the PROMIS-F-SF and CES-D ranged from r = 0.45 to 0.64 and the PROMIS-F-SF and the PSS ranged from r = 0.37 to 0.62 supported the discriminant validity of the PROMIS-F-SF (Ameringer et al., 2016).
Factor analysis In a study assessing nurses’ perceived leadership abilities during episodes of clinical deterioration, Hart and colleagues (2016) did psychometric testing of the Clinical Deterioration Leadership Ability Scale (CDLAS). Construct validity was supported by a Principal Components Analysis with varimax rotation. The factor analysis determined a 1-factor structure with factor loadings that ranged from 0.655 to 0.792; exceeding the factor loading cutoff of 0.40, this factor was named leadership abilities.
Hypothesis testing In a study assessing nurses’ perceived leadership abilities during
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episodes of clinical deterioration, it was hypothesized that nurses with 11 or more years of practice experience would score significantly higher on the Clinical Deterioration Leadership Ability Scale (CDLAS) than nurses with 10 years or less of practice experience. A statistically significant difference in CDLAS mean t- test scores (p = 0.047) supported this hypothesis, thereby providing evidence of construct validity (Hart et al., 2016).
Hypothesis-testing approach When the hypothesis-testing approach is used, the investigator uses the theory or concept underlying the measurement instruments to validate the instrument. The investigator does this by developing hypotheses regarding the behavior of individuals with varying scores on the measurement instrument, collecting data to test the hypotheses, and making inferences on the basis of the findings concerning whether the rationale underlying the instrument’s construction is adequate to explain the findings and thereby provide support for evidence of construct validity (see Box 15.2).
Convergent and divergent approaches Strategies for assessing construct validity include convergent and divergent approaches. Convergent validity, sometimes called concurrent validity, refers to a search for other measures of the construct. Sometimes two or more instruments that theoretically measure the same construct are identified, and both are administered to the same subjects. A correlational analysis (i.e., test of relationship; see Chapter 16) is performed. If the measures are positively correlated, convergent validity is said to be supported.
Divergent validity, sometimes called discriminant validity, uses measurement approaches that differentiate one construct from others that may be similar. Sometimes researchers search for instruments that measure the opposite of the construct. If the divergent measure is negatively related to other measures, validity for the measure is strengthened.
HELPFUL HINT When validity data about the measurements used in a study are
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not included in a research article, you have no way of determining whether the intended concept is actually being captured by the measurement. Before you use the results in such a case, it is important to go back to the original primary source to check the instrument’s validity.
Contrasted-groups approach When the contrasted-groups approach (sometimes called the known-groups approach) is used to test construct validity, the researcher identifies two groups of individuals who are suspected to score extremely high or low in the characteristic being measured by the instrument. The instrument is administered to both the high- scoring and the low-scoring group, and the differences in scores are examined. If the instrument is sensitive to individual differences in the trait being measured, the mean performance of these two groups should differ significantly and evidence of construct validity would be supported. A t test or analysis of variance could be used to statistically test the difference between the two groups (see Box 15.2 and Chapter 16).
EVIDENCE-BASED PRACTICE TIP When the instruments used in a study are presented, note whether the sample(s) used to develop the measurement instrument(s) is (are) similar to your patient population.
Factor analytical approach A final approach to assessing construct validity is factor analysis. This is a procedure that gives the researcher information about the extent to which a set of items measures the same underlying concept (variable) of a construct. Factor analysis assesses the degree to which the individual items on a scale truly cluster around one or more concepts. Items designed to measure the same concept should load on the same factor; those designed to measure different concepts should load on different factors (Anastasi & Urbina, 1997; Furr & Bacharach, 2008; Nunnally & Bernstein, 1993). This analysis, as illustrated in the example in Box 15.2, will also indicate whether the items in the instrument reflect a single construct or several constructs.
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The Critical Thinking Decision Path will help you assess the appropriateness of the type of validity and reliability selected for use in a particular study.
CRITICAL THINKING DECISION PATH Determining the Appropriate Type of Validity and Reliability Selected for a Study
Reliability Reliable people are those whose behavior can be relied on to be
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consistent and predictable. Likewise, the reliability of an instrument is defined as the extent to which the instrument produces the same results if the behavior is repeatedly measured with the same scale. Reliability is concerned with consistency, accuracy, precision, stability, equivalence, and homogeneity. Concurrent with the questions of validity or after they are answered, you ask about the reliability of the instrument. Reliability refers to the proportion of consistency to inconsistency in measurement. In other words, if we use the same or comparable instruments on more than one occasion to measure a set of behaviors that ordinarily remains relatively constant, we would expect similar results if the instruments are reliable.
The main attributes of a reliable scale are stability, homogeneity, and equivalence. The stability of an instrument refers to the instrument’s ability to produce the same results with repeated testing. The homogeneity of an instrument means that all of the items in an instrument measure the same concept, variable, or characteristic. An instrument is said to exhibit equivalence if it produces the same results when equivalent or parallel instruments or procedures are used. Each of these attributes and an understanding of how to interpret reliability are essential.
Reliability coefficient interpretation Reliability is concerned with the degree of consistency between scores that are obtained at two or more independent times of testing and is expressed as a correlation coefficient. Reliability coefficient ranges from 0 to 1. The reliability coefficient expresses the relationship between the error variance, the true (score) variance, and the observed score. A zero correlation indicates that there is no relationship. When the error variance in a measurement instrument is low, the reliability coefficient will be closer to 1. The closer to 1 the coefficient is, the more reliable the instrument. Example: ➤ A reliability coefficient of an instrument is reported to be 0.89. This tells you that the error variance is small and the instrument has little measurement error. On the other hand, if the reliability coefficient of a measure is reported to be 0.49, the error variance is high and the instrument has a problem with measurement error. For a research instrument to be considered
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reliable, a reliability coefficient of 0.70 or above is necessary. If it is a clinical instrument, a reliability coefficient of 0.90 or higher is considered to be an acceptable level of reliability.
The tests of reliability used to calculate a reliability coefficient depends on the nature of the instrument. The tests are test-retest, parallel or alternate form, item to total correlation, split-half, Kuder-Richardson (KR-20), Cronbach’s alpha, and interrater reliability. These tests as they relate to stability, equivalence, and homogeneity are listed in Box 15.4, and examples of the types of reliability are in Box 15.5. There is no best means to assess reliability. The reliability method that the researcher uses should be consistent with the study’s aim and the instrument’s format. BOX 15.4 Measures Used to Test Reliability Stability Test-retest reliability
Parallel or alternate form
Homogeneity Item to total correlation
Split-half reliability Kuder-Richardson coefficient Cronbach’s alpha
Equivalence Parallel or alternate form
Interrater reliability
BOX 15.5 Published Examples of Reported Reliability Internal consistency In a study by Bhandari and Kim (2016) investigating self-care behaviors of Nepalese adults with type 2 diabetes, self-care behaviors were measured by the DMSE scale (Bijl et al., 1999). Cronbach’s alpha was 0.81 in a study of European adults with type
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2 DM (Bijl et al., 1999); it was 0.86 in the current study.
Test-retest reliability In a study by Ganz and colleagues (2016) that examined whether nurses fully implement their scope of practice, the Implementation of Scope of Practice Scale, developed by the researchers for the study, established strong test-retest reliability (r = 0.92) by administering the scale at baseline and again 3 weeks later.
Kuder-richardson (kr-20) A study by Jessee and Tanner (2016) aimed to develop a Clinical Coaching Interactions Inventory, a tool to evaluate one-to-one teaching, verbal questioning, and feedback behaviors of clinical faculty and/or preceptors interacting with students in clinical settings. The teaching-questioning dimension demonstrated Kuder-Richardson Formula 20 (KR-20) of 0.70 overall, 0.63 for the faculty version, and 0.71 for the staff nurse preceptor version. The inventory is composed of binary items (e.g., Yes/No), and therefore a lower KR-20 reliability estimate is not unexpected and a KR-20 reliability estimate can still be considered acceptable.
Interrater reliability and kappa In the Johansson and colleagues (2016) study evaluating the oral health status of older adults in Sweden receiving elder care, the ROAG-J was used to assess oral health by evaluating the condition of the voice, lips, oral mucosa, tongue, gums, teeth, saliva, swallowing, and any prostheses. Moderate to good interrater reliability was reported for the trained examiners (mean kappa estimate 0.59); interrater reproducibility (kappa estimate 1.00) and high sensitivity and specificity within elderly care in previous studies have been reported (Anderson et al., 2002; Ribeiro et al., 2014).
Item to total Abuadas and colleagues (2016) examined the item-to-total correlations as part of the assessment of reliability for the Arabic version of the Champion’s Health Belief Model Scales for Prostate Cancer Screening (CHBMS-PCS). The aim was to identify poorly functioning items on the CHBMS-PCS. A cutoff score of 0.30 was
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established; all of the corrected item-to-total correlations were greater than 0.30 and ranged from 0.60 to 0.79. This indicated that the scale items have distinguishing consistency with each other. This was reinforced by the Cronbach’s alpha coefficient for the total scale of 0.87.
Stability An instrument is stable or exhibits stability when the same results are obtained on repeated administration of the instrument. Measurement over time is important when an instrument is used in a longitudinal study and therefore used on several occasions. Stability is also a consideration when a researcher is conducting an intervention study that is designed to effect a change in a specific variable. In this case, the instrument is administered and then again later, after the experimental intervention has been completed. The tests that are used to estimate stability are test-retest and parallel or alternate form.
Test-retest reliability Test-retest reliability is the administration of the same instrument to the same subjects under similar conditions on two or more occasions. Scores from repeated testing are compared. This comparison is expressed by a correlation coefficient, usually a Pearson r (see Chapter 16). The interval between repeated administrations varies and depends on the variable being measured. Example: ➤ If the variable that the test measures is related to the developmental stages in children, the interval between tests should be short. The amount of time over which the variable was measured should also be identified in the study.
HELPFUL HINT When a longitudinal design with multiple data collection points is being conducted, look for evidence of test-retest or parallel form reliability.
Parallel or alternate form Parallel or alternate form reliability is applicable and can be tested only if two comparable forms of the same instrument exist. Not many
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instruments have a parallel form, so it is unusual to find examples in the literature. It is similar to test-retest reliability in that the same individuals are tested within a specific interval, but it differs because a different form of the same test is given to the subjects on the second testing. Parallel forms or tests contain the same types of items that are based on the same concept, but the wording of the items is different. The development of parallel forms is desired if the instrument is intended to measure a variable for which a researcher believes that “test-wiseness” will be a problem (see Chapter 8). Example: ➤ Consider a study to establish the reliability and validity of the Social Attribution Task-Multiple Choice (SAT- MC), a measurement instrument of geometric figures designed to assess implicit social attribution formation while reducing verbal and cognitive demands required of other common measures (Johannesen et al., 2013). The authors conducted a comparable analysis of the SAT-MC and the new SAT-MC II, a comparable form created for repeated testing to decrease threats to internal validity related to practice effect. External validation measures between the two forms were nearly identical, with evidence supporting convergent and divergent validity. Practically speaking, it is difficult to develop alternate forms of an instrument when one considers the many issues of reliability and validity. If alternate forms of a test exist, they should be highly correlated if the measures are to be considered reliable.
Internal consistency/homogeneity Another attribute of an instrument related to reliability is the internal consistency or homogeneity. In this case, the items within the scale reflect or measure the same concept. This means that the items within the scale correlate or are complementary to each other. This also means that a scale is unidimensional. A unidimensional scale is one that measures one concept, such as self-efficacy. Box 15.5 provides several examples of how internal consistency is reported. Internal consistency can be assessed using one of four methods: item to total correlations, split-half reliability, Kuder- Richardson (KR-20) coefficient, or Cronbach’s alpha.
EVIDENCE-BASED PRACTICE TIP
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When the characteristics of a study sample differ significantly from the sample in the original study, check to see if the researcher has reestablished the reliability of the instrument with the current sample.
Item to total correlations Item to total correlations measure the relationship between each of the items and the total scale. When item to total correlations are calculated, a correlation for each item on the scale is generated (Table 15.1). Items that do not achieve a high correlation may be deleted from the instrument. Usually in a research study, all of the item to total correlations are not reported unless the study is a report of a methodological study. The lowest and highest correlations are typically reported.
TABLE 15.1 Examples of Cronbach’s Alpha From the Alhusen Study (Appendix B)
Cronbach’s alpha The fourth and most commonly used test of internal consistency is Cronbach’s alpha, which is used when a measurement instrument uses a Likert scale. Many scales used to measure psychosocial variables and attitudes have a Likert scale response format. A Likert scale format asks the subject to respond to a question on a scale of varying degrees of intensity between two extremes. The two extremes are anchored by responses ranging from “strongly agree” to “strongly disagree” or “most like me” to “least like me.” The points between the two extremes may range from 1 to 4, 1 to 5, or 1 to 7. Subjects are asked to identify the response closest to how
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they feel. Cronbach’s alpha simultaneously compares each item in the scale with the others. A total score is then used in the data analysis as illustrated in Table 15.1. Alphas above 0.70 are sufficient evidence for supporting the internal consistency of the instrument. Fig. 15.2 provides examples of items from an instrument that use a Likert scale format.
FIG 15.2 Examples of a Likert scale. (Redrawn from Roberts, K. T., & Aspy, C. B. (1993). Development of the serenity scale. Journal of Nursing Measurement,
1(2), 145–164.)
Split-half reliability Split-half reliability involves dividing a scale into two halves and making a comparison. The halves may be odd-numbered and even- numbered items or may be a simple division of the first from the second half, or items may be randomly selected into halves that will be analyzed opposite one another. The split-half method provides a measure of consistency. The two halves of the test or the contents in both halves are assumed to be comparable, and a reliability
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coefficient is calculated. If the scores for the two halves are approximately equal, the test may be considered reliable. See Box 15.5 for an example.
Kuder-richardson (kr-20) coefficient The Kuder-Richardson (KR-20) coefficient is the estimate of homogeneity used for instruments that have a dichotomous response format. A dichotomous response format is one in which the question asks for a “yes/no” or “true/false” response. The technique yields a correlation that is based on the consistency of responses to all the items of a single form of a test that is administered one time. The minimum acceptable KR-20 score is r = 0.70 (see Box 15.5).
HIGHLIGHT Your team is critically appraising a research study reporting on an innovative intervention for reducing risk for hospital acquired pressure ulcers. Data are collected using observation and multiple observers. You want to find evidence that the observers have been trained until there is a high level of interrater reliability so that you are confident that they were observing the subjects’ skin according to standardized criteria and completing their Checklist ratings in a consistent way across observers.
Equivalence Equivalence either is the consistency or agreement among observers using the same measurement instrument or is the consistency or agreement between alternate forms of an instrument. An instrument is thought to demonstrate equivalence when two or more observers have a high percentage of agreement of an observed behavior or when alternate forms of a test yield a high correlation. There are two methods to test equivalence: interrater reliability and alternate or parallel form.
Interrater reliability Some measurement instruments are not self-administered questionnaires but are direct measurements of observed behavior. Instruments that depend on direct observation of a behavior that is
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to be systematically recorded must be tested for interrater reliability. To accomplish interrater reliability, two or more individuals should make an observation, or one observer should examine the behavior on several occasions. The observers should be trained or oriented to the definition and operationalization of the behavior to be observed. The consistency or reliability of the observations among observers is extremely important. Interrater reliability tests the consistency of the observer rather than the reliability of the instrument. Interrater reliability is expressed as a percentage of agreement between scorers or as a correlation coefficient of the scores assigned to the observed behaviors.
Kappa (κ) expresses the level of agreement observed beyond the level that would be expected by chance alone. κ ranges from +1 (total agreement) to 0 (no agreement). A κ of 0.80 or better indicates good interrater reliability. κ between 0.80 and 0.68 is considered acceptable/substantial agreement; less than 0.68 allows tentative conclusions to be drawn at times when lower levels are accepted (McDowell & Newell, 1996) (see Box 15.5).
EVIDENCE-BASED PRACTICE TIP Interrater reliability is an important approach to minimizing bias.
Parallel or alternate form Parallel or alternate form was described in the discussion of stability in this chapter. Use of parallel forms is a measure of stability and equivalence. The procedures for assessing equivalence using parallel forms are the same.
Classic test theory versus item response theory The methods of reliability and validity described in this chapter are considered classical test theory (CTT) methods. There are newer methods that you will find described in research articles under the category of item response theory (IRT). The two methods share basic characteristics, but some feel that IRT methods are superior for discriminating test items. Several terms and concepts linked with IRT are Rasch models and one (or two) parameter logistic
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models. The methodology of these methods is beyond the scope of this text, but several references are cited for future use (DeVellis, 2012; Furr & Bacharach, 2008).
How validity and reliability are reported When reading a research article, a lengthy discussion of how the different types of reliability and validity were obtained will typically not be found. What is found in the methods section is the instrument’s title, a definition of the concept/construct that it measures, and a sentence or two about discussion is appropriate. Examples of what you will see include the following:
• “Tedeschi and Calhoun (1996) reported an internal consistency coefficient of 0.9 for the full scale the PTG (Post-traumatic Growth Inventory) for the full scale and a test-retest reliability of 0.71 after two months. Yaskowich (2003) reported an internal consistency for the full scale of the modified PTGI in a sample of 35 adolescent cancer survivors. The internal consistency of the modified PTGI was 0.94 for survivors and siblings and 0.96 for parents in the current study” (Turner-Sack et al., 2016, p. 51; Appendix D).
• The Connor-Davidson Resilience Scale (CD-RISC) reports the “Cronbach’s alpha for the full scale is reported to be.89 and item- total correlations range from.30 to.70. The CD-RISC possess good validity and reliability in the Iranian population (Khoshouei, 2009) and Cronbach’s alpha for the scale in the current study was.93” (Barahmand & Ahmad, 2016).
• “Content, construct, and criterion-related validity has been documented for the Bakas Caregiving Outcomes Scale (BCOS) that measures Life changes (e.g., Changes in social functioning, subjective well-being, and physical health). Evidence of internal consistency reliability has been documented in primary care and with stroke care givers. The Cronbach alpha for the BCOS in this study was 0.87” (Bakas et al., 2015).
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Appraisal for evidence-based practice reliability and validity Reliability and validity are crucial aspects in the critical appraisal of a measurement instrument. Criteria for critiquing reliability and validity are presented in the Critical Appraisal Criteria box. When reviewing a research article, you need to appraise each instrument’s reliability and validity. In a research article, the reliability and validity for each measure should be presented or a reference should be provided where it was described in more detail. If this information is not been presented at all, you must seriously question the merit and use of the instrument and the evidence provided by the study’s results.
CRITICAL APPRAISAL CRITERIA Reliability and validity
1. Was an appropriate method used to test the reliability of the instrument?
2. Is the reliability of the instrument adequate?
3. Was an appropriate method(s) used to test the validity of the instrument?
4. Is the validity of the measurement instrument adequate?
5. If the sample from the developmental stage of the instrument was different from the current sample, were the reliability and validity recalculated to determine if the instrument is appropriate for use in a different population?
6. What kinds of threats to internal and/or external validity are presented by weaknesses in reliability and/or validity?
7. Are strengths and weaknesses of the reliability and validity of the instruments appropriately addressed in the “Discussion,” “Limitations,” or “Recommendations” sections of the report?
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8. How do the reliability and/or validity affect the strength and quality of the evidence provided by the study findings?
The amount of information provided for each instrument will vary depending on the study type and the instrument. In a psychometric study (an instrument development study) you will find great detail regarding how the researchers established the reliability and validity of the instrument. When reading a research article in which the instruments are used to test a research question or hypothesis, you may find only brief reference to the type of reliability and validity of the instrument. If the instrument is a well- known, reliable, and valid instrument, it is not uncommon that only a passing comment may be made, which is appropriate. Example: ➤ In the study by Vermeesch and colleagues (2015) examining biological and sociocultural differences in perceived barriers to physical activity among fifth to seventh grade urban girls, the researchers noted acceptable face, content and construct validity, and reliability estimated by Cronbach’s alpha of 0.78 have been reported (Robbins et al., 2008, 2009). As in the previously provided example, authors often will cite a reference that you can locate if you are interested in detailed data about the instrument’s reliability or validity. If a study does not use reliable and valid questionnaires, you need to consider the sources of bias that may exist as threats to internal or external validity. It is very difficult to place confidence in the evidence generated by a study’s findings if the measures used did not have established validity and reliability. The following discussion highlights key areas related to reliability and validity that should be evident as you read a research article.
The investigator determines which type of reliability procedures need to be used in the study, depending on the nature of the measurement instrument and how it will be used. Example: ➤ If the instrument is to be administered twice, you would expect to read that test-retest reliability was used to establish the stability of the instrument. If an alternate form has been developed for use in a repeated-measures design, evidence of alternate form reliability should be presented to determine the equivalence of the parallel forms. If the degree of internal consistency among the items is relevant, an appropriate test of internal consistency should be
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presented. In some instances, more than one type of reliability will be presented, but as you assess the instruments section of a research report, you should determine whether all are appropriate. Example: ➤ The Kuder-Richardson formula implies that there is a single right or wrong answer, making it inappropriate to use with scales that provide a format of three or more possible responses. In the latter case, another formula is applied, such as Cronbach’s coefficient alpha. Another important consideration is the acceptable level of reliability, which varies according to the type of test. Reliability coefficients of 0.70 or higher are desirable. The validity of an instrument is limited by its reliability; that is, less confidence can be placed in scores from tests with low reliability coefficients.
Satisfactory evidence of validity will probably be the most difficult item for you to ascertain. It is this aspect of measurement that is most likely to fall short of meeting the required criteria. Page count limitations often account for this brevity. Detailed validity data usually are only reported in studies focused on instrument development; therefore validity data are mentioned only briefly or, sometimes, not at all. The most common type of reported validity is content validity. When reviewing a study, you want to find evidence of content validity. Once again, you will find the detailed reporting of content validity and the CVI in psychometric studies; Box 15.2 provides a good example of how content validity is reported in a psychometric study. Such procedures provide you with assurance that the instrument is psychometrically sound and that the content of the items is consistent with the conceptual framework and construct definitions. In studies where several instruments are used, the reporting of content validity is either absent or very brief.
Construct validity and criterion-related validity are more precise statistical tests of whether the instrument measures what it is supposed to measure. Ideally an instrument should provide evidence of content validity, as well as criterion-related or construct validity, before one invests a high level of confidence in the instrument. You will see evidence that the reliability and validity of a measurement instrument are reestablished periodically, as you can see in the examples that appear in Boxes 15.2 to 15.5. You would expect to see the strengths and weaknesses of instrument
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reliability and validity presented in the “Discussion,” “Limitations,” and/or “Recommendations” sections of an article. In this context, the reliability and validity might be discussed in terms of bias—that is, threats to internal and/or external validity that affect the study findings. Example: ➤ In the study by Hart and colleagues (2016), evaluating the psychometric properties of the Clinical Deterioration Leadership Ability Scale (CDLAS), the authors note that despite satisfactory reliability and validity findings, limitations include the homogeneous sample of mostly white, female registered nurses practicing in one integrated five hospital health system in the southeast United States. This sample limits the generalizability of the results to other populations. The authors suggest that further research is needed with diverse groups of nurses in multiple geographic locations. In addition, further research should focus on conducting test-retest reliability to further establish the psychometric properties of the CDLAS.
The findings of any study in which the reliability and validity are sparse does limit generalizability of the findings, but also adds to our knowledge regarding future research directions. Finally, recommendations for improving future studies in relation to instrument reliability and validity may be proposed.
As you can see, the area of reliability and validity is complex. You should not feel intimidated by the complexity of this topic; use the guidelines presented in this chapter to systematically assess the reliability and validity aspects of a research study. Collegial dialogue is also an approach for evaluating the merits and shortcomings of an existing, as well as a newly developed, instrument that is reported in the nursing literature. Such an exchange promotes the understanding of methodologies and techniques of reliability and validity, stimulates the acquisition of a basic knowledge of psychometrics, and encourages the exploration of alternative methods of observation and use of reliable and valid instruments in clinical practice.
Key points • Reliability and validity are crucial aspects of conducting and
critiquing research.
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• Validity is the extent to which an instrument measures the attributes of a concept accurately. Three types of validity are content validity, criterion-related validity, and construct validity.
• The choice of a method for establishing reliability or validity is important and is made by the researcher on the basis of the characteristics of the measurement instrument and its intended use.
• Reliability is the ability of an instrument to measure the attributes of a concept or construct consistently. The major tests of reliability are test-retest, parallel or alternate form, split-half, item to total correlation, Kuder-Richardson, Cronbach’s alpha, and interrater reliability.
• The selection of a method for establishing reliability or validity depends on the characteristics of the instrument, the testing method that is used for collecting data from the sample, and the kinds of data that are obtained.
• Critical appraisal of instrument reliability and validity in a research report focuses on internal and external validity as sources of bias that contribute to the strength and quality of evidence provided by the findings.
Critical thinking challenges • Discuss the types of validity that must be established before you
invest a high level of confidence in the measurement instruments used in a research study.
• What are the major tests of reliability? Why is it important to establish the appropriate type of reliability for a measurement instrument?
• A journal club just finished reading the research report by Thomas and colleagues in Appendix A. As part of their critical appraisal of this study, they needed to identify the strengths and weaknesses of the reliability and validity section of this research
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report. If you were a member of this journal club, how would you assess the reliability and validity of the instruments used in this study?
• How does the strength and quality of evidence related to reliability and validity influence the applicability of findings to clinical practice?
• When your QI Team finds that a researcher does not report reliability or validity data, which threats to internal and/or external validity should your team consider? In your judgment, how would these threats affect your evaluation of the strength and quality of evidence provided by the study and your team’s confidence in applying the findings to practice?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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CHAPTER 16
Data analysis: Descriptive and inferential statistics Susan Sullivan-Bolyai, Carol Bova
Learning outcomes
After reading this chapter, you should be able to do the following:
• Differentiate between descriptive and inferential statistics. • State the purposes of descriptive statistics. • Identify the levels of measurement in a study. • Describe a frequency distribution. • List measures of central tendency and their use. • List measures of variability and their use. • State the purpose of inferential statistics. • Explain the concept of probability as it applies to the analysis of sample data. • Distinguish between a type I and type II error and its effect on a study’s outcome. • Distinguish between parametric and nonparametric tests.
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• List some commonly used statistical tests and their purposes. • Critically appraise the statistics used in published research studies. • Evaluate the strength and quality of the evidence provided by the findings of a research study and determine applicability to practice.
KEY TERMS
analysis of covariance
analysis of variance
categorical variable
chi-square (χ2)
continuous variable
correlation
degrees of freedom
descriptive statistics
dichotomous variable
factor analysis
Fisher exact probability test
frequency distribution
inferential statistics
interval measurement
levels of measurement
level of significance (alpha level)
mean
measures of central tendency
measures of variability
median
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measurement
modality
mode
multiple analysis of variance
multiple regression
multivariate statistics
nominal measurement
nonparametric statistics
normal curve
null hypothesis
ordinal measurement
parameter
parametric statistics
Pearson correlation coefficient (Pearson r; Pearson product moment correlation coefficient)
percentile
probability
range
ratio measurement
sampling error
scientific hypothesis
standard deviation
statistic
t statistic
type I error
type II error
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Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
It is important to understand the principles underlying statistical methods used in quantitative research. This understanding allows you to critically analyze the results of research that may be useful in practice. Researchers link the statistical analyses they choose with the type of research question, design, and level of data collected.
As you read a research article, you will find a discussion of the statistical procedures used in both the methods and results sections. In the methods section, you will find the planned statistical analyses. In the results section, you will find the data generated from testing the hypotheses or research questions. The data are analyzed using both descriptive and inferential statistics.
Procedures that allow researchers to describe and summarize data are known as descriptive statistics. Descriptive statistics include measures of central tendency, such as mean, median, and mode; measures of variability, such as range and standard deviation (SD); and some correlation techniques, such as scatter plots. For example, Nyamathi and colleagues (2015; Appendix A) used descriptive statistics to inform the reader about the 345 subjects who were eligible for the HAV/HBV vaccine in their study (51% African American, 31% Latino, 59% not married, with a mean education of 11.6 years).
Statistical procedures that allow researchers to estimate how reliably they can make predictions and generalize findings based on the data are known as inferential statistics. Inferential statistics are used to analyze the data collected, test hypotheses, and answer the research questions in a research study. With inferential statistics, the researcher is trying to draw conclusions that extend beyond the study’s data.
This chapter describes how researchers use descriptive and inferential statistics in studies. This will help you determine the appropriateness of the statistics used and to interpret the strength and quality of the reported findings, as well as the clinical significance and applicability of the results for your evidence-based practice.
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Levels of measurement Measurement is the process of assigning numbers to variables or events according to rules. Every variable in a study that is assigned a specific number must be similar to every other variable assigned that number. The measurement level is determined by the nature of the object or event being measured. Understanding the levels of measurement is an important first step when you evaluate the statistical analyses used in a study. There are four levels of measurement: nominal, ordinal, interval, and ratio (Table 16.1). The level of measurement of each variable determines the statistic that can be used to answer a research question or test a hypothesis. The higher the level of measurement, the greater the flexibility the researcher has in choosing statistical procedures. The following Critical Thinking Decision Path illustrates the relationship between levels of measurement and the appropriate use of descriptive statistics.
TABLE 16.1 Level of Measurement Summary Table
CRITICAL THINKING DECISION PATH Descriptive Statistics
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Nominal measurement is used to classify variables or events into categories. The categories are mutually exclusive; the variable or event either has or does not have the characteristic. The numbers assigned to each category are only labels; such numbers do not indicate more or less of a characteristic. Nominal-level measurement is used to categorize a sample on such information as gender, marital status, or religious affiliation. For example, Hawthorne and colleagues (2016; Appendix B) measured race using a nominal level of measurement. Nominal-level measurement is the lowest level and allows for the least amount of statistical manipulation. When using nominal-level variables, the frequency and percent are typically calculated. For example, Hawthorne and colleagues (2016) found that among their sample of mothers, 44% were black, non-Hispanic; 37% Hispanic; and 19% white, non- Hispanic.
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A variable at the nominal level can also be categorized as either a dichotomous or a categorical variable. A dichotomous (nominal) variable is one that has only two true values, such as true/false or yes/no. For example, in the Turner-Sack and colleagues (2016; Appendix D) study the variable gender (male/female) is dichotomous because it has only two possible values. On the other hand, nominal variables that are categorical still have mutually exclusive categories but have more than two true values, such as religion in the Hawthorne and colleagues study (Protestant, Catholic, Jewish, other, none).
Ordinal measurement is used to show relative rankings of variables or events. The numbers assigned to each category can be compared, and a member of a higher category can be said to have more of an attribute than a person in a lower category. The intervals between numbers on the scale are not necessarily equal, and there is no absolute zero. For example, ordinal measurement is used to formulate class rankings, where one student can be ranked higher or lower than another. However, the difference in actual grade point average between students may differ widely. Another example is ranking individuals by their level of wellness or by their ability to carry out activities of daily living. Hawthorne and colleagues used an ordinal variable to measure the total family annual income of families in their study and found that 37% (n = 34) of the sample had household incomes greater or equal to $50,000. Ordinal-level data are limited in the amount of mathematical manipulation possible. Frequencies, percentages, medians, percentiles, and rank order coefficients of correlation can be calculated for ordinal-level data.
Interval measurement shows rankings of events or variables on a scale with equal intervals between the numbers. The zero point remains arbitrary and not absolute. For example, interval measurements are used in measuring temperatures on the Fahrenheit scale. The distances between degrees are equal, but the zero point is arbitrary and does not represent the absence of temperature. Test scores also represent interval data. The differences between test scores represent equal intervals, but a zero does not represent the total absence of knowledge.
HELPFUL HINT
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The term continuous variable is also used to represent a measure that contains a range of values along a continuum and may include ordinal-, interval-, and ratio-level data ( Plichta & Kelvin, 2012). An example is heart rate.
In many areas of science, including nursing, the classification of the level of measurement of scales that use Likert-type response options to measure concepts such as quality of life, depression, functional status, or social support is controversial, with some regarding these measurements as ordinal and others as interval. You need to be aware of this controversy and look at each study individually in terms of how the data are analyzed. Interval-level data allow more manipulation of data, including the addition and subtraction of numbers and the calculation of means. This additional manipulation is why many argue for classifying behavioral scale data as interval level. For example, Turner-Sack and colleagues (2016) used the Brief Symptom Inventory (BSI) to evaluate psychological distress of adolescent cancer survivors and siblings. The BSI has 53 items and uses a five-point Likert scale from 0 (not at all) to 4 (extremely), with higher scores indicating greater psychological distress. They reported the mean BSI score as 47.31 for cancer survivors and 48.94 for siblings.
Ratio measurement shows rankings of events or variables on scales with equal intervals and absolute zeros. The number represents the actual amount of the property the object possesses. Ratio measurement is the highest level of measurement, but it is most often used in the physical sciences. Examples of ratio-level data that are commonly used in nursing research are height, weight, pulse, and blood pressure. All mathematical procedures can be performed on data from ratio scales. Therefore, the use of any statistical procedure is possible as long as it is appropriate to the design of the study.
HELPFUL HINT Descriptive statistics assist in summarizing data. The descriptive statistics calculated must be appropriate to the purpose of the study and the level of measurement.
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Descriptive statistics
Frequency distribution One way of organizing descriptive data is by using a frequency distribution. In a frequency distribution the number of times each event occurs is counted. The data can also be grouped and the frequency of each group reported. Table 16.2 shows the results of an examination given to a class of 51 students. The results of the examination are reported in several ways. The columns on the left give the raw data tally and the frequency for each grade, and the columns on the right give the grouped data tally and grouped frequencies.
TABLE 16.2 Frequency Distribution
Mean, 73.1; standard deviation, 12.1; median, 74; mode, 72; range, 36 (54–90).
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When data are grouped, it is necessary to define the size of the group or the interval width so that no score will fall into two groups and each group will be mutually exclusive. The grouping of the data in Table 16.2 prevents overlap; each score falls into only one group. The grouping should allow for a precise presentation of the data without a serious loss of information.
Information about frequency distributions may be presented in the form of a table, such as Table 16.2, or in graphic form. Fig. 16.1 illustrates the most common graphic forms: the histogram and the frequency polygon. The two graphic methods are similar in that both plot scores, or percentages of occurrence, against frequency. The greater the number of points plotted, the smoother the resulting graph. The shape of the resulting graph allows for observations that further describe the data.
FIG 16.1 Frequency distributions. A, Histogram. B,
Frequency polygon.
Measures of central tendency Measures of central tendency are used to describe the pattern of responses among a sample. Measures of central tendency include the mean, median, and mode. They yield a single number that describes the middle of the group and summarize the members of a sample. Each measure of central tendency has a specific use and is most appropriate to specific kinds of measurement and types of distributions.
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The mean is the arithmetical average of all the scores (add all of the values in a distribution and divide by the total number of values) and is used with interval or ratio data. The mean is the most widely used measure of central tendency. Most statistical tests of significance use the mean. The mean is affected by every score and can change greatly with extreme scores, especially in studies that have a limited sample size. The mean is generally considered the single best point for summarizing data when using interval- or ratio-level data. You can find the mean in research reports by looking for the symbol x̅.
The median is the score where 50% of the scores are above it and 50% of the scores are below it. The median is not sensitive to extremes in high and low scores. It is best used when the data are skewed (see the Normal Distribution section in this chapter) and the researcher is interested in the “typical” score. For example, if age is a variable and there is a wide range with extreme scores that may affect the mean, it would be appropriate to also report the median. The median is easy to find either by inspection or by calculation and can be used with ordinal-, interval-, and ratio-level data.
The mode is the most frequent value in a distribution. The mode is determined by inspection of the frequency distribution (not by mathematical calculation). For example, in Table 16.2 the mode would be a score of 72 because nine students received this score and it represents the score that was attained by the greatest number of students. It is important to note that a sample distribution can have more than one mode. The number of modes contained in a distribution is called the modality of the distribution. It is also possible to have no mode when all scores in a distribution are different. The mode is most often used with nominal data but can be used with all levels of measurement. The mode cannot be used for calculations, and it is unstable; that is, the mode can fluctuate widely from sample to sample from the same population.
HELPFUL HINT Of the three measures of central tendency, the mean is the affected by every score and the most useful. The mean can only be calculated with interval and ratio data.
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When you examine a study, the measures of central tendency provide you with important information about the distribution of scores in a sample. If the distribution is symmetrical and unimodal, the mean, median, and mode will coincide. If the distribution is skewed (asymmetrical), the mean will be pulled in the direction of the long tail of the distribution and will differ from the median. With a skewed distribution, all three statistics should be reported.
HELPFUL HINT Measures of central tendency are descriptive statistics that describe the characteristics of a sample.
Normal distribution The concept of the normal distribution is based on the observation that data from repeated measures of interval- or ratio-level data group themselves about a midpoint in a distribution in a manner that closely approximates the normal curve illustrated in Fig. 16.2. The normal curve is one that is symmetrical about the mean and is unimodal. The mean, median, and mode are equal. An additional characteristic of the normal curve is that a fixed percentage of the scores fall within a given distance of the mean. As shown in Fig. 16.2, about 68% of the scores or means will fall within 1 SD of the mean, 95% within 2 SD of the mean, and 99.7% within 3 SD of the mean. The presence or absence of a normal distribution is a fundamental issue when examining the appropriate use of inferential statistical procedures.
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FIG 16.2 The normal distribution and associated
standard deviations.
EVIDENCE-BASED PRACTICE TIP Inspection of descriptive statistics for the sample will indicate whether the sample data are skewed.
Interpreting measures of variability Variability or dispersion is concerned with the spread of data. Measures of variability answer questions such as: “Is the sample homogeneous (similar) or heterogeneous (different)?” If a researcher measures oral temperatures in two samples, one sample drawn from a healthy population and one sample from a hospitalized population, it is possible that the two samples will have the same mean. However, it is likely that there will be a wider range of temperatures in the hospitalized sample than in the healthy sample. Measures of variability are used to describe these differences in the dispersion of data. As with measures of central tendency, the various measures of variability are appropriate to specific kinds of measurement and types of distributions.
HELPFUL HINT
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The descriptive statistics related to variability will enable you to evaluate the homogeneity or heterogeneity of a sample.
The range is the simplest but most unstable measure of variability. Range is the difference between the highest and lowest scores. A change in either of these two scores would change the range. The range should always be reported with other measures of variability. The range in Table 16.2 is 36, but this could easily change with an increase or decrease in the high score of 90 or the low score of 54. Turner-Sack and colleagues (2016; Appendix D) reported the range of BSI scores among their sample of adolescent cancer survivors (range = 25 to 79).
A percentile represents the percentage of cases a given score exceeds. The median is the 50% percentile, and in Table 16.2 it is a score of 74. A score in the 90th percentile is exceeded by only 10% of the scores. The zero percentile and the 100th percentile are usually dropped.
The standard deviation (SD) is the most frequently used measure of variability, and it is based on the concept of the normal curve (see Fig. 16.2). It is a measure of average deviation of the scores from the mean and as such should always be reported with the mean. The SD considers all scores and can be used to interpret individual scores. The SD is used in the calculation of many inferential statistics.
HELPFUL HINT Many measures of variability exist. The SD is the most useful because it helps you visualize how the scores disperse around the mean.
Inferential statistics Inferential statistics allow researchers to test hypotheses about a population using data obtained from probability samples. Statistical inference is generally used for two purposes: to estimate the probability that the statistics in the sample accurately reflect the population parameter and to test hypotheses about a population.
A parameter is a characteristic of a population, whereas a statistic is a characteristic of a sample. We use statistics to estimate
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population parameters. Suppose we randomly sample 100 people with chronic lung disease and use an interval-level scale to study their knowledge of the disease. If the mean score for these subjects is 65, the mean represents the sample statistic. If we were able to study every subject with chronic lung disease, we could calculate an average knowledge score, and that score would be the parameter for the population. As you know, a researcher rarely is able to study an entire population, so inferential statistics provide evidence that allows the researcher to make statements about the larger population from studying the sample.
CRITICAL THINKING DECISION PATH Inferential Statistics—Difference Questions
The example given alludes to two important qualifications of how a study must be conducted so that inferential statistics may be used. First, it was stated that the sample was selected using
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probability methods (see Chapter 12). Because you are already familiar with the advantages of probability sampling, it should be clear that if we wish to make statements about a population from a sample, that sample must be representative. All procedures for inferential statistics are based on the assumption that the sample was drawn with a known probability. Second, the scale used has to be at either an interval or a ratio level of measurement. This is because the mathematical operations involved in calculating inferential statistics require this higher level of measurement. It should be noted that in studies that use nonprobability methods of sampling, inferential statistics are also used. To compensate for the use of nonprobability sampling methods, researchers use techniques such as sample size estimation using power analysis. The following two Critical Thinking Decision Paths examine inferential statistics and provide matrices that researchers use for statistical decision making. CRITICAL THINKING DECISION PATH Inferential Statistics—Relationship Questions
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Hypothesis testing Inferential statistics are used for hypothesis testing. Statistical hypothesis testing allows researchers to make objective decisions about the data from their study. The use of statistical hypothesis testing answers questions such as the following: “How much of this effect is the result of chance?” “How strongly are these two variables associated with each other?” “What is the effect of the intervention?”
HIGHLIGHT Members of your interprofessional team may have diverse data analysis preparation. Capitalizing on everybody’s background, try to figure out whether the statistical tests chosen for the studies your team is critically appraising are appropriate for the design, type of data collection, and level of measurement.
The procedures used when making inferences are based on principles of negative inference. In other words, if a researcher studied the effect of a new educational program for patients with chronic lung disease, the researcher would actually have two hypotheses: the scientific hypothesis and the null hypothesis. The research or scientific hypothesis is that which the researcher believes will be the outcome of the study. In our example, the scientific hypothesis would be that the educational intervention would have a marked effect on the outcome in the experimental group beyond that in the control group. The null hypothesis, which is the hypothesis that actually can be tested by statistical methods, would state that there is no difference between the groups. Inferential statistics use the null hypothesis to test the validity of a scientific hypothesis. The null hypothesis states that there is no relationship between the variables and that any observed relationship or difference is merely a function of chance.
HELPFUL HINT Most samples used in clinical research are samples of convenience, but often researchers use inferential statistics. Although such use violates one of the assumptions of such tests, the tests are robust
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enough to not seriously affect the results unless the data are skewed in unknown ways.
Probability Probability theory underlies all of the procedures discussed in this chapter. The probability of an event is its long-run relative frequency (0% to 100%) in repeated trials under similar conditions. In other words, what are the chances of obtaining the same result from a study that can be carried out many times under identical conditions? It is the notion of repeated trials that allows researchers to use probability to test hypotheses.
Statistical probability is based on the concept of sampling error. Remember that the use of inferential statistics is based on random sampling. However, even when samples are randomly selected, there is always the possibility of some error in sampling. Therefore, the characteristics of any given sample may be different from those of the entire population. The tendency for statistics to fluctuate from one sample to another is known as sampling error.
EVIDENCE-BASED PRACTICE TIP The strength and quality of evidence are enhanced by repeated trials that have consistent findings, thereby increasing generalizability of the findings and applicability to clinical practice.
Type I and type II errors Statistical inference is always based on incomplete information about a population, and it is possible for errors to occur. There are two types of errors in statistical inference—type I and type II errors. A type I error occurs when a researcher rejects a null hypothesis when it is actually true (i.e., accepts the premise that there is a difference when actually there is no difference between groups). A type II error occurs when a researcher accepts a null hypothesis that is actually false (i.e., accepts the premise that there is no difference between the groups when a difference actually exists). The relationship of the two types of errors is shown in Fig. 16.3.
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FIG 16.3 Outcome of statistical decision making.
When critiquing a study to see if there is a possibility of a type I error having occurred (rejecting the null hypothesis when it is actually true), one should consider the reliability and validity of the instruments used. For example, if the instruments did not accurately measure the intervention variables, one could conclude that the intervention made a difference when in reality it did not. It is critical to consider the reliability and validity of all the measurement instruments reported (see Chapter 15). For example, Turner-Sack and colleagues (2016) reported the reliability of the BSI in their sample and found it was reliable, as evidenced by a Cronbach’s alpha, of 0.97 for survivors and siblings and 0.98 for parents (refer to Chapter 15 to review scale reliability). This gives the reader greater confidence in the study’s results.
In a practice discipline, type I errors usually are considered more serious because if a researcher declares that differences exist where none are present, the potential exists for patient care to be affected adversely. Type II errors (accepting the null hypothesis when it is false) often occur when the sample is too small, thereby limiting the opportunity to measure the treatment effect, the true difference between two groups. A larger sample size improves the ability to detect the treatment effect—that is, the difference between two groups. If no significant difference is found between two groups with a large sample, it provides stronger evidence (than with a small sample) not to reject the null hypothesis.
Level of significance The researcher does not know when an error in statistical decision making has occurred. It is possible to know only that the null hypothesis is indeed true or false if data from the total population are available. However, the researcher can control the risk of
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making type I errors by setting the level of significance before the study begins (a priori).
The level of significance (alpha level) is the probability of making a type I error, the probability of rejecting a true null hypothesis. The minimum level of significance acceptable for most research is.05. If the researcher sets alpha, or the level of significance, at.05, the researcher is willing to accept the fact that if the study were done 100 times, the decision to reject the null hypothesis would be wrong 5 times out of those 100 trials. As is sometimes the case, if the researcher wants to have a smaller risk of rejecting a true null hypothesis, the level of significance may be set at.01. In this case the researcher is willing to be wrong only once in 100 trials.
The decision as to how strictly the alpha level should be set depends on how important it is to avoid errors. For example, if the results of a study are to be used to determine whether a great deal of money should be spent in an area of patient care, the researcher may decide that the accuracy of the results is so important that an alpha level of.01 is needed. In most studies, however, alpha is set at.05.
Perhaps you are thinking that researchers should always use the lowest alpha level possible to keep the risk of both types of errors at a minimum. Unfortunately, decreasing the risk of making a type I error increases the risk of making a type II error. Therefore the researcher always has to accept more of a risk of one type of error when setting the alpha level.
HELPFUL HINT Decreasing the alpha level acceptable for a study increases the chance that a type II error will occur. When a researcher is doing many statistical tests, the probability of some of the tests being significant increases as the number of tests increases. Therefore, when a number of tests are being conducted, the researcher may decrease the alpha level to.01.
Clinical and statistical significance It is important for you to realize that there is a difference between statistical significance and clinical significance. When a researcher
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tests a hypothesis and finds that it is statistically significant, it means that the finding is unlikely to have happened by chance. For example, if a study was designed to test an intervention to help a large sample of patients lose weight, and the researchers found that a change in weight of 1.02 pounds was statistically significant, one might find this questionable because few would say that a change in weight of just over 1 pound would represent a clinically significant difference. Therefore as a consumer of research it is important for you to evaluate the clinical significance as well as the statistical significance of findings.
Some people believe that if findings are not statistically significant, they have no practical value. However, knowing that something does not work is important information to share with the scientific community. Nonsupported hypotheses provide as much information about the intervention as supported hypotheses. Nonsignificant results (sometimes called negative findings) force the researcher to return to the literature and consider alternative explanations for why the intervention did not work as planned.
EVIDENCE-BASED PRACTICE TIP You will study the results to determine whether the new treatment is effective, the size of the effect, and whether the effect is clinically important.
Parametric and nonparametric statistics Tests of significance may be parametric or nonparametric. Parametric statistics have the following attributes:
1. Involve the estimation of at least one population parameter
2. Require measurement on at least an interval scale
3. Involve certain assumptions about the variables being studied
One important assumption is that the variable is normally distributed in the overall population.
In contrast to parametric tests, nonparametric statistics are not based on the estimation of population parameters, so they involve less restrictive assumptions about the underlying distribution.
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Nonparametric tests usually are applied when the variables have been measured on a nominal or ordinal scale, or when the distribution of scores is severely skewed.
HELPFUL HINT Just because a researcher has used nonparametric statistics does not mean that the study is not useful. The use of nonparametric statistics is appropriate when measurements are not made at the interval level or the variable under study is not normally distributed.
There has been some debate about the relative merits of the two types of statistical tests. The moderate position taken by most researchers and statisticians is that nonparametric statistics are best used when data are not at the interval level of measurement, when the sample is small, and data do not approximate a normal distribution. However, most researchers prefer to use parametric statistics whenever possible (as long as data meet the assumptions) because they are more powerful and more flexible than nonparametric statistics.
Tables 16.3 and 16.4 list the commonly used inferential statistics. The test used depends on the level of the measurement of the variables in question and the type of hypothesis being studied. These statistics test two types of hypotheses: that there is a difference between groups (see Table 16.3) or that there is a relationship between two or more variables (see Table 16.4).
TABLE 16.3 Tests of Differences Between Means
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ANOVA, Analysis of variance; ANCOVA, analysis of covariance; MANOVA, multiple analysis of variance.
TABLE 16.4 Tests of Association
EVIDENCE-BASED PRACTICE TIP Try to discern whether the test chosen for analyzing the data was chosen because it gave a significant p value. A statistical test should be chosen on the basis of its appropriateness for the type of data collected, not because it gives the answer that the researcher hoped to obtain.
Tests of difference The type of test used for any particular study depends primarily on whether the researcher is examining differences in one, two, or three or more groups and whether the data to be analyzed are nominal, ordinal, or interval (see Table 16.3). Suppose a researcher
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has conducted an experimental study (see Chapter 9). What the researcher hopes to determine is that the two randomly assigned groups are different after the introduction of the experimental treatment. If the measurements taken are at the interval level, the researcher would use the t test to analyze the data. If the t statistic was found to be high enough as to be unlikely to have occurred by chance, the researcher would reject the null hypothesis and conclude that the two groups were indeed more different than would have been expected on the basis of chance alone. In other words, the researcher would conclude that the experimental treatment had the desired effect.
EVIDENCE-BASED PRACTICE TIP Tests of difference are most commonly used in experimental and quasi-experimental designs that provide Level II and Level III evidence.
The t statistic tests whether two group means are different. Thus this statistic is used when the researcher has two groups, and the question is whether the mean scores on some measure are more different than would be expected by chance. To use this test, the dependent variable (DV) must have been measured at the interval or ratio level, and the two groups must be independent. By independent we mean that nothing in one group helps determine who is in the other group. If the groups are related, as when samples are matched, and the researcher also wants to determine differences between the two groups, a paired or correlated t test would be used. The degrees of freedom (represents the freedom of a score’s value to vary given what is known about the other scores and the sum of scores; often df = N − 1) are reported with the t statistic and the probability value (p). Degrees of freedom is usually abbreviated as df.
The t statistic illustrates one of the major purposes of research in nursing—to demonstrate that there are differences between groups. Groups may be naturally occurring collections, such as gender, or they may be experimentally created, such as the treatment and control groups. Sometimes a researcher has more than two groups, or measurements are taken more than once, and then analysis of variance (ANOVA) is used. ANOVA is similar to the t test. Like the
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t statistic, ANOVA tests whether group means differ, but rather than testing each pair of means separately, ANOVA considers the variation between groups and within groups.
HELPFUL HINT A research report may not always contain the test that was done. You can find this information by looking at the tables. For example, a table with t statistics will contain a column for “t” values, and an ANOVA table will contain “F” values.
Analysis of covariance (ANCOVA) is used to measure differences among group means, but it also uses a statistical technique to equate the groups under study on an important variable. Another expansion of the notion of ANOVA is multiple analysis of variance (MANOVA), which also is used to determine differences in group means, but it is used when there is more than one DV.
Nonparametric statistics When data are at the nominal level and the researcher wants to determine whether groups are different, the researcher uses the chi- square (χ2). Chi-square is a nonparametric statistic used to determine whether the frequency in each category is different from what would be expected by chance. As with the t test and ANOVA, if the calculated chi-square is high enough, the researcher would conclude that the frequencies found would not be expected on the basis of chance alone, and the null hypothesis would be rejected. Although this test is quite robust and can be used in many different situations, it cannot be used to compare frequencies when samples are small and expected frequencies are less than six in each cell. In these instances the Fisher exact probability test is used.
When the data are ranks, or are at the ordinal level, researchers have several other nonparametric tests at their disposal. These include the Kolmogorov-Smirnov test, the sign test, the Wilcoxon matched pairs test, the signed rank test for related groups, the median test, and the Mann-Whitney U test for independent groups. Explanation of these tests is beyond the scope of this chapter; those readers who desire further information should consult a general statistics book.
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HELPFUL HINT Chi-square is the test of difference commonly used for nominal level demographic variables such as gender, marital status, religion, ethnicity, and others.
Tests of relationships Researchers often are interested in exploring the relationship between two or more variables. Such studies use statistics that determine the correlation, or the degree of association, between two or more variables. Tests of the relationships between variables are sometimes considered to be descriptive statistics when they are used to describe the magnitude and direction of a relationship of two variables in a sample and the researcher does not wish to make statements about the larger population. Such statistics also can be inferential when they are used to test hypotheses about the correlations that exist in the target population.
EVIDENCE-BASED PRACTICE TIP You will often note that in the results or findings section of a research study, parametric (e.g., t tests, ANOVA) and nonparametric (e.g., chi-square, Fisher exact probability test) measures will be used to test differences among variables depending on their level of measurement. For example, chi-square may be used to test differences among nominal level demographic variables, t tests will be used to test the hypotheses or research questions about differences between two groups, and ANOVA will be used to test differences among groups when there are multiple comparisons.
Null hypothesis tests of the relationships between variables assume that there is no relationship between the variables. Thus when a researcher rejects this type of null hypothesis, the conclusion is that the variables are in fact related. Suppose a researcher is interested in the relationship between the age of patients and the length of time it takes them to recover from surgery. As with other statistics discussed, the researcher would design a study to collect the appropriate data and then analyze the data using measures of association. In this example, age and length
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of time until recovery would be considered interval-level measurements. The researcher would use a test called the Pearson correlation coefficient, Pearson r, or Pearson product moment correlation coefficient. Once the Pearson r is calculated, the researcher consults the distribution for this test to determine whether the value obtained is likely to have occurred by chance. Again, the research reports both the value of the correlation and its probability of occurring by chance.
Correlation coefficients can range in value from −1.0 to +1.0 and also can be zero. A zero coefficient means that there is no relationship between the variables. A perfect positive correlation is indicated by a +1.0 coefficient, and a perfect negative correlation by a −1.0 coefficient. We can illustrate the meaning of these coefficients by using the example from the previous paragraph. If there were no relationship between the age of the patient and the time required for the patient to recover from surgery, the researcher would find a correlation of zero. However, if the correlation was +1.0, it would mean that the older the patient, the longer the recovery time. A negative coefficient would imply that the younger the patient, the longer the recovery time.
Of course, relationships are rarely perfect. The magnitude of the relationship is indicated by how close the correlation comes to the absolute value of 1. Thus a correlation of −.76 is just as strong as a correlation of +.76, but the direction of the relationship is opposite. In addition, a correlation of.76 is stronger than a correlation of.32. When a researcher tests hypotheses about the relationships between two variables, the test considers whether the magnitude of the correlation is large enough not to have occurred by chance. This is the meaning of the probability value or the p value reported with correlation coefficients. As with other statistical tests of significance, the larger the sample, the greater the likelihood of finding a significant correlation. Therefore researchers also report the df associated with the test performed.
Nominal and ordinal data also can be tested for relationships by nonparametric statistics. When two variables being tested have only two levels (e.g., male/female; yes/no), the phi coefficient can be used to test relationships. When the researcher is interested in the relationship between a nominal variable and an interval variable,
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the point-biserial correlation is used. Spearman rho is used to determine the degree of association between two sets of ranks, as is Kendall’s tau. All of these correlation coefficients may range in value from −1.0 to +1.0.
EVIDENCE-BASED PRACTICE TIP Tests of relationship are usually associated with nonexperimental designs that provide Level IV evidence. Establishing a strong statistically significant relationship between variables often lends support for replicating the study to increase the consistency of the findings and provide a foundation for developing an intervention study.
Advanced statistics Nurse researchers are often interested in health problems that are very complex and require that we analyze many different variables at once using advanced statistical procedures called multivariate statistics. Computer software has made the use of multivariate statistics quite accessible to researchers. When researchers are interested in understanding more about a problem than just the relationship between two variables, they often use a technique called multiple regression, which measures the relationship between one interval-level DV and several independent variables (IVs). Multiple regression is the expansion of correlation to include more than two variables, and it is used when the researcher wants to determine what variables contribute to the explanation of the DV and to what degree. For example, a researcher may be interested in determining what factors help women decide to breastfeed their infants. A number of variables, such as the mother’s age, previous experience with breastfeeding, number of other children, and knowledge of the advantages of breastfeeding, might be measured and analyzed to see whether they separately and together predict the duration of breastfeeding. Such a study would require the use of multiple regression.
Another advanced technique often used in nursing research is factor analysis. There are two types of factor analysis, exploratory and confirmatory factor analysis. Exploratory factor analysis is used to reduce a set of data so that it may be easily described and used. It
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is also used in the early phases of instrument development and theory development. Factor analysis is used to determine whether a scale actually measured the concepts that it is intended to measure. Confirmatory factor analysis resembles structural equation modeling and is used in instrument development to examine construct validity and reliability and to compare factor structures across groups (Plichta & Kelvin, 2012).
Many studies use statistical modeling procedures to answer research questions. Causal modeling is used most often when researchers want to test hypotheses and theoretically derived relationships. Path analysis, structured equation modeling (SEM), and linear structural relations analysis (LISREL) are different types of modeling procedures used in nursing research.
Many other statistical techniques are available for nurse researchers. It is beyond the scope of this chapter to review all statistical analyses available. You should consider having several statistical texts available to you as you sort through the evidence reported in studies that are important to your clinical practice (e.g., Field, 2013; Plichta & Kelvin, 2012).
Appraisal for evidence-based practice descriptive and inferential statistics Nurses are challenged to understand the results of studies that use sophisticated statistical procedures. Understanding the principles that guide statistical analysis is the first step in this process. Statistics are used to describe the samples of studies and to test for hypothesized differences or associations in the sample. Knowing the characteristics of the sample of a study allows you to determine whether the results are potentially useful for your patients. For example, if a study sample was primarily white with a mean age of 42 years (SD 2.5), the findings may not be applicable if your patients are mostly elderly and African American. Cultural, demographic, or clinical factors of an elderly population of a different ethnic group may contribute to different results. Thus understanding the descriptive statistics of a study will assist you in determining the applicability of findings to your practice setting.
Statistics are also used to test hypotheses. Inferential statistics
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used to analyze data and the associated significance level (p values) indicate the likelihood that the association or difference found in a study is due to chance or to a true difference among groups. The closer the p value is to zero, the less likely the association or difference of a study is due to chance. Thus inferential statistics provide an objective way to determine if the results of the study are likely to be a true representation of reality. However, it is still important for you to judge the clinical significance of the findings. Was there a big enough effect (difference between the experimental and control groups) to warrant changing current practice?
CRITICAL APPRAISAL CRITERIA Descriptive and Inferential Statistics
1. Were appropriate descriptive statistics used?
2. What level of measurement was used to measure each of the major variables?
3. Is the sample size large enough to prevent one extreme score from affecting the summary statistics used?
4. What descriptive statistics are reported?
5. Were these descriptive statistics appropriate to the level of measurement for each variable?
6. Are there appropriate summary statistics for each major variable (e.g., demographic variables) and any other relevant data?
7. Does the hypothesis indicate that the researcher is interested in testing for differences between groups or in testing for relationships? What is the level of significance?
8. Does the level of measurement permit the use of parametric statistics?
9. Is the size of the sample large enough to permit the use of parametric statistics?
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10. Has the researcher provided enough information to decide whether the appropriate statistics were used?
11. Are the statistics used appropriate to the hypothesis, the research question, the method, the sample, and the level of measurement?
12. Are the results for each of the research questions or hypotheses presented clearly and appropriately?
13. If tables and graphs are used, do they agree with the text and extend it, or do they merely repeat it?
14. Are the results understandable?
15. Is a distinction made between clinical significance and statistical significance? How is it made?
The systematic review and meta-analysis by Al-Mallah and colleagues (2016; Appendix E) provides an excellent example of how a meta-analysis (the summarization of many studies) can help us understand the mortality and morbidity of patients who are cared for at nurse-led clinics.
EVIDENCE-BASED PRACTICE TIP A basic understanding of statistics will improve your ability to think about the effect of the IV on the DV and related patient outcomes for your patient population and practice setting.
There are a few steps to follow when critiquing the statistics used in studies (see the Critical Appraisal Criteria box). Before a decision can be made as to whether the statistics that were used make sense, it is important to return to the beginning of the research study and review the purpose of the study. Just as the hypotheses or research questions should flow from the purpose of a study, so should the hypotheses or research questions suggest the type of analysis that will follow. The hypotheses or the research questions should indicate the major variables that are expected to be tested and presented in the “Results” section. Both the summary descriptive
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statistics and the results of the inferential testing of each of the variables should be in the “Results” section with appropriate information.
After reviewing the hypotheses or research questions, you should proceed to the “Methods” section. Next, try to determine the level of measurement for each variable. From this information it is possible to determine the measures of central tendency and variability that should be used to summarize the data. For example, you would not expect to see a mean used as a summary statistic for the nominal variable of gender. In all likelihood, gender would be reported as a frequency distribution. However, you would expect to find a mean and SD for a variable that used a questionnaire. The means and SD should be provided for measurements performed at the interval level. The sample size is another aspect of the “Methods” section that is important to review when evaluating the researcher’s use of descriptive statistics. The sample is usually described using descriptive summary statistics. Remember, the larger the sample, the less chance that one outlying score will affect the summary statistics. It is also important to note whether the researchers indicated that they did a power analysis to estimate the sample size needed to conduct the study.
If tables or graphs are used, they should agree with the information presented in the text. Evaluate whether the tables and graphs are clearly labeled. If the researcher presents grouped frequency data, the groups should be logical and mutually exclusive. The size of the interval in grouped data should not obscure the pattern of the data, nor should it create an artificial pattern. Each table and graph should be referred to in the text, but each should add to the text—not merely repeat it.
The following are some simple steps for reading a table:
1. Look at the title of the table and see if it matches the purpose of the table.
2. Review the column headings and assess whether the headings follow logically from the title.
3. Look at the abbreviations used. Are they clear and easy to understand? Are any nonstandard abbreviations explained?
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4. Evaluate whether the statistics contained in the table are appropriate to the level of measurement for each variable.
After evaluating the descriptive statistics, inferential statistics can then be evaluated. The best place to begin appraising the inferential statistical analysis of a research study is with the hypothesis or research question. If the hypothesis or research question indicates that a relationship will be found, you should expect to find tests of correlation. If the study is experimental or quasi-experimental, the hypothesis or research question would indicate that the author is looking for significant differences between the groups studied, and you would expect to find statistical tests of differences between means that test the effect of the intervention. Then as you read the “Methods” section of the paper, again consider what level of measurement the author has used to measure the important variables. If the level of measurement is interval or ratio, the statistics most likely will be parametric statistics. On the other hand, if the variables are measured at the nominal or ordinal level, the statistics used should be nonparametric. Also consider the size of the sample, and remember that samples have to be large enough to permit the assumption of normality. If the sample is quite small (e.g., 5 to 10 subjects), the researcher may have violated the assumptions necessary for inferential statistics to be used. Thus the important question is whether the researcher has provided enough justification to use the statistics presented.
Finally, consider the results as they are presented. There should be enough data presented for each hypothesis or research question studied to determine whether the researcher actually examined each hypothesis or research question. The tables should accurately reflect the procedure performed and be in harmony with the text. For example, the text should not indicate that a test reached statistical significance while the tables indicate that the probability value of the test was above.05. If the researcher has used analyses that are not discussed in this text, you may want to refer to a statistics text to decide whether the analysis was appropriate to the hypothesis or research question and the level of measurement.
There are two other aspects of the data analysis section that you should appraise. The results of the study in the text of the article
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should be clear. In addition, the author should attempt to make a distinction between the clinical and statistical significance of the evidence related to the findings. Some results may be statistically significant, but their clinical importance may be doubtful in terms of applicability for a patient population or clinical setting. If this is so, the author should note it. Alternatively, you may find yourself reading a research study that is elegantly presented, but you come away with a “So what?” feeling. From an evidence-based practice perspective, a significant hypothesis or research question should contribute to improving patient care and clinical outcomes. The important question to ask is “What is the strength and quality of the evidence provided by the findings of this study and their applicability to practice?”
Note that the critical analysis of a research paper’s statistical analysis is not done in a vacuum. It is possible to judge the adequacy of the analysis only in relationship to the other important aspects of the paper: the problem, the hypotheses, the research question, the design, the data collection methods, and the sample. Without consideration of these aspects of the research process, the statistics themselves have very little meaning.
Key points • Descriptive statistics are a means of describing and organizing
data gathered in research.
• The four levels of measurement are nominal, ordinal, interval, and ratio. Each has appropriate descriptive techniques associated with it.
• Measures of central tendency describe the average member of a sample. The mode is the most frequent score, the median is the middle score, and the mean is the arithmetical average of the scores. The mean is the most stable and useful of the measures of central tendency and, combined with the standard deviation, forms the basis for many of the inferential statistics.
• The frequency distribution presents data in tabular or graphic
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form and allows for the calculation or observations of characteristics of the distribution of the data, including skew symmetry, and modality.
• In nonsymmetrical distributions, the degree and direction of the off-center peak are described in terms of positive or negative skew.
• The range reflects differences between high and low scores.
• The SD is the most stable and useful measure of variability. It is derived from the concept of the normal curve. In the normal curve, sample scores and the means of large numbers of samples group themselves around the midpoint in the distribution, with a fixed percentage of the scores falling within given distances of the mean. This tendency of means to approximate the normal curve is called the sampling distribution of the means.
• Inferential statistics are a tool to test hypotheses about populations from sample data.
• Because the sampling distribution of the means follows a normal curve, researchers are able to estimate the probability that a certain sample will have the same properties as the total population of interest. Sampling distributions provide the basis for all inferential statistics.
• Inferential statistics allow researchers to estimate population parameters and to test hypotheses. The use of these statistics allows researchers to make objective decisions about the outcome of the study. Such decisions are based on the rejection or acceptance of the null hypothesis, which states that there is no relationship between the variables.
• If the null hypothesis is accepted, this result indicates that the findings are likely to have occurred by chance. If the null hypothesis is rejected, the researcher accepts the scientific hypothesis that a relationship exists between the variables that is unlikely to have been found by chance.
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• Statistical hypothesis testing is subject to two types of errors: type I and type II.
• A type I error occurs when the researcher rejects a null hypothesis that is actually true.
• A type II error occurs when the researcher accepts a null hypothesis that is actually false.
• The researcher controls the risk of making a type I error by setting the alpha level, or level of significance; however, reducing the risk of a type I error by reducing the level of significance increases the risk of making a type II error.
• The results of statistical tests are reported to be significant or nonsignificant. Statistically significant results are those whose probability of occurring is less than.05 or.01, depending on the level of significance set by the researcher.
• Commonly used parametric and nonparametric statistical tests include those that test for differences between means, such as the t test and ANOVA, and those that test for differences in proportions, such as the chi-square test.
• Tests that examine data for the presence of relationships include the Pearson r, the sign test, the Wilcoxon matched pairs, signed rank test, and multiple regression.
• The most important aspect of critiquing statistical analyses is the relationship of the statistics employed to the problem, design, and method used in the study. Clues to the appropriate statistical test to be used by the researcher should stem from the researcher’s hypotheses. The reader also should determine if all of the hypotheses have been presented in the paper.
• A basic understanding of statistics will improve your ability to think about the level of evidence provided by the study design and findings and their relevance to patient outcomes for your patient population and practice setting.
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Critical thinking challenges • When reading a research study, what is the significance of
applying findings if a nurse researcher made a type I error in statistical inference?
• What is the relationship between the level of measurement a researcher uses and the choice of statistics used? As you read a research study, identify the statistics, level of measurement, and the associated level of evidence provided by the design.
• When reviewing a study you find the sample size provided does not seem adequate. Before you make this final decision, think about how the design type (e.g., pilot study, intervention study), data collection methods, the number of variables, and the sensitivity of the data collection instruments can affect your decision.
• When your team finishes critically appraising a research study, those team members responsible for the critique report that the findings are not statistically significant. Consider how those findings are or are not applicable to your practice.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Al-Mallah M. H., Faraf I., Al-Madani W., et al. The impact of
nurse-led clinics on mortality and morbidity of patients with cardiovascular diseases a systematic review and meta- analysis. Journal of Cardiovascular Nursing 2016;31:89-95 Available at: doi:10.1097/JCN.0000000000000224
2. Field A. Discovering statistics using SPSS. 4th ed. Thousand Oaks, CA: Sage 2013;
3. Hawthorne D. M., Youngblut J. M., Brooten D. Parent spirituality, grief, and mental health at 1-year and 3 months after
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their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;31:73-80 Available at: doi:org/10.1016/j.pedn.2015.07.008
4. Nyamathi A., Salem B. E., Zhang S., et al. Nursing care management, peer coaching, and hepatitis A and B vaccine completion among homeless men recently released on parole. Nursing Research 2015;64:177-189 Available at: doi:10.1097/NNR.0000000000000083
5. Plichta S. B., Kelvin E. Munro’s statistical methods for health care research. 6th ed. Philadelphia, PA: Lippincott Williams & Wilkins 2012;
6. Turner-Sack A. M., Menna R., Setchell S. R., et al. Psychological functioning, post traumatic growth, and coping in parents and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43:48-57 Available at: doi:10.1188/16.ONF.48-56
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CHAPTER 17
Understanding research findings Geri LoBiondo-Wood
Learning outcomes
After reading this chapter, you should be able to do the following:
• Discuss the difference between the “Results” and the “Discussion” sections of a research study. • Determine if findings are objectively discussed. • Describe how tables and figures are used in a research report. • List the criteria of a meaningful table. • Identify the purpose and components of the “Discussion” section. • Discuss the importance of including generalizability and limitations of a study in the report. • Determine the purpose of including recommendations in the study report. • Discuss how the strength, quality, and consistency of evidence provided by the findings are related to a study’s results, limitations, generalizability, and applicability to practice.
KEY TERMS
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confidence interval
findings
generalizability
limitations
recommendations
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The ultimate goal of nursing research is to develop knowledge that advances evidence-based nursing practice and quality patient care. From a clinical application perspective, analysis, interpretation, discussion, and generalizability of the results become highly important pieces of the research study. After the analysis of the data, the researcher puts the final pieces of the jigsaw puzzle together to view the total picture with a critical eye. This process is analogous to evaluation, the last step in the nursing process. You may view these last sections as an easier step for the investigator, but it is here that a most critical and creative process comes to the forefront. In the final sections of the report, after the statistical procedures have been applied, the researcher relates the findings to the research question, hypotheses, theoretical framework, literature, methods, and analyses; reviews the findings for any potential bias; and makes decisions about the application of the findings to future research and practice.
The final sections of published studies are generally titled “Results” and “Discussion.” Other topics, such as conclusions, limitations of findings, recommendations, and implications for future research and nursing practice, may be addressed separately or included in these sections. The presentation format is a function of the author’s and the journal’s stylistic considerations. The function of these final sections is to integrate all aspects of the research process, as well as to discuss, interpret, and identify the limitations, the threats related to bias, and the generalizability relevant to the investigation, thereby furthering evidence-based
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practice. The process that both an investigator and you use to assess the results of a study is depicted in the Critical Thinking Decision Path.
The goal of this chapter is to introduce the purpose and content of the final sections of a research study where data are presented, interpreted, discussed, and generalized.
Findings The findings of a study are the results, conclusions, interpretations, recommendations, and implications for future research and nursing practice, which are addressed by separating the presentation into two major areas. These two areas are the results and the discussion of the results. The “Results” section focuses on the results or statistical findings of a study, and the “Discussion” section focuses on the remaining topics. For both sections, the rule applies—as it does to all other sections of a report—that the content must be presented clearly, concisely, and logically.
EVIDENCE-BASED PRACTICE TIP Evidence-based practice is an active process that requires you to consider how, and if, research findings are applicable to your patient population and practice setting.
Results The “Results” section of a study is the data-bound section of the report and is where the quantitative data or numbers generated by the descriptive and inferential statistical tests are presented. Other headings that may be used for the results section are “Statistical Analyses,” “Data Analysis,” or “Analysis.” The results of the data analysis set the stage for the interpretation or discussion and the limitations sections that follow the results. The “Results” section should reflect analysis of each research question and/or hypothesis tested. The information from each hypothesis or research question should be sequentially presented. The tests used to analyze the data should be identified. If the exact test that was used is not explicitly stated, the values obtained should be noted. The researcher does this by providing the numerical values of the statistics and stating
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the specific test value and probability level achieved (see Chapter 16). Examples ➤ of these statistical results can be found in Table 17.1. The numbers are important, but there is much more to the research process than the numbers. They are one piece of the whole. Chapter 16 conceptually presents the meanings of the numbers found in studies. Whether you only superficially understand statistics or have an in-depth knowledge of statistics, it should be obvious that the results are clearly stated, and the presence or lack of statistically significant results should be noted.
TABLE 17.1 Examples of Reported Statistical Results
Statistical Test Examples of Reported Results Mean m = 118.28 Standard deviation SD = 62.5 Pearson correlation r =.49, P <.01 Analysis of variance F = 3.59, df = 2, 48, P <.05 t test t = 2.65, P <.01 Chi-square χ2 = 2.52, df = 1, P <.05
CRITICAL THINKING DECISION PATH Assessing Study Results
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HELPFUL HINT In the results section of a research report, the descriptive statistics results are generally presented first; then the inferential results of each hypothesis or research question that was tested are presented.
At times the researchers will begin the “Results” or “Data Analysis” section by identifying the name of the statistical software program they used to analyze the data. This is not a statistical test
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but a computer program specifically designed to analyze a variety of statistical tests. Example: ➤ Li and colleagues (2016) state that “SPSS version 22.0 software and Mplus7 were used for the statistical analysis” (see Chapter 16). Information on the statistical tests used is presented after this information.
The researcher will present the data for all of the hypotheses tested or research questions asked (e.g., whether the hypotheses or research questions were accepted, rejected, supported, or partially supported). If the data supported the hypotheses or research questions, you may be tempted to assume that the hypotheses or research questions were proven; however, this is not true. It only means that the hypotheses or research questions were supported. The results suggest that the relationships or differences tested, derived from the theoretical framework, were statistically significant and probably logical for that study’s sample. You may think that if a study’s results are not supported statistically or are only partially supported, the study is irrelevant or possibly should not have been published, but this also is not true. If the data are not supported, you should not expect the researcher to bury the work in a file. It is as important for you, as well as the researcher, to review and understand studies where the hypotheses or research questions are not supported by the study findings. Information obtained from these studies is often as useful as data obtained from studies with supported hypotheses and research questions.
Studies that have findings that do not support one or more hypotheses or research questions can be used to suggest limitations (issues with the study’s validity, bias, or study weaknesses) of particular aspects of a study’s design and procedures. Findings from studies with data that do not support the hypotheses or research questions may suggest that current modes of practice or current theory may not be supported by research evidence and therefore must be reexamined, researched further, and not be used at this time to support practice changes. Data help generate new knowledge and evidence, as well as prevent knowledge stagnation. Generally, the results are interpreted in a separate section of the report. At times, you may find that the “Results” section contains the results and the researcher’s interpretations, which are generally found in the “Discussion” section. Integrating the results with the
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discussion is the author’s or journal editor’s decision. Both sections may be integrated when a study contains several segments that may be viewed as fairly separate subproblems of a major overall problem.
The investigator should also demonstrate objectivity in the presentation of the results. The investigators would be accused of lacking objectivity if they state the results in the following manner: “The results were not surprising as we found that the mean scores were significantly different in the comparison group, as we expected.” Opinions or reactionary statements about the data are therefore avoided in the “Results” section. Box 17.1 provides examples of objectively stated results. As you appraise a study, you should consider the following points when reading the “Results” section:
• Investigators responded objectively to the results in the discussion of the findings.
• Investigators interpreted the evidence provided by the results, with a careful reflection on all aspects of the study that preceded the results. Data presented are summarized. Much data are generated, but only the critical summary numbers for each test are presented. Examples of summarized demographic data are the means and standard deviations of age, education, and income. Including all data is too cumbersome. The results should be viewed as a summary.
• Reduction of data is provided in the text and through the use of tables and figures. Tables and figures facilitate the presentation of large amounts of data.
• Results for the descriptive and inferential statistics for each hypothesis or research question are presented. No data are omitted, even if they are not significant. Untoward events during the course of the study should be reported.
BOX 17.1 Examples of Results Section
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• “Parents’ psychological distress was positively associated with age (r = 0.53, P < 0.01) and avoidant coping (e.g., denial, disengagement) (r = 0.53, P < 0.01)” (Turner-Sack et al., 2016).
• “Bereaved fathers’ greater use of spiritual activities was significantly related to lower symptoms of grief (despair, detachment and disorganization at T1 and T2 [Table 2])” (Hawthorne et al., 2012).
In their study, Hawthorne and colleagues (2016) developed tables to present the results visually. Table 17.2 provides a portion of the descriptive results about the subjects’ demographics. Table 17.3 provides the correlations among the study’s variables. Tables allow researchers to provide a more visually thorough explanation and discussion of the results. If tables and figures are used, they must be concise. Although the article’s text is the major mode of communicating the results, the tables and figures serve a supplementary but independent role. The role of tables and figures is to report results with some detail that the investigator does not explore in the text. This does not mean that tables and figures should not be mentioned in the text. The amount of detail that an author uses in the text to describe the specific tabled data varies according to the needs of the author. A good table is one that meets the following criteria:
• Supplements and economizes the text
• Has precise titles and headings
• Does not repeat the text
TABLE 17.2 Description of the Sample
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From Hawthorne, D. M., Youngblut, J. M., & Brooten, D. (2016). Parent spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing, 31, 73–80.
TABLE 17.3 Correlations of Parents’ Use of Spiritual and Religious Activities With Grief, Mental Health, and Personal Growth at 1 (T1) and 3 (T2) Months Post-Death
*P <.05. **P <.01. From Hawthorne, D. M., Youngblut, J. M., & Brooten, D. (2016). Parent spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing, 31, 73–80.
Tables are found in each of the studies in the appendices. Each of these tables helps to economize and supplement the text clearly, with precise data that help you to visualize the variables quickly
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and to assess the results.
EVIDENCE-BASED PRACTICE TIP As you reflect on the results of a study, think about how the results fit with previous research on the topic and the strength and quality of available evidence on which to base clinical practice decisions.
Discussion In this section, the investigator interprets and discusses the study’s results. The researcher makes the data come alive and gives meaning to and provides interpretations for the numbers in quantitative studies or the concepts in qualitative studies. This discussion section contains a discussion of the findings, the study’s limitations, and recommendations for practice and future research. At times these topics are separated as stand-alone sections of the research report, or they may be integrated under the title of “Discussion.” You may ask where the investigator extracted the meaning that is applied in this section. If the researcher does the job properly, you will find a return to the beginning of the study. The researcher returns to the earlier points in the study where the purpose, objective, and research question and/or a hypothesis was identified, and independent and dependent variables were linked on the basis of a theoretical framework and literature review (see Chapters 3 and 4). It is in this section that the researcher discusses
• Both the supported and nonsupported data
• Limitations or weaknesses (threats to internal or external validity) of a study in light of the design, sample, instruments, data collection procedures, and fidelity
• How the theoretical framework was supported or not supported
• How the data may suggest additional or previously unrealized findings
• Strength and quality of the evidence provided by the study and its findings interpreted in relation to its applicability to practice and future research
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Even if the data are supported, this is not the final word. Statistical significance is not the endpoint of a researcher’s thinking; statistically significant but low P values may not be indicative of research breakthroughs. It is important to think beyond statistical significance to clinical significance. This means that statistical significance in a study does not always indicate that the results of a study are clinically significant. A key step in the process of evaluation is the ability to critically analyze beyond the test of significance by assessing a research study’s applicability to practice. Chapters 19 through 21 review the methods used to analyze the usefulness and applicability of research findings. Within nursing and health care literature, discussion of clinical significance, evidence-based practice, and quality improvement are focal points (Titler, 2012). As indicated throughout this text, many important pieces in the research puzzle must fit together for a study to be evaluated as a well-done study. The evidence generated by the findings of a study is appraised in order to validate current practice or support the need for a change in practice. Results of unsupported hypotheses or research questions do not require the investigator to go on a fault-finding tour of each piece of the study—this can become an overdone process. All research studies have weaknesses as well as strengths. The final discussion is an attempt to identify the strengths as well as the weaknesses or bias of the study.
HELPFUL HINT A well-written “Results” section is systematic, logical, concise, and drawn from all of the analyzed data. The writing in the “Results” section should allow the data to reflect the testing of the research questions and hypotheses. The length of this section depends on the scope and breadth of the analysis.
Researchers and appraisers should accept statistical significance with prudence. Statistically significant findings are not the sole means of establishing a study’s merit. Remember that accepting statistical significance means accepting that the sample mean is the same as the population mean. Statistical significance is a measure of assessment that, if true, does not automatically support the merit to a study and, if untrue, does not necessarily negate the value of a study (see Chapter 12). Another method to assess the merit of a
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study and determine whether the findings from one study can be generalized is to calculate a confidence interval. A confidence interval quantifies the uncertainty of a statistic or the probable value range within which a population parameter is expected to lie (see Chapter 19). The process used to calculate a confidence interval is beyond the scope of this text, but references are provided for further explanation (Altman, 2005; Altman et al., 2005; Kline, 2004). Other aspects, such as the sample, instruments, data collection methods, and fidelity, must also be considered.
Whether the results are or are not statistically supported, in this section, the researcher returns to the conceptual/theoretical framework and analyzes each step of the research process to accomplish a discussion of the following issues:
• Suggest what the possible or actual problems are in the study.
• Whether findings are supported or not supported, the researcher is obliged to review the study’s processes.
• Was the theoretical thinking correct? (See Chapters 3 and 4.)
• Was the correct design chosen? (See Chapters 9 and 10.)
• In terms of sampling methods (see Chapter 12), was the sample size adequate? Were the inclusion and exclusion criteria delineated well?
• Did any bias arise during the course of the study; that is, threats to internal and external validity? (See Chapter 8.)
• Was data collection consistent, and did it exhibit fidelity? (See Chapter 14.)
• Were the instruments sensitive to what was being tested? Were they reliable and valid? (See Chapters 14 and 15.)
• Were the analysis choices appropriate? (See Chapter 16.)
The purpose of this section is not to show humility or one’s technical competence but rather to enable you to judge the validity
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of the interpretations drawn from the data and the general worth of the study. It is in this section of the report that the researcher ties together all the loose ends of the study and returns to the beginning to assess if the findings support, extend, or counter the theoretical framework of the study. It is from this point that you can begin to think about clinical relevance, the need for replication, or the germination of an idea for further research. The researcher also includes generalizability and recommendations for future research, as well as a summary or a conclusion.
Generalizations (generalizability) are inferences that the data are representative of similar phenomena in a population beyond the study’s sample. Rarely, if ever, can one study be a recommendation for action. Beware of research studies that may overgeneralize. Generalizations that draw conclusions and make inferences for a specific group within a particular situation and at a particular time are appropriate. An example ➤ of such a limitation is drawn from the study conducted by Hawthorne and colleagues (2016; Appendix B). The researchers appropriately noted the following:
There are several additional limitations of the study. At 1 and 3 months post-death, parents were in early stages of grieving. Thus, these findings may not be applicable to parents who are later in the grieving process.
This type of statement is important for consumers of research. It helps to guide our thinking in terms of a study’s clinical relevance and also suggests areas for research. One study does not provide all of the answers, nor should it. In fact, the risk versus the benefit of the potential change in practice must be considered in terms of the strength and quality of the evidence (see Chapter 19). The greater the risk involved in making a change in practice, the stronger the evidence needs to be to justify the merit of implementing a practice change. The final steps of evaluation are critical links to the refinement of practice and the generation of future research. Evaluation of research, like evaluation of the nursing process, is not the last link in the chain but a connection between the strength of the evidence that may serve to improve patient care and inform
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clinical decision making and support an evidence-based practice.
HIGHLIGHT Your team should remember the saying that a good study is one that raises more questions than it answers. So your team should not view a researcher’s review of a study’s limitations and recommendations for future research as evidence of the researcher’s lack of research skills. Rather, it reflects the next steps in building a strong body of evidence.
The final element that the investigator integrates into the “Discussion” is the recommendations. The recommendations are the investigator’s suggestions for the study’s application to practice, theory, and further research. This requires the investigator to reflect on the following questions:
• What contribution does this study make to clinical practice?
• What are the strengths, quality, and consistency of the evidence provided by the findings?
• Does the evidence provided in the findings validate current practice or support the need for change in practice?
Box 17.2 provides examples ➤ of recommendations for future research and implications for nursing practice. This evaluation places the study into the realm of what is known and what needs to be known before being used. Nursing knowledge and evidence- based practice have grown tremendously over the last century through the efforts of many nurse researchers and scholars. BOX 17.2 Examples of Research Recommendations and Practice Implications Research recommendations
• “The findings support the need to continue examining the effects of childhood and adolescent cancer on the entire family. Additional studies would benefit from having all members of
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each family participate to obtain a true family systems perspective on the impact of childhood and adolescent cancer” (Turner-Sack et al., 2016).
• “Further research is needed to determine if any changes, whether negative or positive, occurred in parents’ use of religious and spiritual activities to cope and the effect on their grief response, mental health and personal growth in the later stages of bereavement” (Hawthorne et al., 2016).
Practice implications
• “The results from this longitudinal study with a racially and ethnically diverse sample provide evidence for healthcare professionals about the importance of spiritual coping activities for bereaved mothers and fathers” (Hawthorne et al., 2016).
• “Healthcare providers have contact not only with their patients, but also with their patients’ family members. These findings demonstrate the need to be aware of the potential impact of cancer on all family members” (Turner-Sack et al., 2016).
Appraisal for evidence-based practice research findings The “Results” and the “Discussion” sections are the researcher’s opportunity to examine the logic of the hypothesis (or hypotheses) or research question(s) posed, the theoretical framework, the methods, and the analysis (see the critical appraisal criteria box). This final section requires as much logic, conciseness, and specificity as employed in the preceding steps of the research process. You should be able to identify statements of the type of analysis that was used and whether the data statistically supported the hypothesis or research question. These statements should be straightforward and should not reflect bias (see Tables 17.2 and 17.3). Auxiliary data or serendipitous findings also may be presented. If such auxiliary findings are presented, they should be as dispassionately presented as the hypothesis and research
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question data.
CRITICAL APPRAISAL CRITERIA Research Findings
1. Are the results of each of the hypotheses presented?
2. Is the information regarding the results concisely and sequentially presented?
3. Are the tests that were used to analyze the data presented?
4. Are the results presented objectively?
5. If tables or figures are used, do they meet the following standards?
a. They supplement and economize the text.
b. They have precise titles and headings.
c. They are not repetitious of the text.
6. Are the results interpreted in light of the hypotheses, research questions, and theoretical framework, and all of the other steps that preceded the results?
7. If the hypotheses or research questions are supported, does the investigator provide a discussion of how the theoretical framework was supported?
8. How does the investigator attempt to identify the study’s weaknesses (i.e., threats to internal and external validity) and strengths, as well as suggest possible solutions for the research area?
9. Does the researcher discuss the study’s clinical relevance?
10. Are any generalizations made, and if so, are they within the
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scope of the findings or beyond the findings?
11. Are any recommendations for future research stated or implied?
12. What is the study’s strength of evidence?
The statistical test(s) used should also be noted. The numerical value of the obtained data should also be presented (see Tables 17.1 to 17.3). The presentation of the tests, the numerical values found, and the statements of support or nonsupport should be clear, concise, and systematically reported. For illustrative purposes that facilitate readability, the researchers should present extensive findings in tables. If the findings were not supported, you should— as the researcher did—attempt to identify, without finding fault, possible methodological problems (e.g., sample too small to detect a treatment effect).
From a consumer perspective, the “Discussion” section at the end of a research article is very important for determining the potential application to practice. The “Discussion” section should interpret the study’s data for future research and implications for practice, including its strength, quality, gaps, limitations, and conclusions of the study. Statements reflecting the underlying theory are necessary, whether or not the hypotheses were supported. Included in this discussion are the limitations for practice. This discussion should reflect each step of the research process and potential threats to internal validity or bias and external validity or generalizability.
This last presentation can help you begin to rethink clinical practice, provoke discussion in clinical settings (see Chapters 19 and 20), and find similar studies that may support or refute the phenomena being studied to more fully understand the problem.
One study alone does not lead to a practice change. Evidence- based practice and quality improvement require you to critically read and understand each study—that is, the quality of the study, the strength of the evidence generated by the findings and its consistency with other studies in the area, and the number of studies that were conducted in the area. This assessment along with the active use of clinical judgment and patient preference leads to evidence-based practice.
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Key points • The analysis of the findings is the final step of a study. It is in this
section that the results will be presented in a straightforward manner.
• All results should be reported whether or not they support the hypothesis. Tables and figures may be used to illustrate and condense data for presentation.
• Once the results are reported, the researcher interprets the results. In this presentation, usually titled “Discussion,” readers should be able to identify the key topics being discussed. The key topics, which include an interpretation of the results, are the limitations, generalizations, implications, and recommendations for future research.
• The researcher draws together the theoretical framework and makes interpretations based on the findings and theory in the section on the interpretation of the results. Both statistically supported and unsupported results should be interpreted. If the results are not supported, the researcher should discuss the results, reflecting on the theory as well as possible problems with the methods, procedures, design, and analysis.
• The researcher should present the limitations or weaknesses of the study. This presentation is important because it affects the study’s generalizability. The generalizations or inferences about similar findings in other samples also are presented in light of the findings.
• Be alert for sweeping claims or overgeneralizations. An overextension of the data can alert the consumer to possible researcher bias.
• The recommendations provide the consumer with suggestions regarding the study’s application to practice, theory, and future research. These recommendations provide a final perspective on the utility of the investigation.
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• The strength, quality, and consistency of the evidence provided by the findings are related to the study’s limitations, generalizability, and applicability to practice.
Critical thinking challenges • Do you agree or disagree with the statement that “a good study is
one that raises more questions than it answers”? Support your perspective with examples.
• As the number of resources such as the Cochrane Library, meta- analysis, systematic reviews, and evidence-based reports in journals grow, why is it necessary to be able to critically read and appraise the studies within the reports yourself? Justify your answer.
• Engage your interprofessional team in a debate to defend or refute the following statement. “All results should be reported and interpreted whether or not they support the research question or hypothesis.” If all findings are not reported, how would this affect the applicability of findings to your patient population and practice setting?
• How does a clear understanding of a study’s discussion of the findings and implications for practice help you rethink your practice?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Altman D. G. Why we need confidence intervals. World Journal
of Surgery 2005;29:554-556. 2. Altman D. G, Machin D., Bryant T., Gardener S. Statistics
with confidence confidence intervals and statistical guidelines. 2nd ed. London, UK: BMJ Books 2005;
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3. Hawthorne D. M, Youngblut J. M, Brooten D. Parent spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit. Journal of Pediatric Nursing 2016;31:73-80.
4. Kline R. B. Beyond significance testing reforming data analysis methods in behavioral research. 1st ed. Washington, DC: American Psychological Association 2004;
5. Li J., Zhuang H., Luo Y., Zhang R. Perceived transcultural self-efficacy of nurses in general hospitals in Guangzhiou, China. Nursing Research 2016;65(5):371-379.
6. Titler M. G. Nursing science and evidence-based practice. Western Journal of Nursing Research 2012;33(3):291-295.
7. Turner-Sack A. M, Menna R., Setchell S. R, et al. Psychological functioning, post traumatic growth, and coping in parent and siblings of adolescent cancer survivors. Oncology Nursing Forum 2016;43(1):48-56.
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CHAPTER 18
Appraising quantitative research Deborah J. Jones
Learning outcomes
After reading this chapter, you should be able to do the following:
• Identify the purpose of the critical appraisal process. • Describe the criteria for each step of the critical appraisal process. • Describe the strengths and weaknesses of a research report. • Assess the strength, quality, and consistency of evidence provided by a quantitative research report. • Discuss applicability of the findings of a research report for evidence-based nursing practice. • Conduct a critique of a research report.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
The critical appraisal and interpretation of the findings of a research article is an acquired skill that is important for nurses to master as they learn to determine the usefulness of the published literature. As we strive to make recommendations to change or
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support nursing practice, it is important for you to be able to assess the strengths and weaknesses of a research report.
Critical appraisal is an evaluation of the strength and quality, as well as the weaknesses, of the study, not a “criticism” of the work, per se. It provides a structure for reviewing and evaluating the sections of a research study. This chapter presents critiques of two quantitative studies, a randomized controlled trial (RCT) and a descriptive study, according to the critical appraisal criteria shown in Table 18.1. These studies provide Level II and Level IV evidence.
TABLE 18.1 Summary of Major Content Sections of a Research Report and Related Critical Appraisal Guidelines
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As reinforced throughout each chapter of this book, it is not only important to conduct and read research, but to actively use research findings to inform evidence-based practice. As nurse researchers increase the depth (quality) and breadth (quantity) of studies, the data to support evidence-informed decision making regarding applicability of clinical interventions that contribute to quality outcomes are more readily available. This chapter presents critiques of two studies, each of which tests research questions reflecting different quantitative designs. Criteria used to help you in judging the relative merit of a research study are found in previous chapters. An abbreviated set of critical appraisal questions presented in Table 18.1 summarize detailed criteria found at the end of each chapter and are used as a critical appraisal guide for the two sample research critiques in this chapter. These critiques are included to illustrate the critical appraisal process and the potential applicability of research findings to clinical practice, thereby enhancing the evidence base for nursing practice.
For clarification, you are encouraged to return to earlier chapters for the detailed presentation of each step of the research process, key terms, and the critical appraisal criteria associated with each step of the research process. The criteria and examples in this chapter apply to quantitative studies using experimental and nonexperimental designs.
Stylistic considerations When you are reading research, it is important to consider the type
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of journal in which the article is published. Some journals publish articles regarding the conduct, methodology, or results of research studies (e.g., Nursing Research). Other journals (e.g., Journal of Obstetric, Gynecologic, and Neonatal Research) publish clinical, educational, and research articles. The author decides where to submit the manuscript based on the focus of the particular journal. Guidelines for publication, also known as “Information for Authors,” are journal-specific and provide information regarding style, citations, and formatting. Typically research articles include the following:
• Abstract
• Introduction
• Background and significance
• Literature review (sometimes includes theoretical framework)
• Methodology
• Results
• Discussion
• Conclusions
Critical appraisal is the process of identifying the methodological flaws or omissions that may lead the reader to question the outcome(s) of the study or, conversely, to document the strengths and limitations. It is a process for objectively judging that the study is sound and provides consistent, quality evidence that supports applicability to practice. Such judgments are the hallmark of promoting a sound evidence base for quality nursing practice.
Critique of a quantitative research study
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The research study The study “Telephone Assessment and Skill-Building Kit for Stroke Caregivers: A Randomized Controlled Clinical Trial,” by Tamilyn Bakas and colleagues, published in Stroke, is critiqued. The article is presented in its entirety and followed by the critique.
Telephone assessment and skill-building kit for stroke caregivers
A randomized controlled clinical trial Tamilyn Bakas, PhD, RN; Joan K. Austin, PhD, RN; Barbara Habermann, PhD, RN;
Nenette M. Jessup, MPH, CCRP; Susan M. McLennon, PhD, RN; Pamela H. Mitchell, PhD, RN; Gwendolyn Morrison, PhD; Ziyi
Yang, MS; Timothy E. Stump, MA; Michael T. Weaver, PhD, RN
Background and Purpose—There are few evidence-based programs for stroke family caregivers postdischarge. The purpose of this study was to evaluate efficacy of the Telephone Assessment and Skill-Building Kit (TASK II), a nurse-led intervention enabling caregivers to build skills based on assessment of their own needs.
Methods—A total of 254 stroke caregivers (primarily female TASK II/information, support, and referral 78.0%/78.6%; white 70.7%/72.1%; about half spouses 48.4%/46.6%) were randomized to the TASK II intervention (n=123) or to an information, support, and referral group (n=131). Both groups received 8 weekly telephone sessions, with a booster at 12 weeks. General linear models with repeated measures tested efficacy, controlling for patient hospital days and call minutes. Prespecified 8-week primary outcomes were depressive symptoms (with Patient Health Questionnaire Depressive Symptom Scale PHQ-9 ≥5), life changes, and unhealthy days.
Results—Among caregivers with baseline PHQ-9 ≥5, those randomized to the TASK II intervention had a greater reduction in depressive symptoms from baseline to 8, 24, and 52 weeks and
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greater improvement in life changes from baseline to 12 weeks compared with the information, support, and referral group (P<0.05); but not found for the total sample. Although not sustained at 12, 24, or 52 weeks, caregivers randomized to the TASK II intervention had a relatively greater reduction in unhealthy days from baseline to 8 weeks (P<0.05).
Conclusions—The TASK II intervention reduced depressive symptoms and improved life changes for caregivers with mild to severe depressive symptoms. The TASK II intervention reduced unhealthy days for the total sample, although not sustained over the long term.
Clinical Trial Registration—URL: https://www.clinicaltrials.gov. Unique identifier: NCT01275495.
Despite decline in stroke mortality in past decades, stroke remains a leading cause of disability, with ≈45% of stroke survivors being discharged home, 24% to inpatient rehabilitation facilities, and 31% to skilled nursing facilities.1 Most stroke survivors eventually return home, although many family members are unprepared for the caregiving role and have many unmet needs during the early discharge period.2-4 Despite this, caregivers commonly receive little attention from healthcare providers.5,6
Caregiver depressive symptoms, negative life changes, and unhealthy days (UD) often result from unmet caregiver needs. Many caregivers (30%-52%) have depression,7-10 with a study reporting higher rates in the caregivers than in the stroke survivors.7 Studies show that family caregivers are at risk for negative life changes, psychosocial impairments, poor health, and even mortality as a result of providing care.8,9,11-13 Furthermore, the caregiver’s emotional well-being can influence the stroke survivor’s depressive symptoms.14-16 In addition, the caregiver’s depressive symptoms can affect the stroke survivor’s recovery,15 communication, social participation, and mood.16 Finally, caregiver stress is a leading cause of institutionalization for stroke survivors and other older adults.9,17,18
Recommendations for stroke family caregiver education and support include: (1) assessment of caregiver needs and concerns, (2)
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counseling focused on problem solving and social support, (3) information on stroke-related care, and (4) attention to caregivers’ emotional and physical health.19 Scientific statements and practice guidelines on stroke family caregiving recommend individualized caregiver interventions that combine skill building (eg, problem solving, stress management, and goal setting) with psychoeducational strategies to improve caregiver outcomes.20-23 There are few evidence-based, easy-to-deliver programs for family caregivers of stroke survivors postdischarge that incorporate these recommendations. The revised Telephone Assessment and Skill- Building Kit (TASK II) clinical trial addressed these recommendations by offering a comprehensive, multicomponent program that enables caregivers to assess their needs, build skills in providing care, deal with personal responses to caregiving, and incorporate skill-building strategies into their daily lives.
Methods
Design A prospective randomized controlled clinical trial design, with outcome data collectors blinded to treatment assignment, was used to evaluate the efficacy of the revised TASK II relative to an information, support, and referral (ISR) comparison group. Both the groups received written materials, 8 weekly calls from a nurse, and a booster session 1 month later. The study was approved by the Indiana University Office of Research Compliance Human Subjects Office (Institutional Review Board) for protection of human subjects and by each facility where recruitment occurred. Recruitment occurred May 1, 2011 through October 7, 2013. Enrolled subjects gave informed consent.
The primary aim was to examine the short-term (immediately postintervention at 8 weeks) and long-term, sustained (12, 24, and 52 weeks) efficacy of the TASK II intervention relative to the ISR comparison group for improving caregivers’ depressive symptoms, caregiving-related life changes, and UD. For depressive symptoms, primary analyses were performed for the subgroup with mild to severe depressive symptoms at baseline; secondary analyses for depressive symptoms used the entire cohort. Selected covariates
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were included in the analyses to adjust for group differences in potential confounders.
Participants A total of 254 stroke family caregivers were randomized either to the TASK II group (n=123) or to the ISR comparison group (n=131). Family caregivers were recruited from 2 rehabilitation hospitals and 6 acute care hospitals in the Midwest. Participants were screened within 8 weeks after the survivor was discharged home. Caregivers were included if the following criteria were met: was the primary caregiver (unpaid family member or significant other), 21 or more years of age, fluent in the English language, had access to a telephone, had no difficulties hearing or talking on the telephone, planned to be providing care for ≥1 year, and were willing to participate in 9 calls from a nurse, and 5 data collection interviews. Caregivers were excluded if: the patient had not had a stroke, did not need help from the caregiver, or was going to reside in a nursing home or long-term care facility; the caregiver scored <16 on the Oberst Caregiving Burden Scale Task Difficulty Subscale24 or <4 on a 6-item cognitive impairment screener.25 In addition, caregivers and stroke survivors were excluded if either was pregnant; a prisoner or on house arrest; had a terminal illness (eg, cancer, end- of-life condition, and renal failure requiring dialysis); had a history of Alzheimer, dementia, or severe mental illness (eg, suicidal tendencies, severe untreated depression or manic depressive disorder, and schizophrenia); or had been hospitalized for alcohol or drug abuse.
Study protocol
Study instruments The Patient Health Questionnaire Depressive Symptom Scale (PHQ-9), measuring 9 depressive indicators from the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), has been widely used in clinical and research settings.26 Depressive symptom severity are categorized as: no depressive symptoms (0−4), mild (5−9), moderate (10−14), moderately severe (15−19), or severe (20−27).26 Evidence of internal consistency reliability has been
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documented in primary care26 and with stroke caregivers.11,12 The Cronbach α for the PHQ-9 for this study was 0.82.
The 15-item Bakas Caregiving Outcomes Scale (BCOS) was used to measure life changes (ie, changes in social functioning, subjective well-being, and physical health), specifically as a result of providing care.11 Content, construct, and criterion-related validity have been documented, as well as internal consistency reliability in stroke caregivers.11 Cronbach α for the BCOS for this study was 0.87.
UD were measured by summing 2 items asking caregivers to estimate the number of days in the past 30 days that their own physical or mental health had not been good, with a cap of 30 days.27 The UD measure has been used to track population health status as part of the Behavioral Risk Factor Surveillance System used across states and communities in support of Healthy People 2010.27 Strong evidence of construct, concurrent, and predictive validity has been documented, as well as reliability and responsiveness.27
Caregiver and survivor characteristics were measured using a demographic form, along with the Chronic Conditions Index,28 Cognitive Status Scale,29 and the Stroke-Specific Quality of Life Proxy (SS SSQOL proxy)30; all instruments have acceptable psychometric properties and have been used in the context of stroke.
Task II intervention arm Stroke caregivers randomized to the TASK II intervention group received the TASK II Resource Guide and a pamphlet from the American Heart Association entitled Caring for Stroke Survivors.31 The TASK II Resource guide included the caregiver needs and concerns checklist2 addressing 5 areas of needs: (1) finding information about stroke, (2) managing the survivor’s emotions and behaviors, (3) providing physical care; (4) providing instrumental care, and (5) dealing with personal responses to providing care, along with corresponding tip sheets addressing each of the items on the caregiver needs and concerns checklist.32 Five skill-building tip sheets were included that respectively addressed strengthening existing skills, screening for depressive symptoms, maintaining
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realistic expectations, communicating with healthcare providers, and problem solving, as well as a stress management workbook for the caregiver and stroke survivor.32 The TASK II intervention added the use of the BCOS at the fifth call for caregivers to further assess their life changes and to select corresponding tip sheets.33 Calls to caregivers in the TASK II group focused on training caregivers how to identify and prioritize their needs and concerns, find corresponding tip sheets, and address their priority needs and concerns using innovative skill-building strategies.
ISR comparison arm Stroke caregivers randomized to the ISR group received only the American Heart Association pamphlet.31 Calls to caregivers in the ISR group focused on providing support through the use of active listening strategies.32,33 Both the groups received 8 weekly calls from a nurse with a booster call at 12 weeks. Caregivers in both the groups were encouraged to seek additional information from the American Stroke Association or from their healthcare providers.
Treatment fidelity and training The treatment fidelity checklist34 addressing design, training, delivery, receipt, and enactment was used to maintain and track treatment fidelity for both the TASK II intervention and ISR procedures.35 Training included the use of detailed training manuals and podcasts, training booster sessions, self-evaluation of audio recordings, evaluation by supervisors, quality checklists, and frequent team meetings.35 Protocol adherence was excellent at 80% for the TASK II and 92% for the ISR.35 Focus groups with nurses yielded further evidence for treatment fidelity.35
Study timetable and assessments Baseline data collection occurred within 8 weeks after the stroke survivor was discharged home because the early discharge period is a time when caregivers need the most information and skills related to providing care.2,3,6,36,37 Follow-up data were collected at 8 weeks (immediately postintervention), with longer term follow-up data collected at 12 weeks (after the booster session) and at 24 and 52 weeks to explore sustainability of the intervention. Enrollment
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occurred from January 21, 2011 to July 10, 2013, with follow-up data collection at 52 weeks completed on July 9, 2014.
Randomization and masking After baseline, caregivers were assigned to groups using a block randomized approach with stratification by recruitment site, type of relationship (spouse versus adult child/other), and baseline depressive symptoms (PHQ-9 <5 no depressive symptoms; PHQ-9 ≥5 mild to severe depressive symptoms). Random allocation sequence was generated using SAS PROC PLAN38 to create the randomized blocks within strata to obtain, as closely as possible, similar numbers and composition (balance) between the groups, and facilitate maintenance of blinding of data collectors. After baseline data collection, the project manager informed the biostatistician of the caregiver’s recruitment site, type of relationship, and depressive symptoms (PHQ-9 score). The biostatistician then notified the project manager of the group assignment, who mailed the appropriate materials to the caregiver and assigned a nurse. Separate nurses were used for TASK II and ISR groups to prevent treatment diffusion. Data collectors were blinded to the caregiver’s randomization status at subsequent data collection points. Separate team meetings were held with outcome data collectors to maintain blinding.
Sample size and statistical analysis The participant flow diagram is provided in Figure 1. Of the 2742 stroke caregivers assessed for eligibility, 254 were randomized to the TASK II intervention (n=123) or to the ISR comparison group (n=131). The refusal rate was minimal at 17.1%; 29.8% caregivers were unable to contact; and 43.8% were ineligible, primarily because the survivor did not need help from a family caregiver, or the survivor was residing in a nursing home or long-term care facility. Attrition rates ranged from 8.1% at 8 weeks to 32.5% at 52 weeks for the TASK II group and 8.4% at 8 weeks to 29.0% at 52 weeks for the ISR group. The sample size was determined based on pilot data anticipating a 10% attrition rate for the 8-week time point for the primary outcomes, using power estimates. Given the full sample of 100 subjects per group, a 0.20 effect size provided a
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power of 0.81 to detect the treatment by time interactions. Given the 10% attrition rate, a sample of 220 caregivers would be needed. To complete those being assessed for eligibility, enrollment exceeded the projected 220 caregivers by an additional 34 caregivers (total, 254 caregivers). On the basis of pilot data of 38% screening positive for depressive symptoms (PHQ-9 ≥5), it was estimated that there would be a total of 76 caregivers (38 per group), which would provide a power of 0.81 to detect an effect size of 0.33 for the treatment by time interaction using a 5% type I error rate. The sample consisted of a total of 111 caregivers (49 TASK II and 62 ISR) who screened positive for depressive symptoms.
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FIG 1 Participant flow diagram. ISR indicates information, support, and referral; and TASK, Telephone Assessment and Skill-Building Kit.
Study data were collected and managed using REDCap electronic data capture tools hosted at Indiana University.39 All analyses were conducted using SAS version 9.4.38 Baseline equivalence in demographic characteristics and outcome measures between TASK II and ISR groups was tested using independent samples t (continuous variables) or χ2 (categorical variables). Variables with significant differences between the 2 groups were selected as covariates. Using an intent-to-treat approach, dependent variables
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consisting of change relative to baseline value for depressive symptoms, life changes, and UD were entered into general linear models.40 These models incorporated covariates and took into account the correlation among repeated measures on the same individual.41
Results Caregivers in TASK II and ISR groups were similar across all demographic characteristics (Table 1). Caregivers were primarily female (78.0%, TASK II; 78.6% ISR), about half spouses (48.4%, TASK II; 46.6%, ISR), predominantly white (70.7%, TASK II; 72.1%, ISR), and ranged in age from 22 to 87 years. Stroke survivors were similar across demographic characteristics, except that survivors whose caregivers were in the ISR group had spent relatively more days in the hospital (TASK II mean [SD]=17.8 [15.7]; ISR mean [SD]=23.1 [23.4]; P=0.037; Table 2). Although stroke severity was not directly measured, caregiver perceptions of the survivor’s functioning as measured by the SSQOL Proxy30 were similar for both the groups (Table 2). As expected, the number of minutes across all calls with the nurse (ie, intervention dosage) differed between groups and was used as a covariate in the models (TASK II mean [SD]=215.2 [100.8]; ISR mean [SD]=128.1 [85.8], t=−7.38; P<0.001).35 Primary outcome means were similar between caregivers in the 2 groups at baseline (Table 3).
TABLE 1 Caregiver Characteristics With Group Equivalence
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Independent samples t test (continuous variables) and χ2 (categorical variables) were used to test equivalence. CG indicates caregiver; ISR, information, support, and referral; and TASK, Telephone Assessment and Skill-Building Kit.
TABLE 2 Survivor Characteristics With Group Equivalence
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*P<0.05. Independent samples t test (continuous variables) and χ2 (categorical variables) were used to test equivalence. ISR indicates information, support, and referral; SS, Status Scale; SSQOL, stroke-specific quality of life; and TASK, Telephone Assessment and Skill-Building Kit.
TABLE 3 Primary Outcomes at Baseline With Group Equivalence
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Independent samples t test (continuous variables) was used to test equivalence. BCOS indicates Bakas Caregiving Outcomes Scale; CG, caregiver; ISR, information, support, and referral; PHQ, patient health questionnaire; and TASK, Telephone Assessment and Skill-Building Kit.
Primary end point (8 weeks) At baseline, 47.2% of caregivers in the TASK II group and 50.4% in the ISR group reported mild to severe depressive symptoms (PHQ- 9 ≥5; Table 3). Among these caregivers, those in the TASK II group reported a greater reduction in depressive symptoms from baseline to 8 weeks than those in the ISR group (mean difference [SE]=−2.6 [1.1]; P=0.013; Table 4). This represented a statistically significant interaction between time and treatment. Secondary analyses for depressive symptoms were not significant using the total sample. Groups were similar from baseline to 8 weeks for life changes. Caregivers in the TASK II group reported a greater reduction in UD from baseline to 8 weeks than those in the ISR group (mean difference [SE]=−2.9 [1.3]; P=0.025; Table 4). Caregivers within the TASK II group reported improvements in depressive symptoms in both the subgroup (P<0.001) and the entire cohort (P<0.05) and life changes (P<0.05) from baseline to 8 weeks (Table 4).
TABLE 4 Least Square Means of Change Scores From Baseline to Postbaseline for Primary Outcomes by Group
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*P<0.05; †P<0.01; ‡P<0.001. §Primary end point. IlSubgroup who had PHQ-9 ≥5 at baseline. ¶Further analyses of the BCOS using the PHQ-9 ≥5 subgroup showed a significant group difference from baseline to 12 weeks (difference mean [SE], 5.8 [2.9]; 95% CI, [0.1–11.6]; t=2.0; P=0.046). Change scores were calculated by subtracting baseline from postbaseline scores. BCOS indicates Bakas Caregiving Outcomes Scale; CI, confidence interval; ISR, information, support, and referral; PHQ, Patient Health Questionnaire; and TASK, Telephone Assessment and Skill-Building Kit.
Secondary end points (12, 24, and 52 weeks) Similar to results at the primary end point, caregivers with PHQ-9 ≥5 in the TASK II group reported a greater reduction in depressive symptoms than those in the ISR group from baseline to 24 weeks (mean difference [SE]=−1.9 [0.09]; P=0.041) and from baseline to 52 weeks (mean difference [SE]=−3.0 [1.1]; P=0.008); although these results were not significant using the entire cohort (Table 4). Although life changes were similar for the full sample from baseline to 12 weeks (P=0.178; Table 4), for caregivers with PHQ-9 ≥5 at baseline, TASK II participants had greater improvement in life changes than ISR participants from baseline to 12 weeks (mean difference [SE]=5.8 [2.9]; P=0.046). Moreover, caregivers within the TASK II group reported improvements in depressive symptoms for the PHQ-9 ≥5 subgroup (P<0.001) and the entire cohort (P<0.05) and
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life changes (P<0.05) from baseline to 12, 24, and 52 weeks (Table 4). Caregivers within the ISR group reported improvement in depressive symptoms in the PHQ ≥5 subgroup from baseline to 12 and 24 weeks (P<0.01; Table 4).
Discussion At 8 weeks, the TASK II intervention, compared with the ISR group, reduced UD, did not significantly affect life changes, and reduced depressive symptoms in the subgroup that had mild to severe baseline depressive symptoms. As expected, secondary analyses of depressive symptoms using the entire cohort from baseline to 8, 12, 24, and 52 weeks were not significant. Some caregivers who were not depressed at baseline may have developed depressive symptoms over time; however, TASK II within group differences showed improvement in depressive symptoms at each follow-up time point.
Fewer depressive symptoms Nevertheless, the TASK II program for family caregivers of stroke survivors postdischarge successfully reduced depressive symptoms within a subgroup experiencing mild to severe depressive symptoms compared with those in the ISR group. These results were evident at our primary end point of 8 weeks and were sustained at both 24 and 52 weeks. Although other stroke caregiver intervention studies have reported improvements in caregiver depressive symptoms,20 only one study reported sustainability at 52 weeks.42 The study by Kalra et al42 was a well-designed, randomized controlled clinical trial that tested the efficacy of a hands-on caregiver training program in a sample of 300 stroke caregivers. The intervention group received 3 to 5 inpatient sessions and 1 home visit focused on a variety of skills that included goal setting and tailored psychoeducation, although tailoring of the intervention was based on the needs of the stroke survivor rather than the caregiver. The TASK II intervention is unique in that it is delivered completely by telephone, trains caregivers how to assess and address their own needs, and is applicable to a wide variety of stroke caregivers (eg, spouses, adult children, and others). Screening for and addressing caregiver depressive symptoms, as in
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the TASK II program, not only have the potential to improve caregiver outcomes,10,12,19,20 but may improve the survivors’ recovery15 and reduce the potential for their long-term institutionalization.9,17,18
Improvement in life changes At 8, 12, 24, and 52 weeks, the TASK II intervention did not significantly affect life changes for the total sample. However, the TASK II program improved caregiver life changes in caregivers with mild to severe depressive symptoms compared with those randomized to the ISR group at 12 weeks. Although life changes were similar for both TASK II and ISR groups across the total sample, it is possible that caregivers with some depressive symptoms experienced more life changes as a result of providing care. Life changes and depressive symptoms have been found to be correlated.10–12 Improvement in life changes in caregivers with some depressive symptoms builds on our previous work with the original TASK intervention, which had little effect on life changes.33 For the TASK II intervention, we incorporated the BCOS into the intervention during the fifth call with the nurse as an additional assessment, encouraging caregivers to select priority needs that were targeted toward improving their own personal life changes. Further refinement of the TASK II intervention may be to use the BCOS earlier, (eg, second or third call) to allow caregivers more time to address their own life changes. Only one other intervention study has reported life changes as an outcome in stroke caregivers.43 King et al43 found that life changes improved for a group of caregivers who received a problem-solving intervention immediately postintervention; however, results were not sustained at 6 months or 1 year, and there were high attrition rates. Generalizability was limited to spousal caregivers. Other intervention studies have measured similar quality of life concepts with mixed results.20 Caregivers commonly experience adverse life changes because they neglect their own needs while providing care, and they often need encouragement to care for themselves.2,3,10–12,36 The TASK II intervention encourages caregivers to attend the needs of the survivor and their own changes in social functioning, subjective well-being, and physical health.
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Reduction of UD Most notably, UD were reduced for the caregivers in the TASK II group compared with those randomized to the ISR group at our primary end point of 8 weeks. A trend toward fewer UD was noted for the TASK II group at 12, 24, and 52 weeks (Figure 2). Future enhancements of the TASK II program may be warranted to include a stronger focus on referring caregivers to healthcare providers to address their own physical and mental health needs. Addressing health conditions as well as preventive healthcare measures is important for both stroke survivors and family caregivers. The stroke family caregiver intervention literature is limited with regard to caregiver health20; only 2 studies found improvement in general health of the caregiver.43,44 Other studies had nonsignificant findings using the SF-36 general health subscale.33,45 TASK II intervention having a significant impact on a global measure of UD27 underscores the strength of the TASK II intervention and its potential to improve population health in general for family caregivers.
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FIG 2 Change plots by treatment and by time for
depressive symptoms, life changes, and unhealthy days. ISR indicates information, support, and referral; and TASK, Telephone Assessment and Skill-Building
Kit.
Limitations The study used a convenience sample of stroke caregivers recruited
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from acute care and inpatient rehabilitation settings in the Midwest where most of the participants were white and Non-Hispanic. Caregivers were recruited within 8 weeks of the survivor’s discharge to home, making findings less generalizable to long-term caregivers. Caregivers were older (mean age, 54–55 years), making findings less applicable to younger caregivers who were also parents of young children. Survivor characteristics were collected by caregiver proxy. Future studies should incorporate more objective data from medical records or directly from the stroke survivors themselves. Finally, there were group differences in protocol adherence, time spent reading materials, and longer call time; although, longer call time with the nurses was used as a covariate in the analyses. Although overall adherence for the TASK II group was 80% and the ISR group was 92%, the checklist for the TASK II group included additional items specific to the TASK II intervention that were repetitive and not needed during every call. Comparison with adherence percentages for shared items on the checklist was 90% for the TASK II group and 92% for the ISR group.35
Implications and future directions Despite these limitations, the TASK II intervention is useful. It includes a close connection with current scientific and practice guidelines that recommend assessment of caregiver needs and concerns, as well as the use of a combination of psychoeducational and skill-building strategies.19–22 Training caregivers to assess their own needs and concerns and to address those using individualized skill-building strategies provides a caregiver-driven approach to self-care. The TASK II intervention is unique among intervention studies20 because it is delivered completely by telephone, making it accessible to caregivers in both rural and urban home settings.32,33,35 Key attributes of the nurses delivering the intervention included the hiring of qualified, engaged nurses who had a registered nurses licence.35 Education level did not matter as much as the quality of communication skills and the ability to follow the caregiver’s lead.35 Nurses commented on how telephone delivery sharpened their listening skills,35 similar to findings from another study in which telephone delivery allowed interveners to develop enhanced
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listening skills to compensate for the absence of visual cues.46 Future development of the intervention may involve enhanced use of other telehealth modes of delivery, such as video, web-based, and remote monitoring technologies.47 The TASK II intervention has a documented track record of treatment fidelity, including structured protocols for nurse training.35 The challenge is how to implement the program into stroke systems of care. Future research is needed to enhance the TASK II program using innovative telehealth technologies and to implement the TASK II program into ongoing systems of stroke care.
Acknowledgments We acknowledge the assistance of Phyllis Dexter, PhD, RN, Indiana University School of Nursing, for her helpful review of this article.
Sources of funding This study was funded by the National Institutes of Health, National Institute of Nursing Research, R01NR010388, and registered with the clinical trials identifier NCT01275495 https://www.clinicaltrials.gov/ct2/show/NCT01275495? term=Bakas&rank=3.
Disclosures None.
The critique This is a critical appraisal of the article “Telephone Assessment and Skill-Building Kit for Stroke Caregivers: A Randomized Controlled Clinical Trial” (Bakas et al., 2015) to determine its usefulness and applicability for nursing practice.
Problem and purpose The purpose of this study, to evaluate the short-term and long-term efficacy of the Telephone Assessment and Skill-Building Kit (TASK II) intervention on caregivers’ depressive symptoms, caregiving- related life changes, and unhealthy days, is concise and clearly stated. The purpose of the study is substantiated in the review of
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literature. The independent variable is the method of caregiver information and support (TASK II vs. information, support, and referral [ISR]), and the dependent variables are depressive symptoms, life changes, and unhealthy days. The population under study is clearly defined, and the results are important to assist caregivers of stroke survivors in dealing with their own unmet needs and build skills in providing care.
Review of the literature The authors provide a thorough summary of the literature related to the needs of caregivers of stroke survivors. They accurately describe literature that supports higher rates of depression, risks of negative life changes, and poor health of caregivers. Stress of caregivers is a leading cause of stroke survivor’s institutionalization. Although recommendations and guidelines for education and support of stroke caregivers have been reported, few “easy-to-deliver” programs that incorporate all of the recommendations exist. Therefore this study helps to meet that identified gap in the literature.
Research questions The clearly stated primary purpose or aim of the study was to examine the short- and long-term effects of the TASK II intervention compared with the ISR comparison group on improving caregivers’ depressive symptoms, caregiving-related life changes, and unhealthy days. Although a hypothesis was not explicitly stated, the information reported in the background, methods, and results provided imply the hypothesis of the study.
Sample The convenience sample consisted of 254 stroke family caregivers recruited from rehabilitation and acute care hospitals in the Midwest. The sample size was appropriately justified by power analysis, as 100 subjects per group provided a power of 81%. The authors accounted for 10% attrition, which meant an additional 10 subjects per group would be needed. The effect size was determined by using analyses of pilot data to determine a difference in group means of the primary measures.
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Inclusion and exclusion criteria were clearly specified. Screening and enrollment procedures were provided.
Although the sample was not randomly selected, there was appropriate random assignment to the TASK II intervention or ISR groups. There were no significant demographic differences between the two caregiver groups. Table 18.1 provides an overview of the group characteristics. Although there were no differences among the groups at baseline, a strength, the sample was predominantly female and predominantly white. This should be mentioned in the discussion section and considered when assessing external validity of the study. The stroke survivors were similar in demographics, with the exception that survivors whose caregivers were in the ISR group had spent significantly more days in the hospital compared with the TASK II group. The difference should be acknowledged when the study results are interpreted.
Research design The three required elements of an RCT are present in this study, which provides Level II evidence. After baseline, participants were randomly assigned to the TASK II intervention group or the ISR comparison group. A randomized block design with stratification by recruitment site, type of relationship of caregiver/survivor, and baseline depressive symptoms was appropriately used to allocate participants to groups. The stratified randomization after baseline strengthens the representativeness of the sample.
Threats to internal validity Selection bias may be an issue in studies that use convenience sampling, and in this study all subjects were recruited from acute and inpatient rehabilitation facilities; a majority of the sample was non-Hispanic and white. The sample was also recruited within 8 weeks of discharge home, early in the start of caregiving. However, the randomization used in this study helped control for selection bias. In this study, there is also the risk of instrumentation bias as stroke survivor data was collected by caregiver proxy report. Self- report was also used as an instrument in this study. However, all of the instruments had appropriate reliability and validity, decreasing the risks of instrumentation bias.
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Threats to external validity The investigators appropriately recognized and reported threats to external validity in the limitations section of the manuscript. As mentioned previously, subjects were randomized to each intervention group when enrolled in the study. However, the sample size was predominately white and non-Hispanic; therefore generalizability to other ethnic groups and races could be minimal. Also, all participants were enrolled in the same geographical area and facility types; therefore the ability to generalize to other geographical areas is a threat to external validity. The investigators used masking (blinding) and took efforts to maximize treatment fidelity. These factors minimize the threats to external validity.
Research methodology The research methodology is clearly described. Data collection occurred by telephone at baseline, 8, 12, 24, and 52 weeks post intervention. The procedures to maintain treatment fidelity were provided and indicate systematic and consistent data collection. Data collectors were blinded to caregiver treatment groups, which decreases the chance of differential treatment of the participants.
Legal-ethical issues The study was reviewed and approved by the appropriate institutional review board, and informed consent was obtained from all participants before study initiation.
Instruments Acceptable reliability and validity data were reported for the Patient Health Questionnaire Depressive Symptom Scale (PHG-9) and the Bakas Caregiving Outcomes Scale (BCOS). The authors provided references that describe the reliability and validity of the instruments for the two-item scale used to measure unhealthy days, and the instruments used to measure the caregiver and survivor characteristics.
Data analysis Demographic characteristics were appropriately summarized and
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analyzed for equivalence using descriptive statistics. The analysis used for both categorical and continuous variables is appropriate. These variables are presented clearly in Tables 1 and 2. General linear models with repeated measures were appropriately used to examine the effect of the intervention. Three tables are used to visually display the data.
Conclusions, implications, and recommendations The authors reported that at 8 weeks the total TASK II intervention group experienced reduced depressive symptoms and greater reduction in unhealthy days compared with the ISR group: (P =.013). However, in a subgroup of caregivers experiencing mild to severe depressive symptoms, those in the TASK II intervention group had reduced depressive symptoms from baseline to 8 weeks (P =.001), 24 weeks (P =.041), and 52 weeks (P =.008) and larger improvement in life changes from baseline to 12 weeks (P ≤.05) than the ISR group.
The Level II RCT design, when including all required elements (i.e., randomization, intervention and control groups, and manipulation of the independent variable), is what allows the investigator to determine cause-and-effect relationships. In this case, minimizing threats to internal validity strengthens the study. By ensuring a relatively homogeneous sample, maintaining consistency in data collection, manipulating the independent variables, and randomly assigning patients to groups, the threat to external validity is minimized.
Limitations of the study, as clearly described by the investigator, included generalizability and differences in adherence to the protocol. However, overall protocol adherence is impressive at 80% for the TASK II group and 92% for the ISR group.
Implications for nursing practice This is a well-designed and well-conducted RCT that provides Level II evidence. The interventions pose minimal risk and seem feasible to implement in larger studies of more heterogeneous populations. The strengths in the study design, data collection methods, and measures to minimize threats to internal and external validity make this strong Level II evidence that demonstrates that
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the TASK II intervention is useful in incorporating the assessment of caregivers’ needs with delivery of education and skill-building training for caregivers of stroke survivors.
Critique of a quantitative research study The research study The study “Symptoms as the Main Predictors of Caregivers’ Perception of the Suffering of Patients with Primary Malignant Brain Tumors” by Renata Zelenikova and colleagues, published in Cancer Nursing, is critiqued. The article is presented in its entirety and followed by the critique.
Symptoms as the main predictors of caregivers’ perception of the suffering of patients with primary malignant brain tumors Renáta Zeleníková, PhD
Dianxu Ren, MD, PhD Richard Schulz, PhD Barbara Given, PhD Paula R. Sherwood, PhD
Key words
Brain neoplasms
Caregivers
Neurobehavioral
manifestations
Background: The perception of suffering causes distress. Little is known about what predicts the perception of suffering in caregivers. Objective: The aims of this study were to determine the predictors of caregivers’ perceptions of the suffering of patients
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with a primary malignant brain tumor and to find to what extent perceived suffering predicts the caregivers’ burden and depression. Methods: Data were obtained as part of a descriptive longitudinal study of adult family caregivers of persons with a primary malignant brain tumor. Recruitment took place in outpatient neuro- oncology and neurosurgery clinics. Caregiver perception of care recipient suffering was measured by 1 item on a scale from 1 to 6. Results: The sample of caregiver interviews 4 months after recipients were diagnosed consisted of 86 dyads. While controlling for age, years of education, tumor type, being a spousal caregiver, spiritual well-being, and anxiety, perception of overall suffering was predicted by such symptoms as difficulty understanding, difficulty remembering, difficulty concentrating, feeling of distress, weakness, and pain. Caregivers’ perception of the patient’s degree of suffering was the main predictor of caregiver burden due to schedule 4 months following diagnosis. Conclusions: Care recipient symptoms play an important role in caregivers’ perception of the care recipients’ suffering. Perception of care recipient suffering may influence caregiver burden. Implications for Practice: Identifying specific predictors of overall suffering provides meaningful information for healthcare providers in the field of neuro-oncology and neurosurgery.
In the nursing and healthcare literature, suffering is commonly described in terms of an awareness of the impact of a deteriorating physical state on an individual1: the construction of events such as pain or loss as threats to the individual self2; a visceral awareness of the self’s vulnerability to being broken or diminished at any time and in many ways3; and the experience of having to endure, undergo, or submit to an evil of some sort.4 Suffering is an intensely personal experience5 whose presence and extent can be known only to the sufferer,1 something unsharable6 that, paradoxically, involves asking the question “why.”5 Researchers in diverse settings consistently have concluded that suffering exists across dimensions of physical, psychological and emotional, social and interpersonal, and spiritual and existential well-being.5 For our purposes, suffering is a broad construct defined as a state of severe distress associated with events that threaten the intactness of the person as a complex physical, social, psychological, and spiritual being and that
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is subjective and unique to the individual.7,8 Serious disease can result in serious suffering.9 Analogous to the
association of pain with suffering is the association of cancer with death. Another major factor in the association of cancer with suffering is the recognition of the drastic effects of cancer treatments. Even with a good prognosis, the effects of surgery, chemotherapy, and radiation therapy are distressing and can be devastating.5 Suffering of patients with primary malignant brain tumors (PMBTs) can be particularly notable across the cancer trajectory encompassing initial diagnosis, treatment, remission, and even long-term survival. In addition, patients with PMBT can have cognitive deficits including difficulty speaking, difficulty remembering, or difficulty concentrating. These neurologic deficits can drastically interfere with daily life and function. Persons diagnosed with a PMBT are faced with a unique and challenging set of circumstances that affect not only them but also those close to them.10 Caregivers of persons with a PMBT must deal with both oncological and neurologic issues. They are charged with caring for a person with a potentially terminal diagnosis who is undergoing active cancer treatment and may have cognitive and neuropsychiatric sequelae.11 Suffering typically occurs in an interpersonal context and is shaped by and affects others exposed to it.12 Predictors of caregivers’ perceptions of suffering in persons diagnosed with PMBT are not established in part because of a lack of valid and reliable instruments to measure the caregiver’s perception of the care recipient suffering.
The main purpose of this study was to determine the predictors of caregivers’ perceptions of the suffering of patients with PMBT. We predicted that care recipients’ symptoms would be the main predictors of caregivers’ perceptions of the suffering while controlling for tumor type and caregivers’ characteristics (age, years of education, being a spousal caregiver, spiritual well being, and anxiety).
Theoretical framework The study framework was derived from the work of Schulz and colleagues13 and reflected perceived suffering, caregiver compassion, and caregiver helping and health; this framework
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guided identifying potential predictors of caregivers’ perceptions of the suffering of patients with PMBT and to find out to what extent caregivers’ perceptions of the patients’ suffering predicted the burden borne by caregivers and caregiver depression. Although the framework emphasizes the directional effects of perceived suffering on compassion, 1 of the framework components depicts perceived suffering as directly linked to psychiatric and physical morbidity. Therefore, we hypothesized that perceived suffering can impact caregiver burden and caregiver depression.
Being exposed to the suffering of others is an important and unique source of distress.12 Research in dementia patient populations indicates that perceived suffering can contribute to care giver depression and caregiver burden.7,12 Similarly, descriptive findings in a longitudinal study in 1330 older married couples enrolled in the Cardiovascular Health Study confirmed that exposure to spousal suffering is an independent and unique source of distress in couples and contributes to psychiatric and physical morbidity.14
Psychobehavioral responses of caregivers that include depression, burden, anxiety, and positive responses to care have been studied previously, mostly in patients’ population with dementia or oncology disease. Caregiver burden and depression may be considered as a general distress response for caregivers.15 Caregiver burden is a multidimensional concept and represents the impact of providing care on different areas of the caregiver’s life (schedule, self-esteem, health, finances, feeling of abandonment), psychosocial reaction resulting from an imbalance of care demands relative to caregivers’ personal time, social roles, physical and emotional states, financial resources, and on formal care resources given the other multiple roles they fulfill.15
Depression is 1 of the most important potential adverse consequences for caregivers because it is common, associated with poor quality of life, and is a risk factor for other adverse outcomes including functional decline and mortality.16 Caregiver depression is a complex process, mediated by cultural factors (as measured by the ethnicity of the patient), patient characteristics, and caregiver characteristics.16 Positive aspects of caregiving may decrease feelings of being burdened and subsequently lead to a more
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positive effect of health outcomes.
Measuring suffering Research methods for approaching human suffering are often qualitative and are based on interviews with people who are assumed to have experienced suffering.17 Some authors believe that attempting to measure suffering is reductionist and futile because of its personal and unsharable nature.7 While suffering is personal and potentially ultimately incommunicable, from a practical standpoint, that is, in order to design suitable interventions to relieve suffering, measures that approximately capture a communicable core of suffering are needed. According to Monin and Schulz,18 both the experience of suffering and the perception of suffering by others can be measured. Ultimately, measures of suffering should focus on the patient’s experience, the patient’s direct and indirect expressions of suffering, caregiver perceptions of the patient’s degree of suffering, and caregiver perceptions of whether the patient’s expression of suffering is an accurate reflection of his/her actual degree of suffering.13
Measuring suffering via caregiver perceptions of suffering is useful and important, especially for patients with impaired cognitive status because this patient population may not be able to report suffering. To better understand the perceived suffering, we examined caregivers’ anxiety and spirituality. Caregivers can play a role in relieving the suffering of their loved one by sharing the experiences, or if the suffering cannot be relieved, then caregivers can help their loved one to bear it through their companionship and compassion. To help caregivers cope with caregiving distress, researchers need to identify how caregivers perceive the suffering of their patients and the predictors of these perceptions.
Aim The main aim of this study was to determine the predictors of caregivers’ perceptions of the suffering of patients with PMBTs. The secondary aim was to find out to what extent caregivers’ perceptions of the care recipients’ suffering predicted the care givers’ burden and depression.
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Methods
Design and setting Data were obtained as part of a descriptive longitudinal study of adult family caregivers of persons with PMBT (R01 CA118711). Care recipient and caregiver dyads were recruited from suburban neurosurgery and neuro-oncology clinics in Western Pennsylvania. Recruitment took place in outpatient neuro-oncology and neurosurgery clinics from October 2005 through June 2011. Data were collected from persons with a PMBT and their family caregivers. Interviews with caregivers were conducted in person or via telephone. Data were collected at 3 timepoints over the disease trajectory—right after diagnosis and 4 and 8 months after diagnosis. Data for this analysis are from the second timepoint—4 months after diagnosis to focus on a time of illness progression. Approval from the institutional review board at the University of Pittsburgh and informed consent from participants were obtained prior to data collection. Both the patient and caregiver had to consent to enroll in the study.
Participants Caregivers were queried regarding sociodemographic characteristics, personal characteristics, and psychological responses, and care recipients were queried regarding the tumor grade, functional and neurologic ability, and symptom status. Care recipients were required to be older than 21 years, newly diagnosed (within 1 month of recruitment) with a PMBT verified by a pathology report. After the death of the care recipient, the corresponding caregiver was given the option of continuing to participate in the study. Caregivers were required to be older than 21 years, nonprofessional (ie, not paid caregivers), not a primary caregiver for anyone else (excluding children aged <21 years), and English speaking and to have regular and reliable access to a phone.
Overall, 228 caregiver and care recipient dyads were approached, with 164 agreeing to participate (70%). The main reasons for declining participation (n = 64) were lack of interest (52%), feeling overwhelmed (33%), reason not given (11%), too busy (3%), and too ill (1%). Of 164 dyads who agreed to participate, 78 ended study
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participation (47.6%) for various reasons: care recipients died, caregivers were overwhelmed by caregiving duties and life changes, or caregivers were not interested anymore. As a result, the sample of caregivers at the 4-month data point consisted of 86 dyads.
Procedures
Dependent variables The primary outcome variable in this study was caregiver perception of the care recipient’s suffering during the past week as measured by 1 item; caregivers were asked at the fourth month to rate the care recipient’s suffering during the previous week on a scale of 1 (care recipient is not suffering) to 6 (care recipient is suffering terribly). This item was developed by the study investigators. A single-item was purposefully used for its simplicity and ease of use.
Secondary outcomes included caregiver burden and caregiver depression. Caregiver burden was measured using the Caregiver Reaction Assessment (CRA) scale. The CRA is a feasible, reliable, and valid instrument for assessing specific caregiver experiences, including both negative and positive experiences, in caregivers of cancer patients.19 The CRA comprises 24 items forming 5 distinct unidimensional subscales: disrupted schedule (5 items), financial problems (3 items), lack of family support (5 items), health problems (4 items), and self-esteem (7 items).20 Respondents were asked to indicate their level of agreement with statements about their feelings regarding caregiving over the previous month. Responses were scaled on a 5-point Likert-type format (5 = strongly agree to 1 = strongly disagree). This analysis focuses on 3 subscales: the self-esteem subscale, the abandonment subscale, and the schedule subscale (which measures the perception of burden on the caregiver’s daily activities as a result of providing care). For the self-esteem subscale, a higher score indicates a lower burden related to self-esteem, that is, a positive reaction to caregiving. For abandonment and schedule subscales, a higher score indicates a higher burden, that is, negative reactions to caregiving. Reported reliability analyses19 showed sufficient internal consistency based
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on standardized Cronbach’s α (.62–.83). Caregivers’ depressive symptoms were measured using the
Shortened Center for Epidemiologic Studies Depression Scale (CES- D). The original CES-D scale is a 20-item self-report scale designed to measure depressive symptoms in the general population. The items on the scale are symptoms associated with depression that were chosen from previously validated scales.21 We used a shortened CES-D with 10 items.22 Response categories indicate the frequency of occurrence of each item and are scored on a 4-point scale ranging from 0 (rarely or none of the time/<1 day) to 3 (most or all of the time/5–7 days). Scores for items 5 and 8 were reversed before summing up all items to yield a total score. Total scores can range from 0 to 30. Higher scores indicate more severe symptoms.23 Validity for the CES-D has been well established in caregivers and well adults.22
Independent/predictor variables Independent variables were chosen based on previous associations reported in the literature as well as hypotheses generated from clinical knowledge in neuro-oncology. Perceived severity of the care recipient’s symptoms was measured using the M. D. Anderson Symptom Inventory–Brain Tumor (MDASI-BT). Caregivers were asked to rate the severity of the care recipient’s difficulty understanding (speaking, remembering, concentrating) at its worst in the last 24 hours. The MDASI-BT questionnaire is a valid and reliable 22-item measure of the severity of cancer- and treatment- related symptoms based on 6 criteria: affective, cognitive, focal neurologic deficits, treatment-related symptoms, general disease status, and gastrointestinal symptoms.24–26 Each of the care recipient’s symptoms was rated on an 11-point scale (0–10) to indicate its severity, with 0 being “not present” to 10 being “symptom was as bad as you can imagine it could be.”24 This instrument can be used to identify symptom occurrence throughout the disease trajectory and to evaluate interventions designed for symptom management. The MDASI-BT has established validity and reliability. Reported internal consistency (reliability) of the instrument is.91.24
Positive aspects of caregiving were assessed using 11 items on the
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Positive Aspects of Care scale, phrased as statements about the caregiver’s mental-affective state in relation to the caregiving experience. Each item began with the statement “Providing help to care recipient has . . . ” followed by specific items such as “made me feel more useful.”27 Each item is rated on a scale from 0 (strongly disagree) to 4 (strongly agree). Higher scores indicate greater caregiver benefit. Reported reliability measured by Cronbach’s α is.89.27
Caregivers’ anxiety was measured using the Shortened Profile of Mood States (POMS)–Anxiety. The Shortened POMS-Anxiety consists of 3 items. Each item has 5 grading possibilities from 1 (never) to 5 (always). Caregivers were asked how often during the previous week they felt on edge, nervous, or tense. The original scale28 incorporated 65 adjectives rated on a 5-point Likert scale ranging from 1 (not at all) to 5 (extremely).29 Six subscales (depression, vigor, confusion, anxiety, anger, and fatigue) were derived. Our study used a shortened version of 3 items. A higher score indicates greater anxiety. Internal consistency reliability coefficients for the shortened 3-item version of Anxiety subscale were reported as.91 to.92.30 Validity for the POMS has been established using several other measures.
Caregivers’ spirituality was measured using the FACIT-Sp (The Functional Assessment of Chronic Illness Therapy–Spiritual Well- being Scale). FACIT-Sp (version 4) consists of 12 items. Each item has a rating scale score of 0 to 4 indicating the degree to which one agrees with the statements (0 = not at all, 1 = a little bit, 2 = somewhat, 3 = quite a bit, 4 = very much). The instrument comprises 2 subscales: one measuring a sense of meaning and peace and the other assessing the role of faith in illness.31 The FACIT-Sp is 1 of the most validated instruments for the assessment of a person’s perception of spirituality.32 The reported α coefficients for the total scale and the 2 subscales range from.81 to.88.31 Participants were required to indicate how true each statement had been for them during the previous 7 days.
Sociodemographic Characteristics. Several sociodemographic characteristics were included in the statistical analysis: age, gender, years of education, relationship of caregivers to the care recipients, and tumor type.
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Statistical analyses Statistical analyses were conducted using SAS for Windows (version 9.3; SAS Institute Inc, Cary, North Carolina). First, descriptive analyses of the study sample were performed. Correlation between the dependent and independent variables were analyzed. The Spearman correlation coefficient was used to examine the correlation between the main outcome (caregivers’ perceptions of care recipients’ suffering) and each item of the MDASI-BT (severity of symptoms) as well as the correlation among items of the MDASI-BT. Univariate analyses of measures were then conducted to identify potential predictors of perception of care recipient suffering. Finally, a multivariable linear regression model was built, including all predictors significant at P <.15 in univariate analyses. The statistical significance of individual regression coefficients was tested using the Wald χ2 statistic.
Results
Sample This analysis includes a total of 86 caregiver-care recipient dyads who completed follow-up assessment 4 months after diagnosis. The majority of caregivers were female (n = 59; 69%) and caring for spouses (n = 69; 80%). The average age of caregivers was 52.23 (SD, 12.7) years (range, 24–99 years); the average age of care recipients was 52.66 (SD, 14.6) years (range, 22–76 years). The caregivers had completed 14.55 (SD, 2.6) years of education on average (range, 8– 23 years); the care recipients had completed 15.2 (SD, 3.0) years of education on average (range, 12–22 years). The majority of care recipients were diagnosed with a glioblastoma (n = 49; 57%) (Table 1). Other dyad characteristics are presented in Table 2.
TABLE 1 Dyad Characteristics (n = 86)
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Abbreviation: GBM, glioblastoma multiforme.
TABLE 2 Others Selected Dyad Characteristics
Abbreviations: CES-D, Center for Epidemiologic Studies Depression Scale; CRA, Caregiver Reaction Assessment; MDASI-BT, M. D. Anderson Symptom Inventory– Brain Tumor; FACIT, The Functional Assessment of Chronic Illness Therapy– Spiritual Well-being Scale; PAC, Positive Aspects of Care scale; POMS, Shortened Profile of Mood States.
Suffering at 4 months after diagnosis, 37% of caregivers reported that the patient was not suffering; 24% of caregivers rated the patient’s suffering as moderate (score of 3), whereas only 4% of caregivers rated the patient’s suffering as terrible (score of 6). The average score of perceived suffering was 2.63 (SD 1.56) (Table 3).
TABLE 3 Perception of Overall Suffering
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Overall Suffering n (%) Mean (SD) 1 (Not suffering) 32 (37) 2.63 (1.56) 2 9 (10) 3 21 (24) 4 10 (12) 5 11 (13) 6 (Suffering terribly) 3 (4)
Preliminary analysis A strong correlation (Table 4) was found only between the perceived suffering of the care recipient and severity of weakness (rs = 0.67). This suggests that care recipients’ weakness is associated with caregiver reports of the care recipient’s suffering. Moderate correlations were found between perceived suffering and 3 cognitive symptoms: difficulty understanding (rs = 0.41), difficulty remembering (rs = 0.46), and difficulty concentrating (rs = 0.42); and between perceived suffering and a feeling of distress (rs = 0.4) and pain (rs = 0.41) (Table 4).
TABLE 4 Correlation of the Severity of Each Symptom With Caregiver Reports of Care Recipient’s Overall Suffering at the 4-Month Point
Item of MDASI-BT rs P Strong correlation How severe was care recipient’s weakness? 0.67343 <.0001 Moderate correlations How severe was care recipient’s difficulty remembering? 0.45803 <.0001 How severe was care recipient’s difficulty concentrating? 0.41597 .0001 How severe was care recipient’s pain? 0.41068 .0001 How severe was care recipient’s difficulty understanding? 0.40915 .0001 How severe were care recipient’s feelings of distress? 0.40362 .0002 Weak or very weak correlations How severe was care recipient’s fatigue (tiredness)? 0.38545 .0004 How severe was care recipient’s disturbed sleep? 0.34661 .0015 How severe was care recipient’s drowsiness (sleepy)? 0.31780 .0038 How severe was care recipient’s difficulty speaking? 0.30383 .0058 How severe were care recipient’s feelings of sadness? 0.26399 .0172 How severe was care recipient’s numbness? 0.24600 .0278 How severe was care recipient’s shortness of breath? 0.22094 .0475 How severe were changes in the care recipient’s vision? 0.20204 .0705 How severe was care recipient’s nausea? 0.20157 .0711 How severe was care recipient’s irritability? 0.14288 .2032 How severe was care recipient’s lack of appetite? 0.13284 .2371 How severe was care recipient’s vomiting? 0.08530 .4490
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Abbreviation: MDASI-BT, M. D. Anderson Symptom Inventory–Brain Tumor.
Correlations among symptoms that were strongly and moderately correlated (a correlation exceeding 0.4) with perceived suffering were examined. Strong correlations were found between difficulty understanding and difficulty remembering (0.69), difficulty understanding and difficulty concentrating (0.7), and difficulty remembering and difficulty concentrating (0.74). Thus, caregivers giving higher ratings of the severity of the care recipient’s difficulty understanding also provided higher ratings of the care recipient’s difficulty concentrating and other cognitive symptoms. Moderate correlations were found among the symptoms difficulty concentrating and feelings of distress (0.59), difficulty remembering and feelings of distress (0.51), feelings of distress and pain (0.46), and difficulty concentrating and pain (0.4). Other correlations were weak.
A multivariate model was constructed to evaluate the relationship between the continuous outcome variable of perceived suffering and each of 6 individual symptoms that were correlated (with a correlation exceeding 0.4) with perceived suffering. Other variables—potentially important predictors of perception of suffering—were identified from the univariate analyses of the 4- month measures (all predictors significant at P <.15 in univariate analyses). The dependent variable was the caregiver’s rating of the care recipient’s suffering over the previous week.
In all the models tested (Table 5), the only variables that significantly affected perceived suffering were individual symptoms. While controlling for age, years of education, tumor type, being a spousal caregiver, spiritual well-being (FACIT), and anxiety (POMS), caregiver’s perception of the care recipient’s suffering at the 4-month point was predicted by such symptoms as difficulty understanding, difficulty remembering, difficulty concentrating, feeling of distress, weakness, and pain. Caregivers who reported perceiving higher levels of the previously mentioned symptoms tended to report higher levels of perceived suffering in the care recipient. In the models, the variables accounted for 22.8% to 43.71% of the variance of the outcome variable (suffering).
TABLE 5
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Association of Continuous Outcome Variable Overall Suffering With Each of 6 Individual Symptoms While Controlling for Age, Years of Education, Tumor Type, Being a Spousal Caregiver, Spiritual Well-being (FACIT-Sp), and Anxiety (POMS)
Abbreviations: FACIT, Functional Assessment of Chronic Illness Therapy–Spiritual Well-being Scale; POMS, Shortened Profile of Mood States.
Four items (severity of seizures, severity of dry mouth, severity of change in appearance, severity of disruptions in bowel movement patterns) from the MDASI-BT were excluded, and the total score was considered as 1 of the predictors (designated “total symptoms”). The 4 items were excluded on the basis of weak correlations, a low incidence rate, and expert panel discussion. Other regression models were developed to examine predictors of the continuous outcome variable caregivers’ perceptions of the care recipients’ suffering and predictors of the following psychological outcomes: depression and caregiver burden due to schedule at 4 months, while controlling for age, years of education, tumor type, being a spousal caregiver, spiritual well-being (FACIT), and anxiety (POMS).
Four months after the patient’s diagnosis, total symptoms of MDASI-BT were the single predictor of perceived suffering (P <.0001). The total symptoms score (MDASI-BT) represents the severity of the symptoms. The higher the total score, the more severe the patient’s symptoms. The model accounted for 36.56% (F = 4.68; P =.0001) of the variance in the outcome variable suffering (model A).
Caregiver depressive symptoms were predicted by the caregiver’s age (P =.0223) and total symptoms (P =.0067) (model B).
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Caregivers who were younger had a tendency to report more depressive symptoms. Another predictor of caregiver depression was total symptoms; the higher the caregiver’s perception of the severity of the care recipient’s symptoms, the more depressive symptoms they tended to report.
Being a spousal caregiver (P =.0054) and caregiver perception of care recipient suffering (P =.0052) were the main predictors of burden related to schedule (model C). Caregivers who were a spouse to the care recipient and those who reported higher perception of the care recipient’s suffering were more likely to report higher levels of burden due to schedule (Table 6).
TABLE 6 Regression Models
Discussion Persons with PMBTs have a specific treatment and disease trajectory. Having a brain tumor subjects the person to the rigors of a cancer and its treatment (eg, adverse effects from chemotherapy and radiation) but often causes significant neurologic deficits that interfere with daily life and function.33 The presence of complications in patients with advanced cancer as well as neuropsychological and neurologic dysfunction, such as memory problems, affects the family caregivers of persons with PMBT who are likely to perceive their loved one’s suffering as quite distressing. The main purpose of this study was to determine the predictors of caregivers’ perceptions of the suffering of persons with PMBT and how perceived suffering relates to caregivers’ burden and depression.
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Care recipient symptoms as the main predictors of caregiver perception of suffering Our study contributes a number of interesting findings regarding the care recipient’s symptoms and the caregiver’s perception of suffering. Care recipients’ symptoms are the main predictors of caregiver perception of care recipient suffering. The results of this study showed moderate correlations between caregiver perceptions of the care recipient’s degree of suffering and 3 cognitive symptoms (difficulty understanding, difficulty remembering, and difficulty concentrating) and between perceived suffering and a feeling of distress and pain. Our results showed the dominance of the physical component of perceived suffering in persons with a PMBT.
Wilson et al8 found that although suffering had a multidimensional character, the physical component was uppermost for many participants with advanced cancer at the end of life. Hebert et al34 characterized patient suffering as a constellation of physical, psychosocial, and spiritual signs and symptoms. Little is known about what contributes to suffering in patients, about the variability in its display to caregivers, or about the factors that contribute to the accurate or inaccurate assessment of suffering by caregivers.34 Of all care recipient symptoms in our study, neurologic symptoms seemed to be the most important in predicting caregiver perception of care recipient suffering. In addition to neurologic symptoms, pain and weakness were also important in predicting perceived suffering. Although symptoms are clearly an important component of patient suffering, they do not constitute the whole suffering.34 A lower percentage of variance in all our models indicates that there are other variables that can affect and predict suffering of patients with PMBT.
Perceived suffering and caregivers’ burden and depression The perception of suffering causes distress.35 Our results confirm that caregivers’ perception of the patient’s degree of suffering is the main predictor of caregiver burden at 4 months following diagnosis. Another predictor of caregivers’ burden was being a spousal caregiver. Given the relationship between patient suffering and caregiver well-being, it is reasonable to expect that, to the extent that these symptoms are successfully treated, caregiver well-
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being should improve.34 The hypothesis that caregivers’ perception of the patient’s degree
of suffering is the main predictor of caregiver depression was not confirmed. The caregiver’s age and total symptoms (MDASI-BT) were the main predictors of caregiver depression. Neurologic dysfunction in the care recipient forces caregivers of persons with a PMBT to face stressors similar to those of caregivers of persons with dementia, a subset of caregivers who have been shown to suffer from negative psychobehavioral responses such as depressive symptoms, anxiety, and difficulty sleeping.10 According to Covinsky et al,16 there is strong evidence that difficult patient behaviors such as anger and aggressiveness influence caregiver depression, and behavioral manifestations of dementia may be more influential than the degree of cognitive impairment. Schulz et al7 assessed the relationship between suffering in persons with dementia, caregiver depression, and antidepressant medication use in 1222 dementia patients and their caregivers and assessed the prevalence of 2 types of patient suffering, emotional and existential distress. Each aspect of perceived suffering independently contributed to caregiver depression. Their study was the first using a large sample to show that perceived patient suffering independently contributed to caregiver depression and medication use.7 The variance in results in our study suggests that analyses should be conducted using a larger sample. Furthermore, Schulz et al,12 in their study of older individuals, showed that perceived care recipient suffering is associated with caregiver depression and burden, after controlling for the physical and cognitive functioning of the care recipient. They reported that caregivers may overestimate the magnitude of suffering of their care recipient.12 In a study of 109 caregivers of patients with heart failure, caregivers’ poor functional status, overall perception of caregiving distress, and perceived control were associated with depressive symptoms.36
Our study provides evidence that the perception of suffering may influence caregiver burden due to schedule. Suffering evokes compassion and respect for someone who bears it with dignity— and intimidates as well.4 While being able to recognize and respond to the outward signs of a person’s distress, we cannot actually enter into the realm of their personal experience of suffering.6 We need to
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better understand moderating variables such as the level of contact, intimacy, and attachment between patient and caregiver that likely contribute to patient suffering and caregiver well-being. Most important are studies that seek to identify methods for diminishing or eliminating suffering.
Counseling interventions that empower the caregiver to address the suffering of the patient and/or help caregivers appraise their care recipients’ suffering as less threatening should be beneficial. Clinicians can play an important role in the process by monitoring the suffering of the patient, observing its impact on the caregiver, and intervening to address patient suffering and/or caregiver’s concerns about patient suffering.7
Limitations The study has several limitations. The first is its small sample size, which limits generalizability. The second limitation arises from the use of proxy accounts of suffering, given the care recipients’ neurologic dysfunction. It is possible that caregivers overestimate the magnitude of suffering of their care recipients.12 The third limitation is associated with rating the care recipients’ suffering during the week prior to data collection, which opens up the possibility of faulty recall. The fourth limitation of the study is that caregivers’ perception of care recipients’ suffering was measured by a single item. Internal consistency cannot be computed for a single- item measure. A single-item instrument provides clinicians with limited information about caregivers’ perception of care recipients’ suffering, but it can serve as a screening tool. Future research should focus on developing a multi-item instrument measuring perception of suffering in patients with PMBT.
Conclusion In summary, our study provides initial evidence of the role of care recipients’ symptoms in perceived suffering. These results suggest that care recipient symptoms (mostly cognitive symptoms) play an important role in caregivers’ perception of the care recipients’ suffering. Identifying specific predictors such as these provides meaningful information for healthcare providers in the field of neuro-oncology and neurosurgery. Specifically targeted
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interventions can relieve symptoms of patients with PMBT as well as their caregivers’ distress. Interventions that focus on the relief of patients’ cognitive symptoms can be seen as a way to improve caregiver well-being.
The critique This is a critical appraisal of the article, “Symptoms as the Main Predictors of Caregivers’ Perception of the Suffering of Patients with Primary Malignant Brain Tumors” (Zelenikova et al., 2016) to determine its usefulness and applicability for nursing practice.
Problem and purpose Patients with primary malignant brain tumors (PMBTs) experience a unique cancer trajectory that can affect their daily life and function. Suffering of patients with PMBTs not only affects the patient but also their caregivers. The purpose of this study is clearly stated as follows: “To determine the predictors of caregivers’ perceptions of the suffering of patients with PMBT.”
Review of the literature The introduction of the article explains that suffering is a state of severe distress, is subjective, and is unique to the individual. Any threat to the intactness of a person, like serious disease, can result in suffering. Patients with PMBTs are unique in the course of their treatment and the effects of the cancer and treatment on their neurological and physical functioning. Caregivers of patients with PMBT experience suffering related to caring for the patient faced with terminal diagnosis who is also undergoing treatment and may be exhibiting cognitive deficits.
The authors describe the lack of literature related to predictors of caregivers’ perceptions of suffering in persons with PMBT. The authors clearly describe the theoretical framework and gaps in the literature that support the need for the current study. Although published studies have explored caregivers’ perceived suffering and responses to the suffering, most of this work has been done in populations with dementia or general oncology disease. The current study will fill the gap in the literature related specifically to predictors of caregiver suffering and the effect on caregiver burden
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and depression in patients with PMBTs.
Research questions The objective of this study is to determine the predictors of caregivers’ perceptions of the suffering of patients with PMBTs, and determine the extent caregivers’ perceptions of the care recipient’s suffering predicted the caregivers’ burden and depression. Although this is a descriptive study, the authors hypothesized that the care recipient’s main symptoms would predict the caregiver’ perceptions of suffering, and the perceived suffering would impact caregiver burden and depression.
Sample A convenience sample of 164 care recipient and caregiver dyads were enrolled in the study. Of the 164 who consented to the study, 86 dyads remained enrolled in the study at the 4-month data period. The authors clearly described the recruitment and enrollment process and the inclusion criteria. The sample size was not justified with use of power analysis. Given the exploratory nature of the study, the sampling procedure is adequate, but the results must be interpreted cautiously because of limited generalizability.
Research design A descriptive, correlational longitudinal design was used, providing Level IV evidence. Data were collected at three time points. This is a nonexperimental study because no randomization was done and there is no manipulation of the independent variables, nor is there a control group. The relationship of the variables can be explored, but no causality can be inferred. It is important to note that although this study provides a lower level of evidence than an RCT, as long as the design is sound and appropriate for the research questions, it may provide preliminary data to support future intervention studies. Since there is a gap in the literature, the findings of this study may provide the best available evidence.
Threats to internal validity
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No threats from history, mortality (or attrition), or maturation affect this study. Selection bias is a common threat when a convenience sample is used. Psychometric properties of the instrument used to measure the primary outcome variable, caregiver perception, are not reported, which is acknowledged by the authors in the limitation section. Validity is not reported for the Caregiver Reaction Assessment (CRA) or Center for Epidemiologic Studies Depression Scale (CES-D); however, the authors cite the original reference of the tool, which reports adequate validity. The threat of testing is also apparent in this study, with the time of rating the care recipient’s suffering during the week prior to data collection.
Threats to external validity As this is a convenience sample, potential bias may unknowingly be introduced, limiting generalizability of the results. The sample is predominantly female and caregivers are predominantly spouses. All participants were recruited from a suburban area, which also limits generalizability.
Research methods Interviews of caregivers were conducted in person or via telephone. It appears that data collection methods were carried out consistently with each participant, although there was no mention of the specific data collection process, including training or supervision of data collectors, thereby posing questions about fidelity.
Legal-ethical issues The protocol was approved by the appropriate institutional review board. Both caregivers and care recipients completed the informed consent prior to enrolling in the study.
Instruments The primary outcome of caregiver perception of the care recipient’s suffering was measured by a single-item scale that was developed by the study investigators for this protocol. Reliability and validity data are not reported on this scale. The CRA scale was used to measure caregiver burden. Reliability of the 24-item scale is
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acceptable with Cronbach’s alpha.62 to.83. Validity was not reported. The shortened CES-D was used to measure caregivers’ depression. Reliability is not reported; however, the authors cite other studies in support of validity of the scale.
Several instruments were used to measure the predictor variables. The authors report an acceptable reliability for each of those instruments.
Reliability and validity All of the instruments used in this study do not demonstrate adequate psychometric properties, or the authors do not present the reliability and validity of the instrument. This is a weakness and leads to questions about the accuracy with which the tools measure the variables of interest.
Data analysis To assess the relationship between the dependent and independent variables, Spearman’s correlation was appropriately used to assess the relationship between the caregivers’ perceptions of care recipients’ suffering, and the severity of symptoms measured by the M. D. Anderson Symptom Inventory-Brain Tumor (MDASI-BT). Potential predictors of perception of care recipients’ suffering were analyzed using a univariate analysis of measures and multivariable linear regression model. Six tables appropriately were used to visually display the data.
Conclusions, implications, and recommendations Conclusions and implications for practice are clearly stated and are consistent with the reported results. Recommendations for future research are implied in the discussion. Care recipient symptoms are found to be the main predictors of caregivers’ perception of the care recipients’ suffering. Specifically, difficulty understanding, difficulty remembering, difficult concentrating, feeling distress, and pain showed moderate correlations with the caregivers’ perception of the care recipients’ suffering. In addition, the findings indicated that the caregivers’ perception of the care recipients’ degree of suffering and the relationship as a spousal caregiver were the main predictors of caregivers’ burden. The age of the caregiver and the
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total symptoms of the care recipient were the main predictors of caregiver depression.
Application to nursing practice This nonexperimental, correlational study provides data that may eventually lead to an intervention study. The findings support the association between caregivers’ perceptions of care recipients’ suffering and care recipients’ symptoms. Knowing predictors of the perception and how this relates to the caregivers’ burden and depression can lead to targeted interventions to relieve symptoms and caregiver distress. The strengths outweigh the weaknesses, although the results must be interpreted with caution because of limited generalizability. The risks are minimal, and there are no potential benefits for the individual subjects, but there may be a benefit to the greater society by the dissemination of findings in the literature and applicability to future studies. Further studies with larger sample size would be useful to confirm this.
Critical thinking challenges
• Discuss how the stylistic considerations of a journal affect the researcher’s ability to present the research findings of a quantitative report.
• Discuss how the limitations of a research study affect generalizability of the findings.
• Discuss how you differentiate the “critical appraisal” process from simply “criticizing” a research report.
• Analyze how threats to internal and external validity affect the strength and quality of evidence provided by the findings of a research study.
• How would a staff nurse who has just critically appraised the study by Bakas and colleagues determine whether the findings of this study were applicable to practice?
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Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Received August 6, 2015; final revision received September 24, 2015; accepted October 13, 2015. From the Indiana University School of Nursing, Indianapolis (T.B., J.K.A., S.M.M.); University of Cincinnati College of Nursing, OH (T.B.); College of Health Sciences, University of Delaware, Newark (B.H.); Indiana University Melvin and Bren Simon Cancer Center, Indianapolis (N.M.J.); School of Nursing, University of Washington, Seattle (P.H.M.); Indianapolis Economics Department, Indiana University Purdue University (G.M.); Richard M. Fairbanks School of Public Health, Indianapolis, IN (Z.Y., T.E.S.); and College of Nursing, University of Florida, Gainesville (M.T.W.). Guest Editor for this article was Eric E. Smith, MD. Presented in part at the American Heart Association Scientific Sessions, Orlando, FL, November 7–11, 2015. Correspondence to Tamilyn Bakas, PhD, RN, College of Nursing, University of Cincinnati, 3110 Vine St, Procter Hall No. 231, PO Box 210038, Cincinnati, OH 45221. E-mail tamilyn.bakas@uc.edu © 2015 American Heart Association, Inc. Author Affiliations: Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Czech Republic (Dr Zeleníková); Department of Health and Community Systems, School of Nursing, University of Pittsburgh, Pennsylvania (Dr Ren); University Center for Social and Urban Research, University of Pittsburgh, Pennsylvania (Dr Schulz); College of Nursing, Michigan State University, East Lansing (Dr Given); and Department of Acute and Tertiary Care, School of Nursing, University of Pittsburgh, Pennsylvania (Dr Sherwood). This study was funded by the National Cancer Institute (award R01 CA118711, principal investigator P.R.S.). The authors have no conflicts of interest to disclose. Correspondence: Renáta Zeleníková, PhD, Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Syllabova 19, Ostrava, 703 00 Czech Republic (renata.zelenikova@osu.cz).Accepted for publication February 16, 2015. DOI: 10.1097/NCC.0000000000000261
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44. Mant J., Carter J., Wade D. T., Winner S. Family support for stroke a randomised controlled trial. Lancet 2000;356:808-813 Available at: doi: 10.1016/ S0140-6736(00)02655-6
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51. Harris I. The gift of suffering. In: Johnston N. E., Scholler- Jaquish A. Meaning in Suffering. Caring Practices in the Health Professions. Madison, WI: The University of Wisconsin Press 2007;60-97.
52. Ferrell B. R., Coyle N. The nature of suffering and the goals of nursing. Oncol Nurs Forum 2008;35(2):217-247.
53. Wilkinson I. Suffering A Sociological Introduction.. Cambridge: Polity Press 2005;
54. Schulz R., McGinnis K. A., Zhang S., et al. Dementia patient suffering and caregiver depression. Alzheimer Dis Assoc Disord 2008;22(2):170-176.
55. Wilson K. G., Chochinov H. M., McPherson C. J., et al. Suffering with advanced cancer. J Clin Oncol 2007;25(13):1691- 1697.
56. Ruijs K. D. M, Onwuteaka-Philipsen B. D., der Wal G., Kerkhof A.J.F.M. Un-bearability of suffering at the end of life the development of a new measuring device, the SOS-V..
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78. Peterman A. H., Fitchett G., Brady M. J., et al. Measuring spiritual wellbeing in people with cancer the Functional Assessment of Chronic Illness Therapy–Spiritual Well- Being Scale (FACIT-Sp). Ann Behav Med 2002;24(1):49-58.
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caregiver perceptions over time in response to providing care for a loved one with a primary malignant brain tumor. Oncol Nurs Forum 2011;38(2):149-155.
81. Hebert R. S., Arnold R. M., Schulz R. Improving well-being in caregivers of terminally ill patients. Making the case for patient suffering as a focus for intervention research. J Pain Symptom Manage 2007;34(5):539-546.
82. Monin J. K., Schulz R., Feeney B. C., Cook T. B. Attachment insecurity and perceived partner suffering as predictors of personal distress. J Exp Soc Psychol 2010;46(6):1143-1147.
83. Chung M. L., Pressler S. J., Dunbar S. B., et al. Predictors of depressive symptoms in caregivers of patients with heart failure. J Cardiovasc Nurs 2010;25(5):411-419.
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85. Zelenikova R., Dianxu R., Schulz R., et al. Symptoms as the main predictors of caregivers’ perception of the suffering of patients with primary malignant brain tumors. Cancer Nursing 2016;39(2):97-105.
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PART IV
Application of Research: Evidence-Based Practice Research Vignette: Mei R. Fu
OUTLINE
Introduction
19. Strategies and tools for developing an evidence- based practice
20. Developing an evidence-based practice
21. Quality improvement
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Introduction
Research vignette
Lymphedema symptom science: Synergy between biological underpinnings of symptomology and technology-driven self-care interventions
Mei R. Fu, PhD, RN, FAAN
Associate Professor
NYU Rory Meyers College of Nursing
New York University
Each year, millions of women worldwide are diagnosed with breast cancer. Lymphedema, an abnormal accumulation of lymph fluid in the ipsilateral body area or upper limb, remains an ongoing major health problem affecting more than 40% of 3.1 million breast cancer survivors in the United States (Fu, 2014). Many breast cancer survivors suffer from daily distressing symptoms related to lymphedema, including arm swelling, breast swelling, chest wall swelling, heaviness, firmness, tightness, stiffness, pain, aching, soreness, tenderness, numbness, burning, stabbing, tingling, arm fatigue, arm weakness, and limited movement in the shoulder, arm, elbow, wrist, and fingers (Fu & Rosedale, 2009; Fu, Axelrod, Cleland, et al., 2015). The experience of lymphedema symptoms has been linked to clinically relevant and detrimental outcomes, such as disability and psychological distress, both of which are known risk
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factors for breast cancer survivors’ poor quality of life (QOL). My program of research on lymphedema symptom science grew
out of my passion and desire to understand how patients manage lymphedema in their daily lives. Being a nurse who witnessed patients’ daily suffering from lymphedema, I felt it imperative to help patients relieve their symptoms. I was determined to pursue doctoral studies so I could systematically and scientifically investigate the phenomenon of managing lymphedema from a patient’s perspective.
During my doctoral program, I received funding from the National Institute of Health (NIH) to complete three descriptive phenomenology studies about the phenomenon of managing lymphedema in different ethnic groups, including white, Chinese American, and African American breast cancer survivors. These studies provide important evidence: (1) breast cancer survivors were distressed that no or limited education was given to them about lymphedema (Fu, 2005); (2) they described the lymphedema symptom experience as living with “a plethora of perpetual discomfort”; and (3) feasible self-care behaviors that were easy to integrate into a daily routine were central to lymphedema management in breast cancer survivors’ daily lives (Fu, 2010).
From my early research, I have purposefully built my research in two related lines of scientific inquiry: (1) lymphedema symptom science to discover the biological underpinnings of lymphedema symptomology; and (2) technology-driven interventions to develop pragmatic symptom assessment and self-care mobile health (mHealth) interventions to reduce the risk of lymphedema and optimize lymphedema management through symptom assessment and management. Starting with qualitative inquiry to understand patients’ daily symptom experience, I have developed and tested instruments to effectively assess symptoms (Fu et al., 2007; Fu, Axelrod, et al., 2008), pushed the boundaries of using cutting-edge technology for quantifying lymphedema (Fu, Axelrod, Guth, et al., 2015a), and conducted prospective studies to discover the biological pathway of lymphedema symptomology using a genomic approach (Fu, Conley, Axelrod, et al., 2016). My research has documented evidence that lymphedema symptoms are strongly associated with increased limb volume; symptoms alone can accurately detect
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lymphedema defined by greater than 200 mL limb volume difference, as well as evidence for patterns of obesity and lymph fluid level. Supported by NIH, my research findings reveal that lymphedema symptoms do have inflammatory biological mechanisms, evidenced by significant relationships with several inflammatory genes. This important study provides a foundation for precision assessment of heterogeneity of lymphedema phenotype and understanding the biological mechanism of each phenotype through the exploration of inherited genetic susceptibility, which is essential for finding a cure. Further exploration of investigative intervention in the context of genotype and gene expressions will advance our understanding of heterogeneity of lymphedema phenotype.
I also played a leadership role by conducting two studies supported by the Oncology Nursing Society and the International American Lymphedema Framework Project, documenting the need for oncology nurses to enhance their lymphedema knowledge and identify predictors for effective lymphedema care. This work identifies (1) the critical need for patient and clinician education about the importance of managing lymphedema symptoms, and (2) the critical need to manage lymphedema symptoms among breast cancer survivors through self-care behavioral interventions addressing physiological personal factors such as a compromised lymphatic system and body mass index (BMI). Based on the identified research gap, my team and I developed the Optimal Lymph Flow intervention, a face-to-face-nurse-delivery, patient- centered, feasible, and safe self-care program for managing lymphedema symptoms and reducing the risk of lymphedema (Fu, 2014). Grounded in research-driven self-care strategies, The Optimal Lymph Flow self-care program focuses on innovative self- care to promote lymph flow by empowering, rather than inhibiting, how breast cancer survivors live their lives. It features a safe, feasible 5-minute lymphatic exercise program that is easily integrated into the daily routine and easy to follow nutrition guidance. This program is effective in enhancing lymphedema risk reduction. The study provides initial evidence that translates research findings to support an emerging change in lymphedema care from a treatment-focus to a proactive risk reduction approach.
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Advancing lymphedema self-management using the Internet, a venue that offers universal access to web-based programs, was the next evidence-based innovation. Patient requests inspired my team to develop and pilot test a web-based mHealth system for lymphedema symptom assessment and management (Fu, Axelrod, Guth, et al., 2016a, 2016b). The Optimal Lymph Flow mHealth system (TOLF) is a technologically driven delivery model featuring patient-centered, web- and mobile-based educational and behavioral interventions focusing on safe, innovative, and pragmatic electronic assessment and self-care strategies for lymphedema management. Based on principles fostering accessibility, convenience, and efficiency of an mHealth system to enhance training and motivating assessment of and self-care for lymphedema symptoms, the TOLF innovation includes self-care skills to promote symptom management among breast cancer survivors at risk for lymphedema. TOLF is guided by the Model of Self-Care for Lymphedema Symptom Management program. Avatar video simulations provide a novel and standardized training system to assist in building self-care skills by visually showing how lymph fluid drains in the lymphatic system when performing lymphatic exercises. Patients can use the TOLF mHealth system to monitor and evaluate their lymphedema symptoms virtually anytime and anywhere. Upon the submission of their symptom report, patients immediately receive a symptom evaluation in terms of fluid accumulation and recommended self- care strategies.
Currently, I am the principal investigator for a web- and mobile- based pilot clinical trial funded by Pfizer to evaluate the effectiveness of TOLF mHealth intervention in managing chronic pain and symptoms related to lymph fluid accumulation (Fu, Axelrod, Guth, et al., 2016c). Collaborating with engineering expert Dr. Yao Wang, I am also the principal investigator for an R01 technology innovation research award from National Cancer Institute to develop a precision assessment of lymphedema risk from patient self-reported symptoms through machine learning, as well as to develop a Kinect-enhanced intervention training system, which can track patients’ movement and provide instant audio- visual feedback to patients, to enable them to follow prescribed
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movements more accurately, thereby making self-care interventions more effective. The innovation of precision risk prediction and intervention will be hosted in TOLF. This project has the potential to enhance lymphedema risk assessment and risk reduction for patients worldwide to achieve automated precision symptom assessment, detection, and prediction of lymphedema based on lymphedema symptom evaluation.
For more than a decade, my research has advanced symptom science, an important focus that has contributed to building an evidence-based applicable for nursing practice. The sustained funding for my research has allowed me to pioneer research innovation in genomics, biomarkers, and technology in symptom science research and to seamlessly build a program of research. From early on in my career, I have been building a global research network for symptom science, significant in today’s global health network world. The international funding for my research, in collaboration with researchers from China, South Korea, and Brazil has allowed me and my international team to build a global platform in symptom science research by translating and testing culturally appropriate symptom assessment instruments and interventions to relieve patients’ distressful symptoms (Fu et al., 2002; Fu, Xu, et al., 2008; Li et al., 2016; Paim et al., 2008; Ryu et al., 2013; Shi et al., 2016). The multidisciplinary nature of my work is an important key to success. I have worked collaboratively as a nurse scientist with researchers from many other fields, including medicine, surgery, radiation, pathology, engineering, molecular biology, biostatistics and physical therapy, front-line clinicians, hospital administrators, and patients. The findings derived from my research have informed policy related to development of national practice standards, the National Lymphedema Network position paper on screening and measurement for early detection of breast cancer related lymphedema, and the American Cancer Society guideline for breast cancer survivorship care. Cancer centers in the United States and China have implemented digital technology for patients to report lymphedema symptoms and lymphedema risk reduction programs to automate referrals for early detection and treatment of lymphedema. My ongoing research on mHealth will continue to impact health care delivery
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and future policy for cancer survivorship and lymphedema care.
References 1. Fu M. R. Breast cancer survivors’ intentions of managing
lymphedema. Cancer Nursing 2005;28(6):446-457 PMID:; 16330966.
2. Fu M. R. Cancer Survivors’ views of lymphoedema management. Journal of Lymphoedema 2010;5(2):39-48.
3. Fu M. R. Breast cancer-related lymphedema symptoms, diagnosis, risk reduction, and management. Available at: doi: 10.5306/wjco.v5.i3.241. World Journal of Clinical Oncology 2014;5(3):241-247 PMID:; 25114841.
4. Fu M. R., Rosedale M. Breast cancer survivors’ experience of lymphedema related symptoms. Journal of Pain and Symptom Management 2009;38(6):849-859 PMID:; 19819668.
5. Fu M. R., Rhodes V. A., Xu B. The Chinese translation The index of nausea, vomiting, and retching (INVR). Cancer Nursing 2002;25(2):134-140 PMID:; 11984101.
6. Fu M. R., McDaniel R. W., Rhodes V. A. Measuring symptom occurrence and symptom distress Development of the symptom experience index. Journal of Advanced Nursing 2007;59(6):623-634 PMID:; 17672849.
7. Fu M. R., Axelrod D., Haber J. Breast cancer-related lymphedema Information, symptoms, and risk reduction behaviors. Journal of Nursing Scholarship 2008;40(4):341-348 PMID:; 19094149.
8. Fu M. R., Xu B., Liu Y., et al. “Making the best of it” Chinese women’s experiences of adjusting to breast cancer diagnosis and treatment. Journal of Advanced Nursing 2008;63(2):155- 165 PMID:; 18537844.
9. Fu M. R., Axelrod D., Cleland C. M., et al. Symptom reporting in detecting breast cancer-related lymphedema. Breast Cancer Targets and Therapy 2015;7:345-352 Available at: doi: 10.2147/BCTT.S87854 (#1825502)PMID:; 26527899.
10. Fu M. R., Axelrod D., Guth A., et al. Patterns of obesity and lymph fluid level during the first year of breast cancer treatment a prospective study. Journal of Personalized Medicine
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2015;5(3):326-340 Available at: doi: 10.3390/jpm5030326 PMID:; 26404383.
11. Fu M. R., Axelrod D., Guth A. A., et al. Usability and feasibility of health IT interventions to enhance self-care for lymphedema symptom management in breast cancer survivors. Internet Interventions 2016;5:56-64.
12. Fu M. R., Axelrod D., Guth A. A., et al. mHealth self-care interventions managing symptoms following breast cancer treatment. mHealth 2016;2:28 Available at: doi: 10.21037/mhealth.2016.07.03 PMID:; 27493951.
13. Fu M. R., Axelrod D., Guth A. A., et al. A web- and mobile- based intervention for women treated for breast cancer to manage chronic pain and symptoms related to lymphedema Randomized clinical trial rationale and protocol. JMIR Research Protocol 2016;5(1):e7 Available at: http://www.researchprotocols.org/2017/1/e7/ Available at: doi: 10.2196/resprot.5104
14. Fu M. R., Conley Y. P., Axelrod D., et al. Precision assessment of heterogeneity of lymphedema phenotype, genotypes and risk prediction. The Breast 2016; Available at: doi: 10.1016/j.breast.2016.06.023 PMID: 27460425 (Epub ahead print)
15. Li K., Fu M. R., Zhao Q., et al. Translation and evaluation of Chinese version of the symptom experience index. International Journal of Nursing Practice 2016;22:556-564 Available at: doi: 10.1111/ijn.12464 PMIC:; 27560042.
16. Paim C. R., de Paula Lima E. D., Fu M. R., et al. Post lymphadenectomy complications and quality of life among breast cancer patients in Brazil. Cancer Nursing 2008;31(4):302-309 quiz 310–311. PMID:; 18600117.
17. Ryu E., Kim K., Choi S. Y., et al. The Korean version of the symptom experience index A psychometric study. International Journal of Nursing Studies 2013;50(8):1098-1107 Available at: doi: 10.1016/j.ijnurstu.2012.12.008 PMID: 23290258 (Epub 2013 Jan 3)
18. Shi S., Lu Q., Fu M. R., et al. Psychometric properties of the breast cancer and lymphedema symptom experience index The Chinese version. European Journal of Oncology Nursing
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2015;20:10-16 Available at: doi: 10.1016/j.ejon.2015.05.002 pii: S1462-3889(15)00076-9PMID: 26071198 (Epub ahead print)
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CHAPTER 19
Strategies and tools for developing an evidence-based practice Carl A. Kirton
Learning outcomes
After reading this chapter, you should be able to do the following:
• Identify the key elements of a focused clinical question. • Discuss the use of databases to search the literature. • Screen a research article for relevance and validity. • Critically appraise study results and apply the findings to practice. • Make clinical decisions based on evidence from the literature combined with clinical expertise and patient preferences.
KEY TERMS
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confidence interval
electronic index
information literacy
likelihood ratio
negative likelihood ratio
negative predictive value
null value
number needed to treat
odds ratio
positive likelihood ratio
positive predictive value
prefiltered evidence
relative risk
relative risk reduction
sensitivity
specificity
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
In today’s environment of knowledge explosion, new investigations that potentially impact maintaining a practice that is based on evidence can be challenging. However, the development of an evidence-based nursing practice is contingent on applying new and important evidence to clinical practice. A few simple strategies will help you move to a practice that is evidence oriented. This chapter will assist you in becoming a more efficient and effective reader of the literature. Through a few important tools and a crisp understanding of the important components of a study, you will be able to use an evidence base to determine the merits of a study for your practice and for your patients.
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Consider the case of a nurse who uses evidence from the literature to support her practice: Sheila Tavares is a staff registered nurse who works in the prenatal clinic. She is teaching a class to pregnant women. Sheila teaches the future mothers that they should avoid sugar-sweetened beverages during pregnancy because it causes weight gain in the infant. The mothers want to know if artificially sweetened beverages (diet drinks) can be consumed. Sheila is not sure about the effect on infant weight and decides to consult the literature to answer this question.
Evidence-based strategy #1: Asking a focused clinical question Developing a focused clinical question will help Sheila focus on the relevant issue and prepare her for subsequent steps in the evidence- based practice process (see Chapters 1, 2, and 3). A focused clinical question using the PICO format (see Chapters 2 and 3) is developed by answering the following four questions:
1. What is the population I am interested in?
2. What is the intervention I am interested in?
3. What will this intervention be compared with? (Note: Depending on the study design, this step may or may not apply.)
4. How will I know if the intervention makes things better or worse (thus identifying an outcome that is measurable)?
As you recall from Chapters 2 and 3, the simple mnemonic PICO is used to develop a well-designed clinical question (Table 19.1). Using this format Sheila develops the following clinical question: Does consumption of artificially sweetened beverages [intervention] among pregnant women [population] affect infant body weight [outcome]?
TABLE 19.1 Using PICO to Formulate Clinical Questions
Patient What group do you want information on? Pregnant mothers
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population Intervention (or exposure)
What event do you want to study the effect of? Artificially sweetened beverages
Comparison Compared with what? Is it better or worse than no intervention at all, or than another intervention?
No artificially sweetened beverages
Outcomes What is the effect of the intervention? Infant body weight
Once a clinical question has been framed, it is useful to assign the question to a clinical category. These categories are predominately based on study designs that you read about in previous chapters. These categories help you search for the correct type of study to answer the clinical question. Being able to critique research is an important skill in evidence-based practice. Because clinicians may feel they lack the skills to critique published research, clinical category worksheets are available to guide your assessment of the extent to which the author implemented a well-designed study. It also helps you answer the important question of whether or not the study finding applies to your specific patient or group.
• Therapy category: When you want to answer a question about the effectiveness of a particular treatment or intervention, you will select studies that have the following characteristics:
• An experimental or quasi-experimental study design (see Chapter 9)
• Outcome known or of probable clinical importance observed over a clinically significant period of time
• For studies in this category, you use a therapy appraisal tool to evaluate the study. A therapy tool can be accessed at http://www.cebm.net/critical- appraisal/.
• Diagnosis category: When you want to answer a question about the usefulness, accuracy, selection, or interpretation of a particular measurement instrument or laboratory test, you will
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select studies that have the following characteristics:
• Cross-sectional/case control/retrospective study design (see Chapter 10) with people suspected to have the condition of interest
• Administration to the patient of both the new instrument or diagnostic test and the accepted “gold standard” measure
• Comparison of the results of the new instrument or test and the “gold standard”
• When studies are in this category, you use a diagnostic test appraisal tool to evaluate the article. A diagnostic tool can be accessed at http://www.cebm.net/critical-appraisal/.
• Prognosis category: When you want to answer a question about a patient’s likely course for a particular disease state or identify factors that may alter the patient’s prognosis, you will select studies that have the following characteristics:
• Nonexperimental, usually a longitudinal/cohort/prospective study of a particular group for a specific outcome or disease (see Chapter 10)
• Follow-up for a clinically relevant period of time (time is the exposure)
• Determination of factors in those who do and do not develop a particular outcome
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• For studies in this category, you use a prognosis appraisal tool (sometimes called a cohort tool) to evaluate the study. A prognosis tool can be accessed at http://www.cebm.net/critical-appraisal/.
• Harm category: When you want to determine the cause(s) of a particular symptom, problem, or disorder, you will select studies that have the following characteristics:
• Nonexperimental, usually longitudinal or retrospective (ex post facto/case control study designs over a clinically relevant period of time; see Chapter 10)
• Assessment of whether or not the patient has been exposed to the independent variable
• For studies in this category, you use a harm appraisal tool (sometimes called a case-control tool) to evaluate the study. A harm tool can be accessed at http://www.cebm.net/critical-appraisal/.
Evidence-based strategy #2: Searching the literature All the skills that Sheila needs to consult the literature and answer a clinical question are conceptually defined as information literacy. Your librarian is the best person to help you develop the necessary skills to become information literate. Part of being information literate is having the skills necessary to electronically search the literature to obtain the best evidence for answering your clinical question.
The literature is organized into electronic indexes or databases. Chapter 3 discusses the differences among databases and how to
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use these databases to search the literature. You can also learn how to effectively search databases through a web-based tutorial located at https://www.nlm.nih.gov/bsd/disted/nurses/cover.html.
Using the PubMed database (www.pubmed.gov), Sheila uses the search function and enters the term “artificial sweeteners AND pregnancy.” This strategy provides her with 6069 articles. Of course, there are too many articles for Sheila to review, and she does a quick scan and realizes that many of the articles do not answer her clinical question. Many are not research studies, and some articles have nothing to do with artificial sweeteners consumed by pregnant women. She recalls that the PubMed database has a filter option that helps her find citations that correspond to a specific clinical category. A careful perusal of the list of articles and a well-designed clinical question help Sheila select the key articles.
EVIDENCE-BASED PRACTICE TIP Prefiltered sources of evidence can be found in journals and electronic format. Prefiltered evidence is evidence in which an editorial team has already read and summarized articles on a topic and appraised its relevance to clinical care. Prefiltered sources include Clinical Evidence, available online at http://clinicalevidence.com/x/index.html and in print; Evidence- based Nursing, available online at http://ebn.bmj.com/ and in print; and The Joanna Briggs Institute, available online at http://joannabriggs.org.
Evidence-based strategy #3: Screening your findings Once you have searched and selected the potential articles, how do you know which articles are appropriate to answer your clinical question? This is accomplished by screening the articles for quality, relevance, and credibility by answering the following questions (Munn et al., 2015; Warren, 2015):
1. Is each study from a peer-reviewed journal? Studies published in peer-reviewed journals have had an extensive review and editing process (see Chapter 3).
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2. Are the setting and sample of each study similar to mine so that results, if valid, would apply to my practice or to my patient population (see Chapter 12)?
3. Are any of the studies sponsored by an organization that may influence the study design or results (see Chapter 13)?
Your responses to these questions can help you decide to what extent you want to appraise each article. Example: ➤ If the study population is markedly different from the one to which you will apply the results, you may want to consider selecting a more appropriate study. If an article is worth evaluating, you should use the category-specific tool identified in evidence-based strategy 1 to critically appraise the article.
Sheila reviews the abstract of the articles retrieved from her PubMed citation lists and selects the following article: “Association Between Artificially Sweetened Beverage Consumption During Pregnancy and Infant Body Mass Index” (Azad et al., 2016). This study was published in 2016 in JAMA Pediatrics, a peer-reviewed journal. This is an observational study that has a longitudinal/cohort design and is a prognosis clinical category study. Sheila reads the abstract and finds that the objective of the study was to observe maternal consumption of artificial sweeteners during pregnancy and evaluate its influence on infant body mass index, measured at 1 year of age. The population and setting of the study were mothers from Canada. The study authors received funding for this investigation from the Children’s Hospital Research Institute of Manitoba and supported by the Canadian Institute of Health Research and the Allergy, Genes and Environment Network of Centres of Excellence. Sheila finds that there were no funding or conflict of interest issues noted; she decides that this study is worth evaluating and selects the prognosis category tool.
HELPFUL HINT If you are selecting a therapy study, consider both studies with significant findings (treatment is better) and studies with nonsignificant findings (treatment is worse or there is no difference). Studies reporting nonsignificant findings are more
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difficult to find but are equally important.
Evidence-based strategy #4: Appraise each article’s findings Applying study results to individual patients or to a specific patient population and communicating study findings to patients in a meaningful way are the hallmark of evidence-based practice. Common evidence-based practice conventions that researchers and research consumers use to appraise and report study results are identified by four different types of clinical categories: therapy, diagnosis (sensitivity and specificity), prognosis, and harm. The language common to meta-analysis was discussed in Chapter 11. An appraisal tool for a meta-analysis (systematic review) can be found at http://www.cebm.net/critical-appraisal/. Familiarity with these evidence-based practice clinical categories will help Sheila search for, screen, select, and appraise articles appropriate for answering clinical questions.
Therapy category In articles that belong to the therapy category (experimental, randomized controlled trials [RCTs], or intervention studies), investigators attempt to determine if a difference exists between two or more interventions. The evidence-based language used in a therapy article depends on whether the numerical values of the study variables are continuous (a variable that measures a degree of change or a difference on a range, such as blood pressure) or discrete, also known as dichotomous (measuring whether or not an event did or did not occur, such as the number of people diagnosed with type 2 diabetes) (Table 19.2).
TABLE 19.2 Difference Between Continuous and Discrete Variables
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Generally speaking, therapy studies measure outcomes using discrete variables and present results as measures of association as relative risk (RR), relative risk reduction, or odds ratio (OR), as illustrated in Table 19.3. Understanding these measures is challenging but particularly important because they are used by all health care providers to communicate with each other and to patients the risks and benefits or lack of benefits of a treatment (or treatments). They are particularly useful to nurses, as they inform decision making that validates current practice or provides evidence that supports the need for a clinical practice change.
TABLE 19.3 Measures of Association for Trials That Report Discrete Outcomes
Measure of Association Definition Comment
Relative risk, also called risk ratio
Compares the probability of the outcome in each group.
The RR is calculated by dividing the EER/CER.
If CER and EER are the same, the RR = 1 (this means there is no difference between the experimental and control group outcomes). If the risk of the event is reduced in EER compared with CER, RR < 1. The further to the left of 1 the RR is, the greater the event, the less likely the event is to occur. If the risk of an event is greater in EER compared with CER, RR > 1. The further to the right of 1 the RR is, the greater the event is likely to occur.
Relative risk reduction
This value tells us the reduction in risk in relative terms. The RRR is an estimate of the percentage of baseline risk that is removed as a result of the therapy; it is calculated as the ARR between the treatment and control groups divided by the absolute risk among patients in the control group.
Percent reduction in risk that is removed after considering the percent of risk that would occur anyway (the control group’s risk), calculated as EER − CER/CER
OR Estimates the odds of an event If the OR = 1.0, this means there is no difference
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occurring. The OR is usually the measure of choice in the analysis of nonexperimental design studies. It is the probability of a given event occurring to the probability of the event not occurring.
in the probability of an event occurring between the experimental and control group outcomes. If the probability of the event is reduced between groups, the OR is < 1.0 (i.e., the event is less likely in the treatment group than the control group). If the odds of an event is increased between groups, the OR > 1.0 (i.e., the event is more likely to occur in the treatment group than the control group).
CER, Control group event rate; EER, experimental group event rate; OR, odds ratio; RR, relative risk; RRR, relative risk reduction.Note: When the experimental treatment increases the probability of a good outcome (e.g., satisfactory hemoglobin A1c levels), there is a benefit increase rather than a risk reduction. The calculations remain the same.
Example: ➤ Haas and colleagues (2015) examined a smoking cessation intervention among individuals of lower socioeconomic status (low-SES). Investigators randomized the smokers to usual care from their health care team or to an intervention group that received care from a tobacco treatment specialist along with other resources. Abstinence was measured 9 months after randomization. The data revealed that smokers in the intervention group were more likely to report quitting than individuals in the control group (OR, 2.5; 95% CI, and 1.5 to 4.0) (Haas et al., 2015). This means that those receiving care from a tobacco treatment specialist and other resources were two and a half times more likely to quit smoking than those who received usual care.
Two other measures can help you determine if the reported or calculated measures are clinically meaningful. They are the number needed to treat (NNT) and the confidence interval (CI). These measures allow you to make inferences about how realistically the results about the effectiveness of an intervention can be generalized to individual patients and to a population of patients with similar characteristics.
The NNT is a useful measure for determining intervention effectiveness and its application to individual patients. It is defined as the number of people who need to receive a treatment (or the intervention) in order for one patient to receive any benefit. The NNT may or may not be reported by the study researchers but is easily calculated. Interventions with a high NNT require considerable expense and human resources to provide any benefit or to prevent a single episode of the outcome, whereas a low NNT
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is desirable because it means that more individuals will benefit from the intervention. In the Haas and colleagues (2015) study that studied smoking cessation interventions, the NNT = 10. The interpretation for the NNT is that we would have to provide 10 patients with the study intervention for one of them to benefit from the intervention. In other words, 1 in 10 patients will quit smoking. This gives us a very different and clinically useful perspective of the intervention; obviously the lower the NNT, the better the intervention.
The second clinically useful measure is the CI. The CI is a range of values, based on a random sample of the population that often accompanies measures of central tendency and measures of association and provides you with a measure of precision or uncertainty about the sample findings. Typically investigators record their CI results as a 95% degree of certainty; at times you may also see the degree of certainty recorded as 99%. Journals often include CIs as one of the statistical methods used to interpret study findings. Even when CIs are not reported, they can be easily calculated from study data. The method for performing these calculations is widely available in statistical texts.
Returning to the Haas and colleagues (2015) study, it was found that the OR for smoking cessation for study participants who received the intervention was 2.5. The authors accompanied this data with a 95% CI so that the OR with CI is reported as 2.5 (1.5 to 4.0). The CI, the number in parentheses, helps us place the study results in context for all patients similar to those in the study (generalizability).
As a result of the calculated CI for the Haas and colleagues (2015) study, it can be stated that in adults who smoke (the study population) we can be 95% certain that when they receive counseling, nicotine replacement therapy, and community based resources, the odds of abstinence are between 1.5 and 4.0; this is the range of effectiveness of the intervention. Recall that the odds of something happening is the ratio between success and failure (or something happening or not happening). Thus, at a minimum, you can expect that with the intervention treatment the odds of smoking cessation are one and half times greater than the odds of continued smoking. At best, you can expect that with the intervention the
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odds of smoking cessation are four times greater than the odds of continued smoking.
Another unique feature of the CI is that it can tell us whether or not the study results are statistically significant. When an experimental value is obtained that indicates there is no difference between the treatment and control groups (e.g., no difference in the abstinence rates in smokers who received the intervention and those who didn’t), we label that value “the value of no effect,” or the null value. The value of no effect varies according to the outcome measure.
When examining a CI, if the interval does not include the null value, the effect is said to be statistically significant. When the CI does contain the null value, the results are said to be nonsignificant because the null value represents the value of no difference—that is, there is no difference between the treatment and control groups. In studies of equivalence (e.g., a study to determine if two treatments are similar) this is a desired finding, but in studies of superiority or inferiority (e.g., a study to determine if one treatment is better than the other), this is not the case.
The null value varies depending on the outcome measure. For numerical values determined by proportions/ratio (e.g., RR, OR), the null value is “1.” That is, if the CI does not include the value “1,” the finding is statistically significant. If the CI does include the value “1,” the finding is not statistically significant. If we examine an actual result from Table 3 in Appendix A, we can see an excellent demonstration of this concept; the authors report the factors associated with noncompletion of a vaccination series. The factors are accompanied by ORs and CIs. Can you identify which factors are significant and which are not by examining the CIs? For numerical values determined by a mean difference between the score in the intervention group and the control group (usually with continuous measures), the null value is zero. In this case if the CI includes the null value of zero, the result is not statistically significant. If the CI does not include the null value of zero, the result is statistically significant, as illustrated in Fig. 19.1A–D.
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FIG 19.1 A, Confidence interval (CI) (nonsignificant) for
a hypothesized trial comparing the ratio of events in the experimental group and control group. B, CI
(significant) for a hypothesized trial comparing the ratio of events in the experimental group and control group. C, CI (nonsignificant) for a hypothesized control trial comparing the difference between two treatments. D,
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CI (significant) for a hypothesized control trial comparing the difference between two treatments.
Diagnosis articles In studies that answer clinical questions of diagnosis, investigators study the ability of screening or diagnostic tests, or components of the clinical examination to detect (or not detect) disease when the patient has (or does not have) the particular disease of interest. The accuracy of a test, or technique, is measured by its sensitivity and specificity (Table 19.4).
TABLE 19.4 Reporting the Outcome Results of Diagnostic Trials
FN, False negative; FP, false positive; LR, likelihood ratio; NPV, negative predictive value; PPV, positive predictive value; TN, true negative; TP, true positive.
Sensitivity is the proportion of those with disease who test positive; that is, sensitivity is a measure of how well the test detects disease when it is really there—a highly sensitive test has few false negatives. Specificity is the proportion of those without disease who test negative. It measures how well the test rules out disease when it is really absent; a specific test has few false positives.
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Sensitivity and specificity have some deficiencies in clinical use, primarily because sensitivity and specificity are merely characteristics of the performance of the test.
Describing diagnostic tests in this way tells us how good the test is, but what is more useful is how well the test performs in a particular population with a particular disease prevalence. This is important because in a population in which a disease is quite prevalent, there are fewer incorrect test results (false positives) as compared with populations with low disease prevalence, for which a positive test may truly be a false positive. Predictive values are a measure of accuracy that accounts for the prevalence of a disease. As illustrated in Table 19.4, a positive predictive value (PPV) expresses the proportion of those with positive test results who truly have disease, and a negative predictive value (NPV) expresses the proportion of those with negative test results who truly do not have disease. Let us observe how these characteristics of diagnostic tests are used in nursing practice.
Nurses developed a four-step tool to screen stroke patients for dysphagia (difficulty swallowing) (Cummings et al., 2015). A total of 49 patients were evaluated following their stroke. An experienced speech language therapist evaluated all patients for dysphagia using standard objective methods and determined if dysphagia was present or absent. Nurses used the four-step dysphagia tool (the new test) to evaluate whether or not dysphagia was present or absent. The nurse’s dysphagia tool had a sensitivity of 89% and a specificity of 90%. Table 19.5 shows how sensitivity and specificity are easily calculated and how these numbers are interpreted. Sensitivity and specificity apply to the diagnostic test and tell what portion of the people will have a positive or negative test. Clinicians and patients often want to know when a test is negative or positive what the probability is of actually having the disease. The PPV and NPV answer these question. Table 19.5 shows how the PPV and NPV are calculated. In the study, the probability of having dysphagia when screened positive on the dysphagia tool is 84%, and the probability of not having dysphagia when screened negative on the dysphagia tool is 93%.
TABLE 19.5
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Results for Dysphagia Screen With a Standardized Speech and Language Pathology Screen and Nurse Dysphagia Screen
FN, False negative; FP, false positive; LR, likelihood ratio; TN, true negative; TP, true positive.
Combining sensitivity, specificity, PPV, NPV, and prevalence to make clinical decisions based on the results of testing is cumbersome and complex. Fortunately, all of these measures can be described by one number, the likelihood ratio (LR). This value takes a pretest probability, and when the test is applied (either a positive test or a negative test) gives us a new probability. In other words, it tells us how much more we are certain the patient has the disease as a result of the test. As you can see from Table 19.5, the LR is calculated from the test’s sensitivity and specificity, and with more training in determining disease prevalence (or pretest probability), you could actually state the numerical probability that a patient might have a disease based on the test’s LR.
As illustrated in Table 19.6, a test with a large positive likelihood ratio (e.g., greater than 10), when applied, provides the clinician with a high degree of certainty that the patient has the suspected disorder. Conversely, tests with a very low positive likelihood ratio (e.g., less than 2), when applied, provide you with little to no
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change in the degree of certainty that the patient has the suspected disorder.
TABLE 19.6 How Much Do Likelihood Ratio Changes Affect Probability of Disease?
Likelihood Ratio Positive
Likelihood Ratio Negative
Probability That Patient Has (LR) or Does Not Have (LR)
LR > 10 LR < 0.1 Large LR 5–10 LR 0.1–0.2 Moderate LR 2–5 LR 0.2–0.5 Small LR < 2 LR > 0.5 Tiny LR = 1.0 — Test provides no useful information
LR, Likelihood ratio.
When a test has a LR of 1 (the null value), the test will not contribute to decision making in any meaningful way and should not be used. A test with a large negative likelihood ratio provides the clinician with a high degree of certainty that the patient does not have the disease. The further away from 1 the negative LR is, the better the test will be for its use in ruling out disease (i.e., there will be few false negatives). More and more journal articles require authors to provide test LRs; they may also be available in secondary sources.
Prognosis articles In studies that answer clinical questions of prognosis, investigators conduct studies in which they want to determine the outcome of a particular disease or condition. Prognosis studies can often be identified by their longitudinal cohort design (see Chapter 10). At the conclusion of a longitudinal study, investigators statistically analyze data to determine which factors are strongly associated with the study outcomes, usually through a technique called multivariate regression analysis or simply multiple regression (see Chapter 16).
From this advanced statistical analysis, several factors are usually identified that predict the probability of developing the outcome or a particular disease. The probability is called an odds ratio. The OR (see Table 19.3) indicates how much more likely certain
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independent variables (factors) predict the probability of developing the dependent variable (outcome or disease).
Returning to our case, Sheila reviews a prospective cohort, longitudinal study of pregnant mothers. The authors collected data on maternal consumption of artificially sweetened beverages during pregnancy. At 1 year of age infants were weighed; 5% of the infants were overweight. Daily consumption of artificially sweetened beverages was significantly associated with having an infant overweight at 1 year of age (OR, 2.19; 95% CI, 1.23 to 3.88). The interpretation of the ORs is described in Table 19.7. A higher OR indicates a greater probability of the development of the outcome. An OR below 1 indicates that the probability of developing the outcome is reduced. Also recall from our discussion that whenever we are appraising CIs (to determine statistical significance) we have to examine the CI for the presence of the null value. Because we are evaluating a “ratio,” the null value is equal to 1. Thus any OR CI interval that contains a null value of 1 is not a significant finding. Looking at the CI given previously, we can see that all of the values are above 1 and this does not include the null value; as such, this is a statistically significant finding.
TABLE 19.7 Measures of Association for Trials That Report Discrete Outcomes
Using prognostic information with an evidence-based lens helps the nurse and patient focus on reducing factors that may lead to disease or disability. It also helps the nurse with providing education and information to patients and their families regarding the course of the condition.
HIGHLIGHT
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It is important that all members of your team understand the importance of being able to read tables included in research reports. The information you need to answer your clinical question should be contained in one or more of the tables.
Harm articles In studies that answer clinical questions of harm, investigators want to determine if an individual has been harmed by being exposed to a particular event. Harm studies can be identified by their case- control design (see Chapter 10). In this type of study, investigators select the outcome they are interested in (e.g., pressure ulcers), and they examine if any one factor explains those who have and do not have the outcome of interest. The measure of association that best describes the analyzed data in case-control studies is the OR.
Tomlinson and colleagues (2016) used a case-control study design to identify factors that contribute to delirium in hospitalized patients (incident delirium). Table 19.8 presents data examining factors that might be associated with incident delirium.
TABLE 19.8 Comparisons of Predisposing Risk Factors for Incident Delirium
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From Tomlinson, E. J., Phillips, N., Mohebbi, M., & Hutchinson, A. M. (2016). Risk factors for incident delirium in an acute general medical setting: a retrospective case- control study. Journal of Clinical Nursing. doi:10.1111/jocn.13529.
The interpretation of the data is relatively straightforward. You can see from the table that most of the ORs are greater than 1. Examining the table, you can see being >80 years of age, having anemia, having chronic obstructive airway disease, and many other factors are associated with the development of incident delirium while hospitalized. Based on the previous discussion of CIs you know that the CI indicates how well the study findings can be generalized. A quick review of the CIs demonstrates that some of these factors are not statistically significant findings; for example, having anemia and cancer are not statistically significant findings.
Harm data, with its measure of probabilities, help you identify factors that may or may not contribute to an adverse or beneficial outcome. This information will be useful for the nursing plan of care, program planning, or patient and family education.
Meta-analysis Meta-analysis statistically combines the results of multiple studies (usually RCTs) to answer a focused clinical question through an objective appraisal of carefully synthesized research evidence. The strength of a meta-analysis lies in its use of statistical analysis to summarize studies. As discussed in Chapter 11:
• A clinical question is used to guide the process.
• All relevant studies, published and unpublished, on the question are gathered using pre-established inclusion and exclusion criteria to determine the studies to be used in the meta-analysis.
• At least two individuals independently assess the quality of each study based on pre-established criteria.
• Statistically combine the results of individual studies and present a balanced and impartial quantitative and narrative evidence summary of the findings that represents a “state-of-the-science” conclusion about the strength, quality, and consistency of evidence supporting benefits and risks of a given health care
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practice (García-Perdomo, 2016).
A methodologically sound meta-analysis is more likely than an individual study to be successful in identifying the true effect of an intervention because it limits bias. An RR or, more commonly, the OR is the statistic of choice for use in a meta-analysis (see Tables 19.3 and 19.7). Meta-analysis can also report on continuous data; typically the mean difference in outcomes will be reported.
The typical manner of displaying data in a meta-analysis is by a pictorial representation known as a blobbogram, accompanied by a summary measure of effect size in RR, OR, or mean difference (see Chapter 11). Let us see how blobbograms (sometimes called forest plots) and ORs are used to summarize the studies in a systematic review by practicing with the data from the article in Appendix E. Box A lists nine studies that looked at all-cause mortality. The next four columns list the number of deaths in the nursing group and the nonnursing group (control group). The next column assigns a weight to each study based on the number of subject participants. The larger the sample size, the greater the weight assigned to the study for analysis purposes. In the next column you will note the OR for each of the studies along with its CI. At the end of the table you see a horizontal line represents each trial in the analysis. The findings from each individual study are represented as a blob or square (the measured effect) on the horizontal line. You may also note that each blob or square is a bit different in size. This size reflects the weight the study has on the overall analysis. This is determined by the sample size and the quality of the study. The width of the horizontal line represents the 95% CI. The vertical line is the line of no effect (i.e., the null value), and we know that when the statistic is the OR, the null value is 1.
HELPFUL HINT When appraising the different review types, it is important to be able to distinguish a meta-analysis that analytically assesses studies, from a systematic review that appraises the literature with or without an analytic approach, to an integrative review that also appraises and synthesizes the literature but without an analytic process (see Chapter 11).
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When the CI of the result (horizontal line) touches or crosses the line of no effect (vertical line), we can say that the study findings did not reach statistical significance. If the CI does not cross the vertical line, we can say that the study results reached statistical significance. Can you tell which studies are significant and which ones are not? (Hint: There are only two significant studies.)
You will also notice other important information and additional statistical analyses that may accompany the blobbogram table, such as a test to determine how well the results of each of the individual trials are mathematically compatible (heterogeneity) and a test for overall effect. The reader is referred to a book of advanced research methods for discussion of these topics.
A diamond represents the summary ratio for all studies combined. There is a subtotal diamond for the effect of a nurse led clinic on all-cause mortality. In this case, after statistically pooling the results of each of the controlled trials, it shows that these studies, statistically combined, overall favor the treatment (the nurse led clinic). You will note that the diamond does not touch the line of no effect and as such is a statistically significant finding. The overall interpretation is that a nurse led clinic reduces all-cause mortality in patients with cardiovascular disease. If this is a methodologically sound review, it can be used to support or change nursing practice or specific nursing interventions. A simple tool to help determine whether or not a systematic review is methodologically sound can be found at http://www.cebm.net/critical-appraisal/.
EVIDENCE-BASED PRACTICE TIP When answering a clinical question, check to see if a Cochrane review has been performed. This will save you time searching the literature. A Cochrane review is a systematic review that primarily uses meta-analysis to investigate the effects of interventions for prevention, treatment, and rehabilitation in a health care setting or on health-related disorders. Most Cochrane reviews are based on RCTs, but other types of evidence may also be taken into account, if appropriate. If the data collected in a review are of sufficient quality and similar enough, they are summarized statistically in a meta-analysis. You should always check the Cochrane website, www. cochrane.org, to see if a review has been published on the
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topic of interest.
Evidence-based strategy #5: Applying the findings Evidence-based practice is about integrating individual clinical expertise and patient preferences with the best external evidence to guide clinical decision making (Sackett et al., 1996). With a few simple tools (see the links listed earlier in this chapter) and some practice, your day-to-day practice can be more evidence based. We know that using evidence in clinical decision making by nurses and all other health care professionals interested in matters associated with the care of individuals, communities, and health systems is increasingly important to achieving quality patient outcomes and cannot be ignored. Let us see how Sheila uses evidence to answer the expectant mothers’ question.
Sheila critically appraises the article. This was a cohort study of mother–infant dyads in Canada. Women in the study completed dietary assessments during pregnancy, and their infants’ weights were measured at 1 year of age. Twenty-six percent of the women consumed artificially sweetened beverages; 5% of the women drank these beverages daily. Compared with no consumption, daily consumers have a twofold higher risk of having an overweight infant at 1 year of age (OR, 2.19; 95% CI 1.23 to 3.88). Sheila knows that an OR greater than 1 means that there was an increase in the number of overweight babies in the consumers of artificially sweetened beverages relative to the control group (nonconsumers). She also examines the CIs and notes that the range does not include the null value of 1, making this finding statistically significant. Sheila is surprised by the study’s findings and plans to examine other studies on this subject. She will report back to the mothers that they should avoid drinking artificially sweetened beverages, as this is associated with weight gain in their baby at 1 year. She will be sure to tell the mothers that this effect was measured at 1 year; she does not know if this effect remains beyond the first year of life. She will also tell the mothers that although the findings are statistically significant there could be other factors that were not examined that could have influenced study results, such as
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smoking, diet quality, and breastfeeding duration.
Summary Clinical questions about nursing practice occur frequently; these questions come from nursing assessments, planning, and interventions; from patients; and from questions about the effectiveness of care. Nurses need to think about how they can effectively review the literature for research evidence to answer a clinical question. It is important for nurses and all health care providers and the teams they are part of to be competent at using critical appraisal tools as a resource to evaluate clinical studies that can be used to inform clinical decision making about whether research findings are applicable to clinical practice. Nurses should understand and be able to interpret common measures of association, such as the OR and CIs, and apply this understanding to how data can be used to support current “best practices” or recommend changes in clinical care.
Key points • Asking a focused clinical question using the PICO approach is an
important evidence-based practice tool.
• Several types of evidence-based practice clinical categories used for evaluating research studies are therapy, diagnosis, prognosis, and harm. These categories focus on development of the clinical question, the literature search, and critical appraisal of research.
• An efficient and effective literature search, using information literacy skills, is critical in locating evidence to answer the clinical question.
• Sources of evidence (e.g., articles, evidence-based practice guidelines, evidence-based practice protocols) must be screened for relevance and credibility.
• Appraising the evidence generated by a study using an accepted critiquing tool is essential in determining the strength, quality,
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and consistency of evidence offered by a study.
• Studies that belong to the therapy category are designed to determine if a difference exists between two or more treatments.
• Studies that belong to the diagnosis category are designed to investigate the ability of screening or diagnostic tests, tools, or components of the clinical examination to detect whether or not the patient has a particular disease using LRs.
• Studies in the prognosis category are designed to determine the outcomes of a particular disease or condition.
• Studies in the harm category are designed to determine if an individual has been harmed by being exposed to a particular event.
• Meta-analysis is a research method that statistically combines the results of multiple studies (usually RCTs) and is designed to answer a focused clinical question through objective appraisal of synthesized evidence.
Critical thinking challenges • How would you use the PICO format to formulate a clinical
question? Provide a clinical example.
• How can the nurse determine if reported or calculated measures in a research study are clinically significant enough to inform evidence-based clinical decisions?
• How can a nurse in clinical practice determine whether the strength and quality of evidence provided by a diagnostic tool is sufficient to justify ordering it as a diagnostic test? Provide an example of a diagnostic test used to diagnose a specific illness.
• How could your interprofessional QI team use the PICO format to formulate a clinical question? Provide a clinical example from the QI data from your unit.
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• Choose a meta-analysis from a peer-reviewed journal and describe how you as a nurse would use the findings of this meta- analysis in making a clinical decision about the applicability of a nursing intervention for your specific patient population and clinical setting.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Azad M. B, Sharma A. K, de Souza R. J, et al. Association
between artificially sweetened beverage consumption during pregnancy and infant body mass index. JAMA Pediatrics 2016;170(7):662-670 Available at: doi:10.1001/jamapediatrics.2016.0301
2. Cummings J., Soomans D., O’Laughlin J., et al. Sensitivity and specificity of a nurse dysphagia screen in stroke patients. Medsurg Nursing 2015;24(4):219-263.
3. García-Perdomo H. A. Evidence synthesis and meta-analysis a practical approach. International Journal of Urological Nursing 2016;10(1):30-36 Available at: doi:10.1111/ijun.12087
4. Haas J. S, Linder J. A, Park E. R, et al. Proactive tobacco cessation outreach to smokers of low socioeconomic status a randomized clinical trial. JAMA Internal Medicine 2015;175(2):218-226 Available at: doi:10.1001/jamainternmed.2014.6674
5. Munn Z., Lockwood C., Moola S. The development and use of evidence summaries for point of care information systems a streamlined rapid review approach. Worldviews on Evidence Based Nursing 2015;12(3):131-138.
6. Sackett D. L, Rosenberg W. M. C., Gray J. A. M., et al. Evidence based medicine what it is and what it isn’t. British Medical Journal 1996;312:71-72.
7. Tomlinson E. J, Phillips N., Mohebbi M., et al. Risk factors for incident delirium in an acute general medical setting a
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retrospective case-control study. Journal of Clinical Nursing 2016; Available at: doi:10.1111/jocn.13529
8. Warren E. Evidence-based practice. Practice Nurse 2015;45(12):27-32.
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CHAPTER 20
Developing an evidence-based practice Marita Titler
Learning outcomes
After reading this chapter, you should be able to do the following:
• Differentiate among conduct of nursing research, evidence-based practice, and translation science. • Describe the steps of evidence-based practice. • Describe strategies for implementing evidence-based practice changes. • Identify steps for evaluating an evidence-based change in practice. • Use research findings and other forms of evidence to improve the quality of care.
KEY TERMS
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conduct of research
dissemination
evaluation
evidence-based practice
evidence-based practice guidelines
knowledge-focused triggers
opinion leaders
problem-focused triggers
translation science
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Evidence-based health care practices are available for a number of conditions. However, these practices are not always implemented in care delivery settings. Variation in practices abounds, and availability of high-quality research does not ensure that the findings will be used to affect patient outcomes (Agency for Healthcare Research and Quality [AHRQ], 2015; Titler et al., 2011, 2013). The use of evidence-based practices (EBPs) is now an expected standard, as demonstrated by regulations from the Centers for Medicare and Medicaid Services (CMS) regarding nonpayment for hospital acquired events such as injury from falls, Foley catheter-associated urinary tract infections, and stage 3 and 4 pressure ulcers. These practices all have a strong evidence base and, when enacted, can prevent these events. However, implementing such evidence-based safety practices is a challenge and requires the use of strategies that address the systems of care, individual practitioners, and senior leadership, and ultimately change health care cultures to be EBP environments (Dockham et al., 2016; Moore et al., 2014; Newhouse et al., 2013; Titler et al., 2016).
Translation of research into practice (TRIP) is a multifaceted, systemic process of promoting adoption of EBPs in delivery of health care services that goes beyond dissemination of evidence-
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based guidelines (Berwick, 2003; Rogers, 2003). Dissemination activities take many forms, including publications, conferences, consultations, and training programs, but promoting knowledge uptake and changing practitioner behavior requires active interchange with those in direct care (Titler et al., 2013, 2016). This chapter presents an overview of EBP and the process of applying evidence in practice to improve patient outcomes.
Overview of evidence-based practice The relationships among conduct, dissemination, and use of research are illustrated inFig. 20.1. Conduct of research is the analysis of data collected from subjects who meet study inclusion and exclusion criteria for the purpose of answering research questions or testing hypotheses. The conduct of research includes dissemination of findings via research reports in journals and at scientific conferences.
FIG 20.1 The model of the relationship among conduct,
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dissemination, and use of research. Source: (From Weiler, K., Buckwalter, K., & Titler, M. [1994]. Debate: Is nursing research used in
practice? In J. McCloskey, & H. Grace [Eds.], Current issues in nursing [4th ed.]. St Louis, MO: Mosby.)
Evidence-based practice is the conscientious and judicious use of current best evidence in conjunction with clinical expertise and patient values and circumstances to guide health care decisions (Straus et al., 2011; Titler, 2014). Best evidence includes findings from randomized controlled trials, evidence from other scientific methods such as descriptive and qualitative research, as well as information from case reports and scientific principles. When adequate research evidence is available, practice should be guided by research evidence in conjunction with clinical expertise and patient values. In some cases, however, a sufficient research base may not be available, and health care decision making is derived principally from evidence sources such as scientific principles, case reports, and quality improvement projects. As illustrated in Fig. 20.1, the application of research findings in practice may not only improve quality care but also create new and exciting questions to be addressed via conduct of research.
In contrast, translation science focuses on testing implementation interventions to improve uptake and use of evidence to improve patient outcomes and population health, as well as to explicate what implementation strategies work for whom, in what settings, and why (Titler, 2014). An emerging body of knowledge in translation science provides an empirical base for guiding the selection of implementation strategies to promote adoption of EBPs in real-world settings (Dobbins et al., 2009; Titler et al., 2016). Thus EBP and translation science, though related, are not interchangeable terms; EBP is the actual application of evidence in practice (the “doing of” EBP), whereas translation science is the study of implementation interventions, factors, and contextual variables that effect knowledge uptake and use in practices and communities.
Models of evidence-based practice Multiple models of EBP and translation science are available (Milat et al., 2015; Rycroft-Malone & Bucknall, 2010; Schaffer et al., 2013;
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Wilson et al., 2010). Common elements of these models are:
• Syntheses of evidence
• Implementation
• Evaluation of the impact on patient care
• Consideration of the context/setting in which the evidence is implemented.
Although review of these models is beyond the scope of this chapter, implementing evidence in practice must be guided by a conceptual model to organize the strategies being used and to clarify extraneous variables (e.g., behaviors, facilitators) that may influence adoption of EBPs (e.g., organizational size, characteristics of users).
The iowa model of evidence-based practice An overview of the Iowa Model of Evidence-Based Practice as an example ➤ of an EBP model is illustrated in Fig. 20.2. This model has been widely disseminated and adopted in academic and clinical settings (Titler et al., 2001).
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FIG 20.2 The Iowa model of evidence-based practice to promote quality care. Source: (From Titler, M. G., Kleiber, C.,
Steelman, V. J., et al. [2001]. The Iowa model of evidence-based practice to promote quality care. Critical Care Nursing Clinics of North America,
13[4]:497–509.)
In this model, knowledge- and problem-focused “triggers” lead staff members to question current nursing practices and whether patient care can be improved through the use of research findings. If through the process of literature review and critique of studies, it is found that there is not a sufficient number of scientifically sound studies to use as a base for practice, consideration is given to
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conducting a study. Findings from such studies are then combined with findings from existing scientific knowledge to develop and implement these practices. If there is insufficient research to guide practice and conducting a study is not feasible, other types of evidence (e.g., case reports, scientific principles, theory) are used and/or combined with available research evidence to guide practice. Priority is given to projects in which a high proportion of practice is guided by research evidence. Practice guidelines usually reflect research and nonresearch evidence and therefore are called evidence-based practice guidelines (NAM, formally Institute of Medicine [IOM], 2011; see Chapter 11).
Recommendations for practice are developed based on evidence synthesis. The recommended practices, based on evidence, are compared with current practice, and a decision is made about the necessity for a practice change. If a practice change is warranted, changes are implemented using a planned change process. The practice is first implemented with a small group of patients, and a pilot evaluation is conducted. The EBP is then refined based on evaluation data, and the change is implemented with additional patient populations for which it is appropriate. Patient/family, staff, and fiscal outcomes are monitored.
Steps of evidence-based practice The Iowa Model of Evidence-Based Practice to Promote Quality Care (Titler et al., 2001; see Fig. 20.2), in conjunction with Rogers’s diffusion of innovations model (Rogers, 2003), provides steps for actualizing EBP. A team approach is most helpful in fostering a specific EBP.
Selection of a topic The first step is to select a topic. Ideas for EBP come from several sources categorized as problem- and knowledge-focused triggers. Problem-focused triggers are those identified by staff through quality improvement, risk surveillance, benchmarking data, financial data, or recurrent clinical problems. An example of a problem-focused trigger is increased incidence of central line occlusion in pediatric oncology patients.
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Knowledge-focused triggers are ideas generated when staff read research, listen to scientific papers at conferences, or encounter EBP guidelines published by federal agencies or specialty organizations. This includes those EBPs that CMS expects are implemented in practice, and CMS now bases reimbursement of care on adherence to indicators of the EBPs. Examples include treatment of heart failure, community-acquired pneumonia, and prevention of nosocomial pressure ulcers. Each of these topics includes a nursing component, such as discharge teaching, instructions for patient self- care, or pain management. Sometimes topics arise from a combination of problem- and knowledge-focused triggers, such as the length of bed rest time after femoral artery catheterization. In selecting a topic, it is essential to consider how the topic fits with organization, department, and unit priorities to garner support from leaders within the organization and the necessary resources to successfully complete the project. Criteria to consider when selecting a topic are outlined in Box 20.1. BOX 20.1 Selection Criteria for an Evidence-Based Practice Project
1. Priority of the topic for nursing and for the organization
2. Magnitude of the problem (small, medium, large)
3. Applicability to several or few clinical areas
4. Likelihood of the change to improve quality of care, decrease length of stay, contain costs, or improve patient satisfaction
5. Potential “land mines” associated with the topic and capability to diffuse them
6. Availability of baseline quality improvement or risk data that will be helpful during evaluation
7. Multidisciplinary nature of the topic and ability to create collaborative relationships to effect the needed changes
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8. Interest and commitment of staff to the potential topic
9. Availability of a sound body of evidence, preferably research evidence
HIGHLIGHT Regardless of which approach is used to select an evidence-based practice topic, it is critical that your team who will implement the potential practice change are involved in selecting the topic, developing the clinical question, and viewing it as contributing significantly to the quality of care for your patient population.
Forming a team A team is responsible for development, implementation, and evaluation of the EBP. A task force approach also may be used, in which a group is appointed to address a practice issue. The composition of the team is directed by the topic selected and should include interested stakeholders. Example: ➤ A team working on evidence-based pain management should be interdisciplinary and include pharmacists, nurses, physicians, and psychologists. In contrast, a team working on the EBP of bathing might include a nurse expert in skin care, assistive nursing personnel, and staff nurses. Although not traditionally included in the team, the engagement of patients, family members, and consumers as team members is receiving more attention in EBP (Moore et al., 2014, 2015; Shuman et al., 2016). Consideration should be given to including a layperson team who has experience with the topic. Example: ➤ A team focusing on prevention of necrotizing enterocolitis (NEC) in premature neonates may invite a parent to participate on the team because feeding breast milk (instead of formula) is one strategy to prevent NEC.
In addition to forming a team, key stakeholders who can facilitate the EBP project or put up barriers against successful implementation should be identified. A stakeholder is a key individual or group of individuals who will be directly or indirectly affected by the implementation of the EBP. Some of these stakeholders are likely to be members of the team. Others may not
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be team members but are key individuals within the organization or unit who can adversely or positively influence the adoption of the practice. Questions to consider in identification of key stakeholders include the following:
• How are decisions made in the areas where the EBP will be implemented?
• What types of system changes will be needed?
• Who is involved in decision making?
• Who is likely to lead and champion implementation of the EBP?
• Who can influence the decision to proceed with implementation of the practice?
• What type of cooperation is needed from stakeholders for the project to be successful?
Failure to involve or keep supportive stakeholders informed may place the success of the project at risk because they are unable to anticipate and/or defend the rationale for changing practice, particularly with resistors (e.g., nonsupportive stakeholders) who have a great deal of influence among their peer group.
An important early task for the EBP team is to formulate the PICO question. This helps set boundaries around the project and assists in evidence retrieval. This approach is illustrated in Table 20.1 (see Chapters 1 to 3, and 19).
TABLE 20.1 Using PICO to Formulate the Evidence-Based Practice Question
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From University of Illinois at Chicago, P.I.C.O. Model for Clinical Questions, www.uic.edu/depts/lib/lhsp/resources/pico.shtml.
Evidence retrieval Once a topic is selected, relevant research and related literature need to be retrieved (see Chapters 3 and 11). AHRQ (www.AHRQ.gov) sponsors the Evidenced-Based Practice Centers and a National Guideline Clearinghouse, where abstracts of EBP guidelines are available. Current best evidence from specific studies of clinical problems can be found in an increasing number of electronic databases such as the Cochrane Library (www.thecochranelibrary.com), the Centers for Health Evidence (www.cche.net), and Best Evidence (www.acponline.org) (see Chapters 3 and 11). Once the literature is located, it is helpful to classify the articles as clinical (nonresearch), theory, research, systematic reviews, and EBP guidelines. Before reading and critiquing the research, it is useful to read background articles to have a broad view of the topic and related concepts, and to then critique the existing EBP guidelines. It is helpful to read/critique articles in the following order:
1. Clinical articles to understand the state of the practice
2. Theory articles to understand the theoretical perspectives and concepts that may be encountered in critiquing studies
3. Systematic reviews and synthesis reports to understand the state of the science
4. EBP guidelines and evidence reports
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5. Research articles, including meta-analyses
Schemas for grading the evidence There is no consensus among professional organizations or across health care disciplines regarding the best system to use for denoting the type and quality of evidence, or the grading schemas to denote the strength of the body of evidence (Balshem et al., 2011; NAM, formally IOM., 2011). See Tables 20.2 and 20.3 for grading and assessing quality of research studies. The information posted on the GRADE website (www.gradeworkinggroup.org) is important information to understand the challenges and approaches for assessing the quality of evidence and strength of recommendations. The important domains and elements to include in grading the strength of the evidence are defined in Table 20.4.
TABLE 20.2 Examples of Evidence Rating Systems
Grade Working Group (www.gradeworkinggroup.org)
US Preventative Services Task Force (USPSTF) (www.uspreventiveservicestaskforce.org/)
Quality of the Evidence (Balshem et al., 2011; Guyatt et al., 2011, 2013)
Levels of Certainty Regarding Net Benefit (Quality of Evidence) (USPSTF, 2015)
High: Very confident that the true effect lies close to that of the estimate of the effect. Scientific evidence provided by welldesigned, well- conducted, controlled trials (randomized and nonrandomized) with statistically significant results that consistently support the recommendation. Moderate: Moderately confident in the effect estimate: The true effect is likely to be close to the estimate of the effect, but there is a possibility that it is substantially different. Low: Confidence in the effect estimate is limited: The true effect may be substantially different from the estimate of the effect. Very low: Very little confidence in the effect estimate: The true effect is likely to be substantially different from the estimate of effect. Note: The type of evidence is first ranked as follows: Randomized trial = High Observational study = Low Any other evidence = Very low Quality may be downgraded due to design flaws/threats to internal validity (risk of bias), important inconsistency of results, uncertainty about the directness of the evidence, imprecise or
High: Available evidence usually includes consistent results from a multitude of well- designed, well-conducted studies in representative primary care populations. These studies assess effects of the preventive service on health outcomes. This conclusion is therefore unlikely to be strongly affected by the results of future studies. Moderate: The available evidence is sufficient to determine the effects of the preventive service on health outcomes, but confidence in the estimate is constrained by such factors as: • The number, size, or quality of individual
studies • Some heterogeneity of outcome findings
or intervention models across the body of studies
• Mild to moderate generalizability of findings to routine primary care practice
As more information becomes available, the magnitude or direction of the observed effect could change, and this change may be
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sparse data, and high probability of publication bias can lower the evidence grade. Factors that may increase quality of evidence of observational studies: 1. Large magnitude of effect (direct evidence,
relative risk [RR] = 2-5 or RR=0.5-0.2 with no plausible confounders); very large with RR >5 or RR < 0.2 and no serious problems with risk of bias or precision (sufficiently narrow confidence intervals); more likely to rate up if the effect is rapid and out of keeping with prior trajectory; usually supported by indirect evidence.
2. Dose-response gradient 3. All plausible residual confounders or biases
would reduce a demonstrated effect, or suggest a spurious effect when results show no effect.
large enough to alter the conclusion. Low: The available evidence is insufficient to assess effects on health outcomes. Evidence is insufficient because of one or more of the following: • The very limited number or size of
studies • Inconsistency of direction or magnitude
of findings across the body of evidence • Critical gaps in the chain of evidence • A lack of information on prespecified
health outcomes • Lack of coherence across the linkages in
the chain of evidence • More information may allow estimation
of effects on health outcomes.
Strength of Recommendations (Andrews et al., 2013)
Recommendation Grades (USPSTF, 2015)
Strong: Confident that desirable effects of adherence to a recommendation outweigh undesirable effects.
Weak: Desirable effects of adherence to a recommendation probably outweigh the undesirable effects, but developers are less confident.
Note: Strength of recommendation is determined by the balance between desirable and undesirable consequences of alternative management strategies, quality of evidence, variability in values and preferences (trade- offs), and resource use.
A. USPSTF recommends the service. There is high certainty that the net benefit is substantial.
B. USPSTF recommends the service. There is high certainty that the net benefit is moderate or there is moderate certainty that the net benefit is moderate to substantial.
C. USPSTF recommends selectively offering or providing this service to individual patients based on professional judgment and patient preferences. There is at least moderate certainty that the net benefit is small.
D. USPSTF recommends against the service. There is moderate or high certainty that the service has no net benefit or that the harms outweigh the benefits.
E. The USPSTF concludes that the current evidence is insufficient to assess the balance of benefits and harms of the service. Evidence is lacking, of poor quality, or conflicting, and the balance of benefits and harms cannot be determined.
In grading the evidence, two important areas are essential to address: (1) the quality of the evidence (e.g., individual studies, systematic reviews, meta-analyses), and (2) the strength of the body of evidence. Important domains and elements of any system used to rate quality of individual studies are listed in Table 20.3 by type of study. The domains and elements to include in grading the strength of the evidence are defined in Table 20.4. In Chapter 1, Fig. 1.1 provides an evidence hierarchy used for grading evidence that is an adaptation similar to the evidence hierarchies that appear in
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Table 20.2.
TABLE 20.3 Important Domains and Elements for Systems to Rate Quality of Individual Articles
From Agency for Healthcare Research and Quality (AHRQ). (2002). Systems to rate the strength of scientific evidence: evidence report/technology assessment number 47. Rockville, MD: Agency for Healthcare Research and Quality, U.S. Department of Health and Human Services. Key domains are in italics.
TABLE 20.4 Important Domains and Elements for Systems to Grade the Strength of Evidence
Quality The aggregate of quality ratings for individual studies, predicated on the extent to which bias was minimized
Quantity Magnitude of effect, numbers of studies, and sample size or power Consistency For any given topic, the extent to which similar findings are reported using
similar and different study designs Relevance Relevance of findings to characteristics of individual groups Benefits and harms
The overall benefits and harms. Net benefits. Do the benefits outweigh the harms?
Modified from Institute of Medicine (IOM). (2011). Clinical practice guidelines we can trust. Washington, DC: The National Academies Press.
Critique and synthesis of research Critique of evidence-based guidelines (see Chapter 11) and studies (see Chapters 8 to 10) should use the same methodology, and the critique process should be a shared responsibility. It is helpful,
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however, to have one individual provide leadership for the project and design strategies for completing critiques. A group approach to critiques is recommended because it distributes the workload, helps those responsible for implementing the changes understand the scientific base for the practice change, arms nurses with citations and research-based language to use in advocating for changes with peers and other disciplines, and provides novices an environment to learn critique and application of research findings. Methods to make the critique process fun and interesting include the following:
• Using a journal club to discuss critiques done by each member of the group
• Pairing a novice and expert to do critiques
• Eliciting assistance from students who may be interested in the topic and want experience doing critiques
• Assigning the critique process to graduate students interested in the topic
• Making a class project of critique and synthesis of research for a given topic
• Using the critique criteria at the end of each chapter and the critique criteria summary tables in Chapters 6 and 18
HELPFUL HINT Keep critique processes simple, and encourage participation by staff members who are providing direct patient care.
Once studies are critiqued, a decision is made regarding the use of each study in the synthesis of the evidence for application in practice. Factors that should be considered for inclusion of studies in the synthesis of findings are (1) overall scientific merit; (2) type of subjects enrolled (e.g., age, gender, pathology) and the similarity to the patient population to which the findings will be applied; and (3) relevance of the study to the topic of question. Example: ➤ If the practice area is prevention of deep venous thrombosis in
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postoperative patients, a descriptive study using a heterogeneous population of medical patients is not appropriate for inclusion in the synthesis of findings.
To synthesize the findings from research critiques, it is helpful to use a summary table in which critical information from studies can be documented. Essential information to include in such a summary is as follows:
• Research questions/hypotheses
• Independent and dependent variables studied
• Description of the study sample and setting
• Type of research design
• Methods used to measure each variable and outcome
• Study findings
An example ➤ of a summary form is illustrated in Table 20.5.
TABLE 20.5 Example of a Summary Table for Research Critiques
aUse a consistent rating system (e.g., good, fair, poor).
HELPFUL HINT Use of a summary form helps identify commonalities across studies with regard to study findings and the types of patients to which findings can be applied. It also helps in synthesizing the overall strengths and weakness of the studies as a group.
Setting forth evidence-based practice recommendations
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Based on the critique of practice guidelines and synthesis of research, recommendations for practice are set forth. The type and strength of evidence used to support the practice needs to be clearly delineated in your evidence table. Box 20.2 is another useful tool to assist with this activity. BOX 20.2 Consistency of Evidence from Critiqued Research, Appraisals of Evidence-Based Practice Guidelines, Critiqued Systematic Reviews, and Nonresearch Literature
1. Are there replication of studies with consistent results?
2. Are the studies well designed?
3. Are recommendations consistent among systematic reviews, evidence-based practice guidelines, and critiqued research?
4. Are there identified risks to the patient by applying evidence- based practice recommendations?
5. Are there identified benefits to the patient?
6. Have cost analysis studies been conducted on the recommended action, intervention, or treatment?
7. Summary recommendations about assessments, actions, interventions/treatments from the research, systematic reviews, evidence-based guidelines with an assigned evidence grade.
From Titler, M. G. (2002). Toolkit for promoting evidence-based practice. Iowa City, IA: Department of Nursing Services and Patient Care, University of Iowa Hospitals and Clinics.
Decision to change practice After studies are critiqued and synthesized, the next step is to decide if the findings are appropriate for use in practice. Criteria to consider include:
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• Relevance of evidence for practice
• Consistency in findings across studies and/or guidelines
• A significant number of studies and/or EBP guidelines with sample characteristics similar to those to which the findings will be used
• Consistency among evidence from research and other nonresearch evidence
• Feasibility for use in practice
• The risk/benefit ratio (risk of harm versus the potential benefit for the patient)
Synthesis of study findings and other evidence may result in supporting current practice, making minor practice modifications, undertaking major practice changes, or developing a new area of practice.
Development of evidence-based practice The next step is to document the evidence base of the practice using the agreed-upon grading schema. When critique results and synthesis of evidence support practice or suggest a practice change, a written EBP standard (e.g., policy, standard of practice protocol, guideline) is warranted. This is necessary so that individuals know (1) that the practices are based on evidence and (2) the type of evidence (e.g., randomized controlled trial, expert opinion) used in development of the practice.
It is imperative that once the EBP standard is written, key stakeholders have an opportunity to review it and provide feedback to the individual(s) responsible for developing it. Focus groups are a useful way to provide discussion about the EBP and to identify key areas that may be potentially troublesome during the implementation phase. Key questions that can be used in focus groups are in Box 20.3. BOX 20.3
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Key Questions for Focus Groups
1. What is needed by staff (e.g., nurses, physicians) to use the evidence-based practice in your setting?
2. In your opinion, how will this standard improve patient care in your unit/practice?
3. What modifications would you suggest in the evidence-based practice standard before using it in your practice?
4. What content in the evidence-based practice standard is unclear? What needs revision?
5. What would you change about the format of the evidence-based practice standard?
6. What part of this evidence-based practice change do you view as most challenging?
7. Do you have any other suggestions?
HELPFUL HINT Use a consistent approach to developing EBP standards and referencing the research and related literature.
Implementing the practice change If a practice change is warranted, the next steps are to make the changes. This goes beyond writing a policy or procedure that is evidence based; it requires interaction among direct care providers to champion and foster evidence adoption, leadership support, and system changes. The diffusion of innovations model (Rogers, 2003) is extremely useful in selecting strategies for promoting the adoption of EBPs. According to this model, the adoption of EBP innovations is influenced by the nature of the innovation (e.g., the type and strength of evidence, the clinical topic) and the manner in which it is communicated (disseminated) to care providers of a social system (organization, health care professions). Strategies for
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promoting EBP adoption must address these areas within a context of participative, planned change.
Nature of the innovation/evidence-based practice Characteristics of an innovation or EBP that affect adoption include the relative advantage of the EBP (e.g., effectiveness, relevance to the task, social prestige); the compatibility with values, norms, work, and perceived needs of users; and complexity of the EBP topic (Rogers, 2003). Example: ➤ EBP topics that are perceived by users as relatively simple (e.g., influenza vaccines for older adults) are more easily adopted in less time than those that are more complex (e.g., acute pain management for hospitalized older adults).
A key principle to remember when planning implementation of an EBP is that the attributes of the practice topic as perceived by users and stakeholders (e.g., ease of use, valued part of practice) are neither stable features nor sure determinants of their adoption. Rather, it is the interaction among the characteristics of the EBP topic, the intended users, and a particular context of practice that determines the rate and extent of adoption (Dogherty et al., 2012).
Practitioner review and “reinvention” of EBP recommendations to fit the local context, along with the use of clinical reminders, decision aids, and quick reference guides (QRGs), are implementation strategies to educate and promote the nature of the EBP topic (Berwick, 2003; IOM, 2011; Titler et al., 2016; Wilson et al., 2016). An example of a quick reference guide is shown in Fig. 20.3.
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FIG 20.3 Quick reference guide fall prevention:
interventions to mitigate mobility risk factors. Source: (From Titler, M. G., Conlon, P., Reynolds, M. A., et al. [2016]. The effect of
translating research into practice intervention to promote use of evidence- based fall prevention interventions in hospitalized adults: a prospective pre- post implementation study in the U.S. Applied Nursing Research, 31, 52–
59.)
Empirical support for evidence-based electronic clinical decision support interventions is mixed (IOM, 2011). Electronic reminders have small to modest effects on clinician behavior and appear to be more effective than alerts alone when included as a part of multifaceted implementation strategies (Arditi et al., 2012; Kahn et al., 2013).
Methods of communication Interpersonal communication and influence among social networks of users affect adoption of EBPs (Rogers, 2003). Education, use of opinion leaders, change champions, and educational outreach are tested strategies that promote adoption of EBPs. Education is necessary but not sufficient to change practice, and didactic continuing education alone does little to change practice behavior
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(Flodgren et al., 2013; Giguère et al., 2012). It is important that staff know the scientific basis for improvements in quality of care anticipated by the changes. Disseminating information to staff needs to be done creatively. A staff in-service may not be the most effective method nor reach the majority of the staff. Although it is unrealistic for all staff to have participated in the critique process or to have read all studies used, it is important that they know the myths and realities of the EBP. Staff education must also ensure competence in the skills necessary to carry out the new practice.
One method of communicating information to staff is through use of colorful posters that identify myths and realities or describe the essence of the change in practice (Titler et al., 2016). Visibly identifying those who have learned the information and are using the EBP (e.g., via buttons, ribbons, pins) stimulates interest in others who may not have internalized the change. As a result, the “new” learner may begin asking questions about the practice and be more open to learning. Other educational strategies such as train-the- trainer programs, computer-assisted instruction, and competency testing are helpful in education of staff (Titler et al., 2016). Several studies have demonstrated that opinion leaders are effective in changing behaviors of health care practitioners (Dagenais et al., 2015; Flodgren et al., 2011), especially in combination with educational outreach or performance feedback. Opinion leaders are from the local peer group, viewed as a respected source of influence, considered by associates as technically competent, and trusted to judge the fit between the EBPs and the local situation (Dobbins et al., 2009; Flodgren et al., 2011). The key characteristic of an opinion leader is a trusted ability to evaluate new information in the context of group norms. To do this, an opinion leader must be considered by associates as technically competent and a full and dedicated member of the local group (Rogers, 2003).
Opinion leadership is multifaceted and complex, with role functions varying by the circumstances, but few successful projects that have implemented EBPs have managed without the input of identifiable opinion leaders. Social interactions such as “hallway chats,” one-on-one discussions, and addressing questions are important yet often overlooked components of translation (Jordan et al., 2009). If the EBP that is being implemented is
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interdisciplinary, discipline-specific opinion leaders should be used to promote the practice change. Role expectations of an opinion leader are listed in Box 20.4. BOX 20.4 Role Expectations of an Opinion Leader
1. Be/become an expert in the evidence-based practice.
2. Provide organizational/unit leadership for adopting the evidence- based practice.
3. Implement various strategies to educate peers about the evidence-based practice.
4. Work with peers, other disciplines, and leadership staff to incorporate key information about the evidence-based practice into organizational/unit standards, policies, procedures, and documentation systems.
5. Promote initial and ongoing use of the evidence-based practice by peers.
From Titler, M. G., Herr, K., Everett, L. Q., et al. (2006). Book to bedside: Promoting and sustaining EBPs in elders. Iowa City, IA: University of Iowa College of Nursing.
Change champions are also helpful for implementing innovations (Dogherty et al., 2012). They are practitioners within the local group setting (e.g., clinic, patient care unit) who are expert clinicians, are passionate about the innovation, are committed to improving quality of care, and have a positive working relationship with other health professionals (Rogers, 2003). They circulate information, encourage peers to adopt the innovation, arrange demonstrations, and orient staff to the innovation (Titler et al., 2016). The change champion believes in an idea; will not take “no” for an answer; is undaunted by insults and rebuffs; and above all, persists.
Multiple studies have demonstrated the effectiveness of educational outreach, also known as academic detailing, in improving the practice behaviors of clinicians (Avorn, 2010; NAM, formally IOM, 2011; Wilson et al., 2016). Educational outreach
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involves interactive face-to-face education of practitioners in their practice setting by an individual (usually a clinician) with expertise in a particular topic (e.g., cancer pain management). Academic detailers are able to explain the research foundations of the EBP recommendations and respond convincingly to specific questions, concerns, or challenges that a practitioner might raise. An academic detailer also might deliver feedback on provider or team performance with respect to an EBP recommendation (e.g., frequency of pain assessment).
Users of the innovation/evidence-based practice Members of a social system (e.g., nurses, physicians, clerical staff) influence how quickly and widely EBPs are adopted (Rogers, 2003). Audit and feedback, performance gap assessment (PGA), and trying the EBP are strategies that have demonstrated effectiveness in improving EBP behaviors (Hysong et al., 2012; Ivers et al., 2012; Titler et al., 2016).
PGA (baseline practice performance) provides information of current practices relative to recommended EBPs at the beginning of a practice change. This implementation strategy is used to engage clinicians in discussions of practice issues and formulation strategies to promote alignment of their practices with EBP recommendations. Specific practice indicators selected for PGA are derived from the EBP recommendations for the specified topic such as every-4-hour pain assessment for acute pain management. Studies have demonstrated improvements in performance when PGA is part of multifaceted implementation strategies (see Chapters 19 and 21) (Titler et al., 2016; Yano, 2008).
Audit and feedback is ongoing auditing of performance indicators, aggregating data into reports, and discussing the findings with practitioners during the practice change (Ivers et al., 2012; Hysong et al., 2012; Wilson et al., 2016). This strategy helps staff know and see how their efforts to improve care and patient outcomes are progressing throughout the implementation process (Ivers et al., 2014).
Users of an innovation usually try it for a period of time before adopting it in their practice. When “trying an evidence-based practice” (i.e., piloting a change) is incorporated as part of the
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implementation process, users have an opportunity to use it, provide feedback to those in charge of implementation, and modify the practice if necessary. Piloting the practice as part of implementation has a positive influence on the extent of adoption of the new practice (Rogers, 2003).
Social system Clearly, the social system or context of care delivery matters when implementing EBPs (Rogers, 2003; Squires et al., 2015; Titler, 2010; Yousefi-Nooraie et al., 2014). Example: ➤ Investigators demonstrated the effectiveness of a prompted voiding intervention for urinary incontinence in nursing homes, but sustaining the intervention in day-to-day practice was limited when the responsibility of carrying out the intervention was shifted to nursing home staff (rather than the investigative team) and required staffing levels in excess of a majority of nursing home settings (Engberg et al., 2004). This illustrates the importance of embedding interventions into ongoing care processes.
As part of the work of implementing EBPs, it is important that the social system (e.g., unit, service line, clinic) ensure that policies, procedures, standards, clinical pathways, and documentation systems support the use of the EBPs (Titler, 2010). Documentation forms or clinical information systems may need revision to support practice changes; documentation systems that fail to readily support the new practice thwart change. Example: ➤ If staff members are expected to reassess and document pain intensity within 30 minutes after administration of an analgesic agent, documentation forms must reflect this practice standard. It is the role of leadership to ensure that organizational documents and systems are flexible and supportive of the EBPs.
A learning organizational culture and proactive leadership that promotes knowledge sharing are important components for building an EBP (Duckers et al., 2009; Stetler et al., 2009). Components of a receptive context for EBP include the following:
• Strong leadership
• Clear strategic vision
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• Good managerial relations
• Visionary staff in key positions
• A climate conducive to experimentation and risk taking
• Effective data-capture systems
An organization may be generally amenable to innovations, but not ready or willing to assimilate a particular EBP. Elements of system readiness include the following (French et al., 2009; Litaker et al., 2008):
• Tension for change
• EBP practice–system fit
• Assessment of implications
• Support and advocacy for the EBP
• Dedicated time and resources
• Capacity to evaluate the impact of the EBP during and following implementation
Leadership support is critical for promoting the use of EBPs (French et al., 2009), and is expressed verbally and by providing necessary resources, materials, and time to fulfill responsibilities (Stetler et al., 2009). Senior leadership needs to create an organizational mission, vision, and strategic plan that incorporates EBP, implements performance expectations for staff that include EBP work, integrates the work of EBP into the governance structure of the health care system, demonstrates the value of EBPs through administrative behaviors, and establishes explicit expectations that nurse leaders will create microsystems that value and support clinical inquiry (see Chapter 21).
In summary, making an evidence-based change in practice involves a series of action steps in a complex, nonlinear process. Implementing the change takes time to integrate, depending on the
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nature of the practice change. Merely increasing staff knowledge about an EBP and passive dissemination strategies are unlikely to work, particularly in complex health care settings. Strategies that seem to have a positive effect on promoting use of EBPs include audit and feedback, use of clinical reminders and practice prompts, opinion leaders, change champions, interactive education, educational outreach/academic detailing, and the context of care delivery (e.g., leadership, learning, questioning). It is important that senior leadership and those leading EBP improvements are aware of change as a process and continue to encourage and teach peers about the change in practice. The new practice must be continually reinforced and sustained or the practice change will be intermittent and soon fade, allowing more traditional methods of care to return.
Evaluation Evaluation provides an opportunity to collect and analyze data with regard to the use of new EBPs and then to modify the practice as necessary. It is important that the evidence-based change is evaluated, both at the pilot testing phase and when the practice is changed in additional settings or sites of care. The importance of the evaluation cannot be overemphasized; it provides information for performance gap assessment, audit, and feedback, and provides information necessary to determine if the EBP should be retained, modified, or eliminated.
An outcome achieved in a controlled environment (as when a researcher is implementing a study protocol for a homogeneous group of study patients) may not result in the same outcome when the practice is implemented in the clinical setting by several caregivers to a more heterogeneous patient population. Steps of the evaluation process are summarized in Box 20.5. BOX 20.5 Steps of Evaluation for Evidence-Based Projects
1. Identify process and outcome variables of interest.
Example: Process variable—Patients > 65 years will
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have a Braden scale completed on admission.
Outcome variable—Presence/absence of nosocomial pressure ulcer; if present, determine stage as I, II, III, IV.
2. Determine methods and frequency of data collection.
Example: Process variable—Chart audit of all patients > 65 years, 1 day a month.
Outcome variable—Patient assessment of all patients > 65 years, 1 day a month.
3. Determine baseline and follow-up sample sizes.
4. Design data collection forms.
Example: Process chart audit abstraction form.
Outcome variable—pressure ulcer assessment form.
5. Establish content validity of data collection forms.
6. Train data collectors.
7. Assess interrater reliability of data collectors.
8. Collect data at specified intervals.
9. Provide “on-site” feedback to staff regarding the progress in achieving the practice change.
10. Provide feedback of analyzed data to staff.
11. Use data to assist staff in modifying or integrating the evidence- based practice change.
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Evaluation should include both process and outcome measures (Titler et al., 2016). The process component focuses on how the practice change is being implemented. It is important to know if staff are using the practice and implementing the practice as noted in the EBP guideline. Evaluation of the process also should note (1) barriers that staff encounter in carrying out the practice (e.g., lack of information, skills, or necessary equipment), (2) differences in opinions among health care providers, and (3) difficulty in carrying out the steps of the practice as originally designed (e.g., shutting off tube feedings 1 hour before aspirating contents for checking placement of nasointestinal tubes). Process data can be collected from staff and/or patient self-reports, medical record audits, or observation of clinical practice. Examples of process and outcome questions are shown in Table 20.6.
TABLE 20.6 Examples of Evaluation Measures
A, Agree; D, disagree; NA/D, neither agree nor disagree; SA, strongly agree; SD, strongly disagree.
Outcome data are an equally important part of evaluation. The purpose of outcome evaluation is to assess whether the patient, staff, and/or fiscal outcomes expected are achieved. Therefore it is important that baseline data be used for a preintervention/postintervention comparison (Titler et al., 2016). The outcome variables measured should be those that are projected to change as a result of changing practice. Example: ➤ Research demonstrates that less restricted family visiting practices in critical care units result in improved satisfaction with care. Thus patient and family member satisfaction should be an outcome measure that is evaluated as part of changing visiting practices in adult critical
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care units. Outcome measures should be assessed before the change in practice is implemented, after implementation, and every 6 to 12 months thereafter. Findings must be provided to clinicians to reinforce the impact of the change and to ensure that they are incorporated into quality improvement programs. When collecting process and outcome data for evaluation of a practice change, it is important that the data collection tools are user-friendly, short, concise, easy to complete, and have content validity. Focus must be on collecting the most essential data. Those responsible for collecting evaluative data must be trained on data collection methods and be assessed for interrater reliability (see Chapters 14 and 15). It is our experience that those individuals who have participated in implementing the protocol can be very helpful in evaluation by collecting data, providing timely feedback to staff, and assisting staff to overcome barriers encountered when implementing the changes in practice (see Chapter 21).
One question that often arises is how much data are needed to evaluate this change. The preferred number of patients (N) is somewhat dependent on the size of the patient population affected by the practice change. Example: ➤ If the practice change is for families of critically ill adult patients and the organization has 1000 adult critical care patients annually, 50 to 100 satisfaction responses preimplementation, and 25 to 50 responses postimplementation, 3 and 6 months should be adequate to look for trends in satisfaction and possible areas that need to be addressed in continuing this practice (e.g., more bedside chairs in patient rooms). The rule of thumb is to keep the evaluation simple, because data often are collected by busy clinicians who may lose interest if the data collection, analysis, and feedback are too long and tedious. It is also important to check with your institution’s guidelines for collecting data related to practice changes, because institutional approval may be needed.
The evaluation process includes planned feedback to staff who are making the change. The feedback includes verbal and/or written appreciation for the work and visual demonstration of progress in implementation and improvement in patient outcomes. The key to effective evaluation is to ensure that the evidence-based change in practice is warranted (e.g., will improve quality of care) and that
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the intervention does not bring harm to patients.
HELPFUL HINT Include patient outcome measures (e.g., pressure ulcer prevalence) and cost (e.g., cost savings, cost avoidance) in evaluation practice projects.
Future directions Education must include knowledge and skills in the use of research evidence in practice. Nurses are increasingly being held accountable for practices based on scientific evidence. Thus we must communicate and integrate into our profession the expectation that it is the professional responsibility of all nurses to read and use research in their practice, and to communicate with nurse scientists the many and varied clinical problems for which we do not yet have a scientific base.
Key points • EBP and translation science, though related, are not
interchangeable terms; EBP is the actual application of evidence in practice (the “doing of” EBP), whereas translation science is the study of implementation interventions, factors, and contextual variables that effect knowledge uptake and use in practices and communities.
• There are several models of EBP. A key feature of all models is the judicious review and synthesis of research and other types of evidence to develop an EBP standard.
• The steps of EBP using the Iowa Model of Evidence-Based Practice are as follows: (1) selecting a topic, (2) forming a team, (3) retrieving the evidence, (4) grading the evidence, (5) developing an EBP standard, (6) implementing the EBP, and (7) evaluating the effect on staff, patient, and fiscal outcomes.
• Adoption of EBPs requires education of staff, as well as the use of change strategies such as opinion leaders, change champions,
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educational outreach, performance gap assessment, and audit and feedback.
• It is important to evaluate the change. Evaluation provides data for performance gap assessment, audit, and feedback, and provides information necessary to determine if the practice should be retained.
• Evaluation includes both process and outcome measures.
• It is important for organizations to create a culture of EBP. Creating this culture requires an interactive process. Organizations need to provide access to information, access to individuals who have skills necessary for EBP, and a written and verbal commitment to EBP in the organization’s operations.
Critical thinking challenges • Discuss the differences among nursing research, EBP, and
translation science. Support your discussion with examples.
• Why would it be important to use an EBP model, such as the Iowa Model of Evidence-Based Practice, to guide a practice project focused on justifying and implementing a change in clinical practice?
• You are a staff nurse working on a cardiac step-down unit. You are asked to join an interprofessional QI team for the cardiac division. You find that many of your colleagues from other disciplines do not understand evidence-based practice. How would you help your colleagues to understand the relevance of evidence-based practice to providing care that addresses the Triple Aim for this patient population?
• What barriers do you see to applying EBP in your clinical setting? Discuss strategies to use in overcoming these barriers.
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for
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review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
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23. Ivers N. M., Sales A., Colquhoun H., et al. No more “business as usual” with audit and feedback interventions towards an agenda for a reinvigorated intervention. Implementation Science 2014;9:14 Available at: doi:10.1186/1748-5908-9-14
24. Jordan M. E., Lanham H. J., Crabtree B. F., et al. The role of conversation in health care interventions enabling sensemaking
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25. Kahn S. R., Morrison D. R., Cohen J. M., et al. Interventions for implementation of thromboprophylaxis in hospitalized medical and surgical patients at risk for venous thromboembolism. Cochrane Database of Systematic Reviews 2013;7 Available at: doi:10.1002/14651858.CD008201.pub2 PMID:; 23861035.
26. Litaker D., Ruhe M., Weyer S., Stange K. C. Association of intervention outcomes with practice capacity for change subgroup analysis from a group randomized trial. Implementation Science 2008;3:25 Available at: doi:10.1186/1748-5908-3-25
27. Milat A. J., Bauman A., Redman S. Narrative review of models and success factors for scaling up public health interventions. Implementation Science 2015;10:113 Available at: doi:10.1186/s13012-015-0301-6 PMID: 26264351PMCID: PMC4533941.
28. Moore J. E., Kane-Low L., Titler M. G., et al. Moving towards patient centered care Women’s decisions, perceptions, and experiences of the induction of labor process. Birth 2014;41(2):138-146 Available at: doi:10.1111/birt.12080 PMID:; 24702312.
29. Moore J. E., Titler M. G., Kane-Low L., et al. Transforming patient-centered care development of the evidence-informed decision-making through engagement model. Women’s Health Issues 2015;25(3):276-282 Available at: doi:10.1016/j.whi.2015.02.002 PMID:; 25864022.
30. Newhouse R., Bobay K., Dykes P. C., et al. Methodology issues in implementation science. Medical Care 2013;51(4 Suppl 2):32-40 Available at: doi:10.1097/MLR.0b013e31827feeca PMID:; 23502915.
31. Rogers E. M. Diffusion of innovations. 5th ed. New York, NY: Free Press 2003;
32. Rycroft-Malone J., Bucknall T. Models and frameworks for implementing evidence-based practice. Hoboken, NJ: Wiley- Blackwell 2010;
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35. Squires J. E., Graham I. D., Hutchinson A. M., et al. Identifying the domains of context important to implementation science a study protocol. Implementation Science 2015;10(1):135 Available at: doi:10.1186/s13012-015-0325-y PMID: 26416206PMCID: PMC4584460.
36. Stetler C. B., Ritchie J. A., Rycroft-Malone J., et al. Institutionalizing evidence-based practice an organizational case study using a model of strategic change. Implementation Science 2009;4:78 Available at: doi:10.1186/1748-5908-4-78 PMID: 19948064PMCID: PMC2795741.
37. Straus E., Richardson R. B., Glasziou P., et al. Evidence-based medicine How to practice and teach. 4th ed. New York, NY: Elsevier 2011;
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CHAPTER 21
Quality improvement Maja Djukic, Mattia J. Gilmartin
Learning outcomes
After reading this chapter, you should be able to do the following:
• Discuss the characteristics of quality health care defined by the Institute of Medicine. • Compare the characteristics of the major quality improvement (QI) models used in health care. • Identify two databases used to report health care organizations’ performance to promote consumer choice and guide clinical QI activities. • Describe the relationship between nursing-sensitive quality indicators and patient outcomes. • Describe the steps in the improvement process, and determine appropriate QI tools to use in each phase of the improvement process. • List four themes for improvement to apply to the unit where you work. • Describe ways that nurses can lead QI projects in clinical settings. • Use the SQUIRE Guidelines to critique a journal article reporting the results of a QI project.
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KEY TERMS
accreditation
benchmarking
Clinical Microsystems
common cause and special cause variation
control chart
flowchart
Lean
nursing-sensitive quality indicators
Plan-Do-Study-Act Improvement Cycle
public reporting
quality health care
quality improvement
root cause analysis
run chart
Six Sigma
SQUIRE Guidelines
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
Total quality management/continuous quality improvement The Institute of Medicine (IOM, 2001) defines quality health care as care that is safe, effective, patient-centered, timely, efficient, and equitable (Box 21.1). The quality of the health care system was
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brought to the forefront of national attention in several important reports (IOM, 1999, 2001), including Crossing the Quality Chasm, which concluded that “between the health care we have and the care we could have lies not just a gap, but a chasm” (IOM, 2001, p. 1). The report notes that “the performance of the health care system varies considerably. It may be exemplary, but often is not, and millions of Americans fail to receive effective care” (IOM, 2001, p. 3). BOX 21.1 Six Dimensions and Definitions of Health Care Quality
1. Safe: Avoiding injuries to patients from the care that is intended to help them.
2. Effective: Providing services based on scientific knowledge to all who could benefit, and refraining from providing services to those not likely to benefit.
3. Patient-centered: Providing care that is respectful of and responsive to individual patient preferences, needs, and values, and ensuring that patient values guide all clinical decisions.
4. Timely: Reducing waits and sometimes harmful delays for both those who receive and those who give care.
5. Efficient: Avoiding waste, including waste of equipment, supplies, ideas, and energy.
6. Equitable: Providing care that does not vary in quality because of personal characteristics such as gender, ethnicity, geographic location, and socioeconomic status.
From Institute of Medicine (IOM). (2001). Crossing the quality chasm: A new health system for the 21st century. Executive summary. Washington, DC: The National Academies Press.
Since the IOM (2001) report was published, quality of care has improved for some conditions (Nuti et al., 2015). Based on data from over 4000 US hospitals, core composite quality process
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measures for acute myocardial infarction (e.g., aspiring on arrival), heart failure (e.g., smoking cessation advice), and pneumonia (e.g., influenza vaccine) improved from 96% to 99%, 85% to 98%, and 83% to 97%, respectively, from 2006 to 2011 (Nuti et al., 2015). Also, overall positive improvement trends across more than 200 quality measures are noted, led by 17% reduction of hospital-acquired conditions from 2010 to 2014 (Agency for Healthcare Research and Quality [AHRQ], 2016). Improvements are, however, needed for about 20% of measures in person-and-family-centered care, such as receiving care as soon as needed, and for about 40% of measures of healthy living, such as getting prompt smoking cessation help for people trying to quit (AHRQ, 2016). Further, disparities in quality based on earnings, race, and ethnicity continue to persist. For example, “people from poor households compared to those from high-income households received worse care for about 60% of quality measures; Blacks, Hispanics, American Indians, and Alaska Natives compared to Whites received worse care for about 40% of quality measures” (AHRQ, 2016, p. 11). Despite these quality issues, the United States spends twice as much on health care per capita per year at $8508, compared with other developed nations, while ranking last in health care quality in comparison with 10 other countries (Davis et al., 2014).
The purpose of this chapter is to introduce you to the principles of quality improvement (QI) and provide examples of how to apply these principles in your practice so you can effectively contribute to needed health care improvements. QI “uses data to monitor the outcomes of care processes and improvement methods to design and test changes to continuously improve the quality and safety of health care systems” (Cronenwett et al., 2007, p. 127).
Nurses’ role in health care quality improvement Florence Nightingale championed QI by systematically documenting high rates of morbidity and mortality resulting from poor sanitary conditions among soldiers serving in the Crimean War of 1854 (Henry et al., 1992). She used statistics to document changes in soldiers’ health, including reductions in mortality
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resulting from a number of nursing interventions such as hand hygiene, instrument sterilization, changing of bed linens, ward sanitation, ventilation, and proper nutrition (Henry et al., 1992). Today, nurses continue to be vital to health system improvement efforts (IOM, 2015). One main initiative developed to bolster nurses’ education in health system improvements is Quality and Safety Education for Nurses (QSEN) (Cronenwett et al., 2007). The overall goal of this project is to help build nurses’ competence in the areas of QI, patient-centered care, teamwork and collaboration, patient safety, informatics, and evidence-based practice (EBP). Other initiatives, such as the Care Innovation and Transformation Program (American Organization of Nurse Executives, 2016), have been developed to increase nurses’ engagement in QI. To effectively influence improvements in the work setting and ensure that all patients consistently receive excellent care, it is important to:
• Align national, organizational, and unit level goals for QI.
• Recognize external drivers of quality, such as accreditation, payment, and performance measurement.
• Develop skills to apply QI models and tools.
National goals and strategies for health care quality improvement The National Quality Strategy, first published in 2011 and established by the Affordable Care Act to pursue the triple health care improvement aim of better care, affordable care, and healthy people/healthy communities (US Department of Health and Human Services [USDHHS], 2016a), set aims and priorities for QI (Box 21.2). Achieving these national quality targets requires major redesign of the health care system. One way you can contribute to this redesign is to familiarize yourself with the national priorities, corresponding improvement goals, and national initiatives (Table 21.1) and use them to guide improvements in your work setting.
TABLE 21.1
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National Quality Strategy Priorities, Improvement Goals, and Related Initiatives
National Quality Strategy Priority
Long-Term Goals Related National Initiatives
Patient safety 1. Reduce preventable hospital admissions and readmissions.
2. Reduce the incidence of adverse health care-associated conditions.
3. Reduce harm from inappropriate or unnecessary care.
Partnership for Patients, Hospital Readmission Reduction Program, Children’s Hospital of Pittsburgh of UPMC
Person- and family- centered care
1. Improve patient, family, and caregiver experience of care related to quality, safety, and access across settings.
2. In partnership with patients, families, and caregivers—and using a shared decision- making process—develop culturally sensitive and understandable care plans.
3. Enable patients and their families and caregivers to navigate, coordinate, and manage their care appropriately and effectively.
Consumer Assessment of Healthcare Providers and Systems, National Partnership for Women and Families, Colorado Coalition for the Homeless
Effective communication and care coordination
1. Improve the quality of care transitions and communications across care settings.
2. Improve the quality of life for patients with chronic illness and disability by following a current care plan that anticipates and addresses pain and symptom management, psychosocial needs, and functional status.
3. Establish shared accountability and integration of communities and health care systems to improve quality of care and reduce health disparities.
Argonaut Project, Boston Children’s Hospital Community Asthma Initiative
Prevention and treatment of leading causes of morbidity and mortality
1. Promote cardiovascular health through community interventions that result in improvement of social, economic, and environmental factors.
2. Promote cardiovascular health through interventions that result in adoption of the most healthy lifestyle behaviors across the life span.
3. Promote cardiovascular health through receipt of effective clinical preventive services across the life span in clinical and community settings.
The Million Hearts Campaign, Wind River Reservation
Health and well-being of communities
1. Promote healthy living and well-being through community interventions that result in improvement of social, economic, and environmental factors.
2. Promote healthy living and well-being through interventions that result in adoption of the most important healthy lifestyle behaviors across the life span.
3. Promote healthy living and well-being
Let’s Move!, Health Leads
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through receipt of effective clinical preventive services across the life span in clinical and community settings.
Making quality care more affordable
1. Ensure affordable and accessible high- quality health care for people, families, employers, and governments.
2. Support and enable communities to ensure accessible, high-quality care while reducing waste and fraud.
Blue Cross Blue Shield Massachusetts
Alternative Quality Contract, Medicare
Shared Savings Program, Pioneer Accountable Care Organization
Model Arkansas Center for Health
Improvement
From the US Department of Health and Human Services. (2016a). National quality strategy overview. Retrieved from http://www.ahrq.gov/workingforquality/nqs/overview.pdf.
BOX 21.2 National Quality Aims and Priorities
National Quality Aims National Quality Priorities forAchieving the Aims • Better Care: Improve the overall quality of care by
making health care more patient-centered, reliable, accessible, and safe.
• Make care safer by reducing harm caused in the delivery of care.
• Ensure all people and families are engaged as partners in their care.
• Healthy People/Healthy Communities: Improve the health of the US population by supporting proven interventions to address behavioral, social, and environmental determinants of health in addition to delivering higher-quality care.
• Promote effective communication and care coordination.
• Promote the most effective prevention and treatment practices for the leading causes of mortality, starting with cardiovascular disease.
• Work with communities to promote wide use of best practices to enable healthy living.
• Affordable Care: Reduce the cost of quality health care for individuals, families, employers, and government.
• Make quality care more affordable for individuals, families, employers, and governments by developing and spreading new health care delivery models.
From 2015 National Healthcare Quality and Disparities Report and 5th Anniversary Update on the National Quality Strategy. Agency of Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/research/findings/nhqrdr/nhqdr15/index.html.
Quality strategy levers QI relies on aligning institutional priorities with several strategy levers that drive QI. The National Quality Strategy encourages
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multiple members of the health care community, including individuals, family members, payers, providers, and employers, to collaborate on using one or more of the nine strategy levers (USDHHS, 2016a, p. 8); we describe briefly how each lever is used for QI:
1. Measurement and feedback—Provide performance feedback to plans and providers to improve care. National health care performance standards are developed using a consensus process in which stakeholder groups, representing the interests of the public, health professionals, payers, employers, and government, identify priorities, measures, and reporting requirements to document and manage the quality of care (National Quality Forum [NQF], 2004). See Box 21.3 for examples of groups responsible for developing measurement standards.
2. Public reporting—Compare treatment results, costs, and patient experience for the consumer. Several major public reporting systems are described in Box 21.4.
3. Learning and technical assistance—Foster learning environments that offer training, resources, tools, and guidance to help organizations achieve quality improvement goals.
4. Certification, accreditation, regulation—Adopt or adhere to approaches to meet safety and quality standards. Several accrediting bodies are listed in Box 21.5.
5. Consumer incentives and benefits designs—Help consumers adopt healthy behaviors and make informed decisions.
6. Payment—Reward and incentivize providers to deliver high- quality, patient-centered care. Box 21.6 shows examples of payment incentives.
7. Health information technology—Improve communications, transparency, and efficiency for better coordinated health and health care.
8. Innovation and diffusion—Foster innovation in health care
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quality improvement, and facilitate rapid adoption within and across organizations and communities.
9. Workforce development—Invest in people to prepare the next generation of health care professionals and support lifelong learning for providers.
BOX 21.3 Performance Measurement Standard Setting Groups Introduction to performance measurement standards National Quality Forum (NQF) is a nonprofit organization that seeks to measure and improve the quality of health care in the United States by establishing national healthcare quality and safety goals and priorities. The NQF’s evidence-based measure endorsement process is the gold standard for healthcare quality measurement. The NQF endorsement process is a transparent, consensus-based model that brings together stakeholders from the private and public sectors to foster quality improvement. Approximately 300 NQF-endorsed measures are used by federal public and private pay-for-performance programs, as well as, in private-sector and state healthcare quality programs. a
Agency for Healthcare Research and Quality, Quality Indicators (AHRQ). The AHRQ Quality Indicators are standardized, evidence-based measures of the quality of hospital care that are readily available using hospital administrative data. There are 101 Quality Indicators organized into the four main categories of inpatient quality for adult and pediatric patients; preventative quality indicators for ambulatory care and avoidable complications. Approximately half of the AHRQ quality indicators are endorsed by the National Quality Forum and used to support hospital quality improvement, health system planning and pay for performance initiatives. b
aNational Quality Forum. (2015). National Quality Forum, What We Do. Retrieved from http://www.qualityforum.org/what_we_do.aspx. bAgency for Healthcare Research and Quality. (2015). About AHRQ Quality Indicators. Retrieved from: http://qualityindicators.ahrq.gov/FAQs_Support/FAQ_QI_Overview.aspx.
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BOX 21.4 Public Reporting Systems
• Hospital Compare allows consumers to compare information on hospitals. The database includes performance measures on timely and efficient care, readmissions and deaths, complications, use of medical imaging, survey of patients’ experiences, and payment and value of care. For more information, visit www.hospitalcompare.hhs.gov/.
• Nursing Home Compare allows consumers to compare information about nursing homes. It contains quality of care information on every Medicare and Medicaid-certified nursing home in the country. The database includes performance measures on health inspections, staffing, and clinical quality. For more information, visit www.medicare.gov/NursingHomeCompare/.
• Home Health Compare has information about the quality of care provided by Medicare-certified home health agencies that meet federal health and safety requirements throughout the nation. For more information, visit www.medicare.gov/homehealthcompare.
• Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS). Developed by the Agency for Healthcare Research and Quality, the HCAHPS is a standardized survey and data collection method for measuring patients’ perspectives on hospital care. The HCAHPS survey contains 32 questions about patient perspectives on care for eight key topics: communication with doctors; communication with nurses; responsiveness of hospital staff; pain management; communication about medicines; discharge information; cleanliness of the hospital environment; and quietness of the hospital environment, posthospital transitions, admissions through the emergency room, and mental and emotional health. HCAHPS performance is used to calculate incentive payments in the Hospital Value- Based Purchasing program for hospital discharges beginning in October 2012. For more information, visit
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http://www.hcahpsonline.org/Files/HCAHPS_Fact_Sheet_June_2015.pdf
• Physician Quality Reporting Initiative is a program administered by the CMS that collects performance data at the physician/provider clinical level in the ambulatory and primary care sectors. For more information, visit www.cms.gov/Medicare/Quality-Initiatives-Patient-Assessment- Instruments/PQRS/index.html.
• The Leapfrog Group is an initiative of organizations that buy health care who are working to improve the safety, quality, and affordability of health care for Americans. The Leapfrog Group conducts a survey for comparing hospitals’ performance on the national standards of safety, quality, and efficiency that are most relevant to consumers and purchasers of care. For more information, visit www.leapfroggroup.org/.
CMS, Center for Medicare and Medicaid Services.
BOX 21.5 Quality Improvement Accrediting Organizations
• Joint Commission: Responsible for ensuring a minimum standard of structures, processes, and outcomes for patient care. Accreditation by the Joint Commission is voluntary, but it is required to receive reimbursement for patient care services. For more information, see www.jointcommission.org/.
• National Committee for Quality Assurance Accreditation for Health Plans (NCQA): A private not-for-profit organization dedicated to improving health care quality. The NCQA is responsible for accrediting health insurance programs. Accredited health insurance programs are exempt from many or all elements associated with annual state audits. The NCQA developed and maintains the Healthcare Effectiveness Data and Information Set (HEDIS).
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• The Healthcare Effectiveness Data and Information Set (HEDIS): A tool used by the majority of America’s health plans to measure performance on important dimensions of care and service. HEDIS allows for comparison of performance across health plans. For more information, see http://www.ncqa.org/HEDISQualityMeasurement.aspx.
• American Nurses’ Credentialing Center Magnet Recognition Program recognizes health care organizations that provide the very best in nursing care and uphold the tradition of professional nursing practice. For more information, see www.nursecredentialing.org/Magnet.aspx.
BOX 21.6 Financial Incentives to Promote Quality in the Health Care Sector Capitation: A payment arrangement for health care services. Pays a provider (physician or nurse practitioner) or provider group a set amount for each enrolled person assigned to them, per period of time, whether or not that person seeks care. These providers generally are contracted with a type of health maintenance organization (HMO). Payment levels are based on average expected health care use of a particular patient, with greater payment for patients with significant medical history. a
Bundled Payments Initiative: Links payments for multiple services that patients receive during an episode of care. Payments seek to align incentives for hospitals, post acute care providers, doctors, and other practitioners to improve the patient’s care experience during a hospital stay in an acute care hospital through postdischarge recovery. b
Pay for Performance: An emerging movement in health insurance where providers are rewarded for meeting pre- established targets for health care delivery services. This model rewards physicians, hospitals, medical groups, and other health care providers for meeting certain performance measures for quality and efficiency. c
Value-Based Health Care Purchasing: A project of participating
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health plans, including the CMS, where buyers hold providers of health care accountable for both cost and quality of care. Value- based purchasing brings together information on health care quality, patient outcomes, and health status, with data on the dollar outlays going toward health. The focus is on managing health care system use to reduce inappropriate care and to identify and reward the best-performing providers. d
Accountable Care Organization (ACO): A payment and care delivery model that seeks to tie provider reimbursements to quality metrics and reductions in the total cost of care for an assigned population of patients. A group of coordinated health care providers form an ACO, which then provides care to a group of patients. The ACO may use a range of payment models (e.g., capitation, fee-for-service). The ACO is accountable to the patients and the third-party payer for the quality, appropriateness, and efficiency of the health care provided. e
CMS, Center for Medicare and Medicaid Services. aAmerican Medical Association. (2012). Capitation. Retrieved from http://www.ama- assn.org/ama/pub/advocacy/state-advocacy-arc/state-advocacy-campaigns/private-payer- reform/state-based-payment-reform/evaluating-payment-options/capitation.page. bCenters for Medicare and Medicaid Services. (2016). Bundled payments for care improvement initiative: General information. Retrieved from https://innovation.cms.gov/initiatives/Bundled-Payments/index.html. cIntegrated Healthcare Association. (2013). National pay for performance issue brief. Retrieved from http://www.iha.org/sites/default/files/resources/issue-brief-value-based-p4p- 2013.pdf. dDamberg, C. L., Sorbero, M. E., Lovejoy, S. L., et al. (2014). Measuring success in health care value-based purchasing programs: Summary and recommendations. Santa Monica, CA: RAND Corporation, RR-306/1-ASPE, Retrieved from http://www.rand.org/pubs/research_reports/RR306z1.html. eAmerican Hospital Association. (2014). Accountable care organizations: Findings from the survey of care systems and payment. Retrieved from http://www.aha.org/content/14/14aug- acocharts.pdf.
Measuring nursing care quality Nurses deliver the majority of health care and therefore have a substantial influence on its overall quality (IOM, 2015). However, nursing’s contribution to the overall quality of health care has been difficult to quantify, owing in part to insufficient standardized measurement systems capable of capturing nursing care contribution to patient outcomes. The Robert Wood Johnson
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Foundation has funded the NQF to recommend nursing-sensitive consensus standards to be used to set standards for public accountability and QI. The work of the NQF (2004) resulted in the endorsement of 15 nursing-sensitive quality indicators (Table 21.2). Since the endorsement of “NQF 15,” several data reporting mechanisms have been established for performance sharing internally among providers to identify areas in need of improvement, externally for purposes of accreditation and payment, and with health care consumers so that they can choose providers based on the quality of services provided. Examples include Hospital Compare (USDHHS, 2016b) and the nursing-specific databases described by Alexander (2007):
• The National Database of Nursing Quality Indicators is a proprietary database of the Press Ganey. The database collects and evaluates unit-specific nurse-sensitive data from hospitals in the United States. Participating facilities receive unit-level comparative data reports to use for QI purposes. For more information, visit http://www.pressganey.com/solutions/clinical- quality/nursing-quality.
• California Nursing Outcomes Coalition (CalNOC) is a data repository of hospital-generated, unit-level, acute nurse staffing and workforce characteristics and processes of care, as well as key NQF-endorsed, nursing-sensitive outcome measures, submitted electronically via the web. For more information, visit http://www.calnoc.org.
• Veterans Affairs Nursing Outcomes Database was originally modeled after CalNOC. Data are collected at the unit and hospital levels to facilitate the evaluation of quality and enable benchmarking within and among Veterans Affairs facilities.
TABLE 21.2 National Voluntary Standards for Nursing-Sensitive Care
Framework Category Measure Description
Patient- centered
Death among surgical inpatients with
Percent of major surgical inpatients who experience hospital-acquired complications (e.g., sepsis, pneumonia,
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outcome measures
treatable serious complications (failure to rescue)
Pressure ulcer prevalence a
Falls prevalence a Falls with injury Restraint prevalence
(vest and limb only) Urinary catheter–
associated UTI for ICU patients a
Central line catheter- associated blood stream infection rate for ICU and HRN patients a
Ventilator-associated pneumonia for ICU and HRN patients a
gastrointestinal bleeding, shock/cardiac arrest, deep vein thrombosis/pulmonary embolism) that result in death.
Percent of inpatients who have hospital-acquired pressure ulcers (Stage 2 or greater).
Number of inpatient falls per inpatient days. Number of inpatient falls with injuries per inpatient days. Percent of patients who have a vest or limb restraint. Rate of UTI associated with use of urinary catheters for ICU
patients. Rate of bloodstream infections associated with use of central
line catheters for ICU or HRN patients. Rate of pneumonia associated with use of ventilators for ICU
and HRN patients.
Nursing- centered intervention measures
Smoking cessation counseling for AMI a
Smoking cessation counseling for HF a
Smoking cessation counseling for pneumonia a
Percent of AMI inpatients with smoking history in the past year who received smoking cessation advice or counseling during hospitalization.
Percent of HF inpatients with smoking history within the past year who received smoking cessation advice or counseling during hospitalization.
Percent of pneumonia inpatients with smoking history within the past year who received smoking cessation advice or counseling during hospitalization.
System- centered measures
Skill mix (RN, LVN/LPN, UAP and contract)
Nursing care hours per inpatient day (RN, LVN/LPN, and UAP)
PES-NWI (composite and five subscales)
Voluntary turnover
• Percent of RN care hours to total nursing care hours. • Percent of LVN/LPN care hours to total nursing care
hours. • Percent of UAP care hours to total nursing care hours. • Percent of contract hours (RN, LVN/LPN, and UAP) to
total nursing care hours. • Number of RN care hours per patient day. • Number of nursing staff hours (RN, LVN, LPN, UAP). Composite score and mean presence scores for each of
the following subscales derived from PES-NWI: • Nurse participation in hospital affairs. • Nursing foundations for quality of care. • Nurse manager ability, leadership, and support of
nurses. • Staffing and resource adequacy. • Collegial nurse–physician relations. Number of voluntary uncontrolled separations during
the month for RNs and advanced practice nurses, LVN/LPNs, and nurse assistant/aides.
aNQF-endorsed national voluntary consensus standard for hospital care. From National Quality Forum. (2012). Measuring performance. Retrieved from www.qualityforum.org/Measuring_Performance/ABCs_of_Measurement.aspx. AMI, Acute myocardial infarction; HF, heart failure; HRN, high-risk nursery; ICU, intensive care unit; LVP/LPN, licensed vocational/practical nurse; PES-NWI, practice environment scale-nursing work index; RN, registered nurse; UAP, unlicensed assistive personnel; UTI, urinary tract infection.
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HELPFUL HINT To find out how your hospital compares in nursing-sensitive quality indicators such as pressure ulcers, infections, and falls with another hospital in your area, go to https://www.medicare.gov/hospitalcompare/search.html. Identify high-performing organizations in your area from which you can learn.
Benchmarking The measurement of quality indicators must be done methodically using standardized tools. Standardized measurement allows for benchmarking, which is “a systematic approach for gathering information about process or product performance and then analyzing why and how performance differs between business units” (Massoud et al., 2001, p. 74). Benchmarking is critical for QI because it helps identify when performance is below an agreed- upon standard and signals the need for improvement. For example, when you record assessment of your patient’s risk for falls using one of the standardized assessment tools such as the Hendrich II Fall Risk Model or Morse Fall Scale and newly identified risk factors such as use of antidepressants, hypnotics, diuretics, antidiabetic medications, and polypharmacy (Callis, 2016), it allows for comparison of your assessment to those of providers in other organizations who provide care to a similar patient population and who use the same tools to document assessments. Tracking changes in the overall fall risk score over time allows you to intervene if the score falls below a set standard, indicating high risk for falls. Equally, after you implement needed interventions focused on altered elimination, mental status, or musculoskeletal weakness, you can track changes in the fall risk score to determine whether the interventions were effective in reducing risk for falls. Therefore standardized measurement can tell you when changes in care are needed and whether implemented interventions have resulted in the actual improvement of patient outcomes.
When all clinical units document care in the same way, it is possible to document pressure ulcer care across units. These performance data are useful for benchmarking efforts where clinical
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teams learn from each other how to apply best practices from high- performing units to the care processes of lower-performing units. Benchmarking (Massoud et al., 2001, p. 75) can be used to:
• Develop plans to address improvement needs.
• Borrow and adapt successful ideas from others.
• Understand what has already been tried.
Common quality improvement perspectives and models QI as a management model is both a philosophy of organizational functioning and a set of statistical analysis tools and change techniques used to reduce variations in the quality of goods or services that an organization produces (Nelson et al., 2007). The QI model emphasizes customer satisfaction, teams and teamwork, and the continuous improvement of work processes. Other defining features of QI include the use of transformational leadership by leaders at all levels to set performance goals and expectations, use of data to make decisions, and standardization of work processes to reduce variation across providers and service encounters (Nelson et al., 2007). The key principles associated with QI are shown in Table 21.3.
TABLE 21.3 Principles of Quality Improvement
Improvement Principle Key Benefits Principle 1—Customer focus/Patient focus
Health care organizations rely on patients and therefore should understand current and future patient needs, should meet patient requirements, and strive to exceed patient expectations.
• Increased customer value • Increased revenue and market
share obtained through flexible and fast responses to market opportunities
• Increased effectiveness in the organization’s resources use to enhance patient satisfaction
• Improved patient loyalty leading to repeat business
Principle 2—Leadership Leaders establish unity of purpose, and the organization’s
direction should create and maintain an internal
• People understand and are motivated toward the organization’s goals and
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environment in which people can become fully involved in organization’s objectives achievement.
objectives • Activities are evaluated,
aligned and implemented in a unified way
• Miscommunication between organization levels are minimized
Principle 3—Engagement of people People at all levels are the essence of an organization and are
essential to enhance organizational capability to create and deliver value.
• Motivated, committed, and involved people within the organization
• Innovation and creativity further the organization’s objectives
• People are accountable for own performance
• Enhanced involvement of people in improvement activities
Principle 4—Process approach Consistent results are achieved with more efficiently and
effectively when activities are understood and managed as a system of interrelated processes.
• Lower costs and shorter cycle times through effective use of resources
• Improved, consistent, and predictable results through a system of aligned processes
• Focused and prioritized improvement opportunities
Principle 5—Improvement Successful organizations have an ongoing focus on
improvement. Continual improvement is essential creating new opportunities.
• Performance advantage through improved organizational capabilities
• Focus on root-cause analysis, followed by prevention and corrective action
• Consideration of incremental and breakthrough improvements
Principle 6—Evidence-based decision making Effective decisions are based on the analysis and evaluation of
data and information are more likely to produce desired results.
• Improved decision-making processes
• Increased ability to demonstrate effectiveness of past decisions
• Increased ability to review, challenge, and change opinions and decisions
Principle 7—Relationship Management An organization and its suppliers are interdependent and a
mutually beneficial relationship enhances ability of both to create value.
• Increased capability to create value for both parties by sharing resources and managing quality-related risks
• A well-managed supply chain that provides a stable flow of goods and services
• Optimization of costs and resources
From International Organization for Standardization. (2015). ISO 9001 quality management principles. Retrieved from http://www.iso.org/iso/home/standards/management-standards/iso_9000.htm.
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Although QI has its roots in the manufacturing sector, many of the ideas, tools, and techniques used to measure and manage quality have been applied in health care organizations to improve clinical outcomes and reduce waste (McConnell et al., 2016). The major QI models used in health care include:
• Total Quality Management/Continuous Quality Improvement (TQM/CQI)
• Six Sigma
• Lean
• Clinical Microsystems
The key characteristics of each of these models are described in Table 21.4. Because QI uses a holistic approach, leaders often select one quality model that is used to guide the organization’s overarching improvement agenda.
TABLE 21.4 Overview of Quality Improvement Models Used in Health Care
Model MainCharacteristics Related Resources
TQM/CQI ( Langley et al., 2009)
• A holistic management approach used to improve organizational performance
• Seeks to understand and manage variation in service delivery
• Emphasizes customer satisfaction as an important performance measure
• Relies on team work and collaboration among workers to deliver
Institute for Healthcare Improvement: http://www.ihi.org/resources/Pages/default.aspx
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technically excellent and customer/patient- centered services
• Quality management science uses tools and techniques from statistics, engineering, operations research, management, market research and psychology
• TQM/CQI tools and techniques are applied to specific performance problems in the form of improvement projects
• The extent to which unit-level QI projects align with larger organizational quality goals, is related to their success and sustainability
Six Sigma ( DelliFraine et al., 2010)
• Developed at Motorola in the 1980s
• Six Sigma takes its name from the statistical notation of sigma (σ) used to measure variation from the mean
• Emphasizes meeting customer requirements and eliminating errors or rework with the goal of reducing process variation
• Focuses on tightly controlling variations in
AHRQ Innovations Exchange: www.innovations.ahrq.gov https://innovations.ahrq.gov/qualitytools/lean-hospitals-six-sigma-and-lean-
healthcare-forms
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production processes with the goal of reducing the number of defects to 3.4 units per 1 million units produced
• Process control achieved by applying DMAIC improvement model
• DMAIC includes defining, measuring, analyzing, improving, and controlling
• Practitioners achieve mastery levels using statistical tools to measure and manage process variation (e.g., yellow-belt, green-belt, black- belt)
Lean ( DelliFraine et al., 2010)
• Sometimes referred to as the Toyota Quality Model
• Focus: Eliminating waste from the production system by designing the most efficient and effective system
• Production controlled through standardization and placing the right person and materials at each step of the process
• Uses the PDSA improvement cycle
• Statistical tools include value
Institute for Healthcare Improvement: www.ihi.org/knowledge/Pages/IHIWhitePapers/GoingLeaninHealthCare.aspx
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stream mapping and Kanban, or a visual cue, used to warn clinicians that there is a process problem
• Performance measures vary from project to project and may inform the creation of new performance measures
• Uses a master teacher (“Sensei”) to spread the practices of Lean though the organizational culture
Clinical Microsystems ( Nelson et al., 2007)
• Model of service excellence developed specifically for health care
• Clinical microsystem is considered the building block of any health care system and is the smallest replicable unit in an organization
• Members of a clinical microsystem are interdependent and work together toward a common aim
Clinical Microsystems:www.clinicalmicrosystem.org
AHRQ, Agency for Healthcare Research and Quality; CQI, continuous quality improvement; PDSA, plan-do-study-act; QI, quality improvement; TQM, total quality management.
It is important to note that health care organizations have adopted principles and practices associated with the industrial QI approach relatively recently. Historically, the quality of health care was assessed retrospectively using the quality assurance (QA) model. The QA model uses chart audits to compare care against a predetermined standard. Corrective actions associated with QA
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focus on assigning individual blame and correcting deficiencies in operations. Another model commonly associated with health care QI is the Structure-Process-Outcome Framework (Donabedian, 1966). This framework is used to examine the resources that make up health care delivery services, clinicians’ work practices, and the outcomes associated with the structure and processes. The evolution of the key perspectives used to understand and manage QI in health care organizations is summarized in Table 21.5.
TABLE 21.5 Evolution of Quality Improvement Perspectives in Health Care
CQI, Continuous quality improvement; HAPU, hospital-acquired pressure ulcers; HCAHPS, Hospital consumer assessment of health care providers and systems; PDSA, plan-do-study-act; QA, quality assurance; TQM, total quality management.
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Quality improvement steps and tools Similar to the nursing process, which you use to guide your assessment, diagnoses, and treatment of patient problems, you can use the QI process steps (Massoud et al., 2001) for the following:
1. Assessing health system performance by collecting and monitoring data
2. Analyzing data to identify a problem in need of improvement
3. Developing a plan to treat the identified problem
4. Testing and implementing the improvement plan
Several tools facilitate each step of the QI process (Table 21.6). You can use these tools to assist with collecting and analyzing data and to identify and test improvement ideas. A case example, Nurse Response Time to Patient Call Light Requests (Box 21.7), is presented to introduce the steps of the improvement process and apply several basic QI tools used to measure and manage system performance.
TABLE 21.6 Quality Improvement Tools and Activities
From Massoud R, Askov K, Reinke J, et al. (2001). A modern paradigm for improving healthcare quality. QA Monograph Series 1(1). Bethesda, MD: Published for the US Agency for International Development by the Quality Assurance Project.
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BOX 21.7 Applying the Quality Improvement Steps to a Clinical Performance Problem A Case Study of a Call Bell Response Time Improvement Project Case study background After reviewing a year of HCAHPS patient satisfaction data, the QI team on the 6 East orthopedic unit noticed that the unit’s scores were consistently below the hospital average on the call bell response time. In addition to the somewhat mediocre patient satisfaction scores, the nurses were also frustrated with the way that the unit staff responded to patient calls. Using the patient and staff satisfaction HCAHPS data as a starting point, the QI team selected call bell response time as an opportunity for improvement.
Improvement step 1: Assessment The goal of the 6 East QI project was to understand and manage system variation associated with patient’s satisfaction with call bell response times. The QI team began the improvement project by asking the broad questions:
• What time of day is associated with a higher frequency of call bell use?
• What is the average time that it takes a staff member to answer a call bell?
• Are there variations in call bell response time based on the location of the patient’s room in relation to the central nursing station?
The QI team designed a check sheet to collect data on the number of call bell requests each hour by patient room number. The charge nurse and unit clerk took turns recording call bell requests during a 24-h period. The QI team downloaded data from the call bell system to gain information on the average response time as well as information about unit staffing patterns and
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patient’s admitting diagnoses.
Improvement step 2: Analysis To begin, the QI team tallied the call response time with a histogram using 5-min intervals. In graphing the data, a clear pattern emerged. The patient wait times fell into three groups:
• One group waited an average of 8 min.
• The second group waited an average of 12 min.
• A third group waited an average of 20 min for a member of staff to respond to the call bell request.
Upon further analysis of the data, the QI team discovered that the patients with the longest waiting times were in rooms that are the furthest from the central nursing station. The QI team constructed a Pareto diagram to understand the nature and frequency of the patients’ requests. This analysis revealed that the three most frequently occurring patient requests were:
• Pain medication
• Assistance with repositioning
• Assistance with opening and positioning food on the tray table during meal time
Finally, the team constructed a fishbone diagram to identify the factors associated with the 20-min response delays. Using these data, the QI team was able to identify the likely cause of the problem and its symptoms.
Improvement step 3: Develop a plan for improvement The QI team worked with the hospital librarian to identify relevant studies to develop their improvement project plan. The QI team reviewed a number of research studies about patient requests and response rates from both the patient and nurse perspectives. The team also reviewed studies about work redesign to involve the food service team more directly into the unit’s workflow. Based on
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a critical appraisal of the evidence, the QI team decided to try two interventions for the improvement project:
1. Hourly nurse rounding to improve responsiveness for patient’s pain medication requests, and
2. Role redesign for the dietary staff to reduce patient’s request for meal assistance.
The QI team agreed on the specific aim statements to guide the project:
1. In 30 days, we aim to reduce the number of call bell requests for pain medication from 15 per hour to 3 per 8-h shift.
2. In 30 days, we aim to decrease average wait time for pain medication from 12 min to 5 min.
Improvement step 4: Test and implement the improvement plan Case Study Continues: The QI team tested the two change ideas using PDSA cycles over two successive weeks. Hourly nurse rounding was tested using three nurses on the day and evening shift with patients admitted to three randomly assigned rooms for a 3-day period. During the hourly rounds, the nurses conducted pain assessments and administered medication and other pain management interventions. The nurses recorded their interventions on a data collection sheet in each patient’s bedside chart. The unit clerk collected the call bell frequency and response time from the central system for the patients in the randomly assigned rooms during the PDSA testing period. During the testing period, the improvement team reviewed the data at the end of each shift to assess changes in performance.
During the next week, the improvement team piloted the change in the dietary aid’s work responsibilities to include opening the food trays at the bedside, positioning patients to eat, and filling the water pitchers at the time the meals were served. The change in the dietary aid job responsibilities required training in infection control, body mechanics, and the creating of a new sign system to
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alert the dietary staff about the patients’ dietary restrictions. This change idea was piloted using the same number of staff members, duration, patient rooms, and unit clerk documentation responsibilities as the PDSA cycle for the hourly nurse rounds. Staff feedback about the strengths and drawbacks of the hourly rounding and expanded food preparation responsibilities for the dietary aids, including suggestions for improving the practice changes, were collected.
Finally, to evaluate the effectiveness of the change ideas, the QI team used a run chart to track performance for the unit’s call bell response time. The run chart was annotated to include the days that the team implemented the PDSA cycles to refine the process used for hourly nurse rounding and the change in the dietary aid’s responsibilities to set up patients’ meal trays. At the end of a month of experimentation, the QI team was able to reduce the number of call bell requests for pain medication from a high of 15 per hour at the beginning of the project, to three per shift. Similarly, the average time that patients waited for their pain medication dropped from 12 to 5 min. The team was able to achieve similar reductions in the call bell requests at meal time by expanding the role of the dietary aid to include meal setup. Based on the performance data, the QI team recommended that hourly nurse rounding and meal setup by the dietary aids become the standard of practice on the unit.
To embed the new practices into the unit routines, the QI team supervised PDSA cycles until the entire unit reached the performance goal in the specific aim statement. The run chart data suggested that the call bell response process was mostly stable with some variation attributed to new staff hired for the weekend day shift who were not fully oriented to the new routines for hourly nurse rounding and meal tray setup.
Forming a lead quality improvement team QI is inherently an interprofessional team process and requires contributions from various perspectives to assess the potential causes of system malfunction and improvement ideas (Nelson et al., 2007). A lead QI team should be composed of representatives from multiple professions involved in patient care, support staff,
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patients, and families. While all professional staff, support staff, and patients should be involved throughout the improvement process, members of the lead team are responsible for planning, coordinating, implementing, and evaluating improvement efforts. To maintain a productive lead team, it is important to set a meeting schedule and use effective meeting tools such as the following (Nelson et al., 2007):
• Meeting agenda
• Meeting roles
• Ground rules
• Brainstorming
• Multivoting
Other tools that can help with project management to keep team and activities organized and focused include action plans and Gantt charts (Nelson et al., 2007). To download templates of meeting agendas, meeting role cards, action plans, and Gantt charts, go to the Clinical Microsystems website at https://clinicalmicrosystem.org and select the Materials/Worksheets tabs. After the lead team is assembled and team processes established, the team can begin assessment of the health system. To access resources on how to best facilitate interprofessional teamwork, visit The National Center for Interprofessional Education and Practice at https://nexusipe.org.
HIGHLIGHT To keep the interprofessional QI lead team engaged and on schedule, hold team meetings at least weekly and display a timeline of QI activities such as data collection, analysis, and results of PDSA cycles, with completion progress for each activity where all team members can see it.
Improvement process step 1: Assessment In the assessment phase, the first step is to complete a structured assessment to understand more about performance patterns. The
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improvement team typically begins with a series of broad questions that are used to guide data collection. Common methods used to collect system performance data include check sheets and data sheets to understand performance patterns and surveys, focus groups, and interviews to gather information about patient and staff perceptions of system performance. Commonly collected data elements include information about the following (Nelson et al., 2007):
• Patients: What are the average age, gender, top diagnoses, and satisfaction scores?
• Professionals: What is the level of staff satisfaction? What is their skill set?
• Processes and patterns: What are the processes for admitting and discharging patients?
• Common performance metrics: What are the rates of pressure ulcers and falls with injury?
For useful data collection templates, select the Tools tab at https://clinicalmicrosystem.org/.
HELPFUL HINT To reduce data collection burden related to QI projects, when starting the assessment phase of the QI process, first identify what performance data already exist in your organization. For example, find out if your organization is participating in the National Database of Nursing Care Quality Indicators program, which collects quarterly data on pressure ulcers, infections, falls, staff satisfaction, and other quality indicators.
Improvement step 2: Analysis The next phase of the improvement process focuses on data analysis. Because QI uses a team problem-solving approach, data are displayed in graphic form so all team members can see how the system is performing and generate ideas for what to improve. Several tools exist to help display and analyze performance data.
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Trending variation in system performance with run and control charts If quality health care means that the right care is delivered to the right people, in the right way, at the right time, for every person, during each clinical encounter, it is important to learn when criteria are not met and why (IOM, 2001). One method is to track performance over time and understand sources of variation in system performance, which can guide improvement activities to design a better-functioning health system. Minimizing performance variation is one of the main QI goals. There are two main types of system variation (Nelson et al., 2007, p. 346):
• Common cause variation occurs at random and is considered a characteristic of the system. For example, you might never leave your house in time for prompt arrival to class. In this case, you must work on better managing multiple random causes of tardiness, such as getting up late or taking too long to shower, dress, and eat to improve your overall punctuality record.
• Special cause variation arises from a special situation that disrupts the causal system beyond what can be accounted for by random variation. An example might be that you usually leave your house on time for a prompt arrival to class, but special circumstances such as road construction or a broken elevator delay your arrival to class. Once these special causes of tardiness are resolved, you will arrive to class on time.
Variations in system performance over time are commonly displayed with run charts and control charts. A run chart is a graphical data display that shows trends in a measure of interest; trends reveal what is occurring over time (Nelson et al., 2007). The vertical axis of the run chart depicts the value of measure of interest, and the horizontal axis depicts the value of each measure running over time. A run chart shows whether the outcome of interest is running in a targeted area of performance, and how much variation there is from point to point and over time. For example, a patient newly diagnosed as having diabetes can record her blood glucose levels over a month using a run chart. By
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regularly charting blood glucose levels, the patient is able to reveal when blood glucose runs higher or lower than the target level of less than 100 mg/dL for fasting plasma glucose (FPG) test. The run chart in Fig. 21.1 shows that FPG levels are consistently higher than the target, with a median FPG of 130 mg/dL; the trend of FPG readings in the first 19 days of the month is indicative of common cause variation. These random variations in FPG readings are likely caused by a confluence of several factors such as diet, exercise, and medication adherence. To correct the undesirable variation, the patient can assess which factors might be influencing the higher FPG values and then work with her primary care provider to develop necessary interventions to better control her blood glucose by better managing multiple causal factors. To determine whether interventions were successful, the patient and her provider should continue to document blood glucose levels and then compare the median FPG values before and after interventions are implemented.
FIG 21.1 Run chart of daily fasting plasma glucose
levels.
In addition, special cause variation in FPG is evident on days 19 to 28, where nine consecutive FPG readings are above the median line. It turns out that on these days, the patient had run out of her glucose-lowering medication; this special circumstance caused increased FPG. Although various rules exist for accurately determining the presence of special cause variation, generally special cause variation is present if the following are true (Nelson et al., 2007, p. 349):
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• Eight data points in a row are above or below the median or mean.
• Six data points in a row are going up.
• Six data points in a row are going down.
Determining common and special causes of variation is important because treatment strategies for eliminating each type of variation will vary.
A control chart (Fig. 21.2) is also used to track system performance over time, but it is a more sophisticated data tool than a run chart (Nelson et al., 2007). A control chart includes information on the average performance level for the system depicted by a center line displaying the system’s average performance (the mean value), and the upper and lower limits depicting one to three standard deviations from average performance level. The rules to detect special cause variation are the same for run and control charts, except that for control charts the upper and lower limits are additional tools used to detect special cause variation. Any point that falls outside the control limit is considered an outlier that merits further examination.
FIG 21.2 Control chart of average wait time before and after a redesign. Source: (From Massoud R, Askov K, Reinke J, et al. [2001]. A modern paradigm for improving healthcare quality. QA Monograph
Series 1[1]. Bethesda, MD: Published for the US Agency for International Development by the Quality Assurance Project.)
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HELPFUL HINT Use a run chart in step two of the QI process to analyze causes of variation in fasting plasma glucose (FPG) levels from the target level of 100 mg/dL and in step four of the QI process to evaluate if changes in diet, exercise, and medication adherence helped the patient achieve the targeted FPG.
Graphs Graphs commonly used to understand system performance, displayed in Fig. 21.3, include pie charts, bar charts, and histograms. Selecting the appropriate chart depends on the type of data collected and the performance pattern the improvement team is trying to understand. A bar chart is used to display categorical- level data. A Pareto diagram is a special type of bar chart used to understand the frequency of factors that contribute to a common effect. It is used to display the Pareto Principle, sometimes referred to as the 80-20 Rule, or the Law of the Few (Massoud et al., 2001), which states that 80% of variation in a problem originates with 20% of cases. In a Pareto diagram, the bars are displayed in descending order of frequency. A histogram is another type of bar chart used for continuous-level data to show the distribution of the data around the mean, commonly called the bell curve (Massoud et al., 2001).
FIG 21.3 Examples of bar chart, pie chart, and histogram. Source: (From Massoud R, Askov K, Reinke J, et al. [2001]. A modern paradigm for improving healthcare quality. QA Monograph Series
1[1]. Bethesda, MD: Published for the US Agency for International Development by the Quality Assurance Project.)
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Cause and effect diagrams More sophisticated visual data displays include cause and effect diagrams used to identify and treat the causes of performance problems. Two common tools in this category are a fishbone or Ishikawa diagram and a tree diagram (Massoud et al., 2001). The fishbone diagram facilitates brainstorming about potential causes of a problem by grouping potential causes into the categories of environment, people, materials, and process (Fig. 21.4). Fishbone diagrams can be used proactively to prevent quality defects, including errors, and retrospectively to identify factors that potentially contributed to quality defect or an error that has already occurred. An example of when a fishbone diagram is used retrospectively is during root cause analyses (RCAs) to identify system design failures that caused errors.
FIG 21.4 Fishbone diagram. Source: (Adapted from Massoud R, Askov K, Reinke J, et al. [2001]. A modern paradigm for improving
healthcare quality. QA Monograph Series 1[1]. Bethesda, MD: Published for the US Agency for International Development by the Quality Assurance
Project.)
An RCA is a structured method used to understand sources of
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system variation that lead to errors or mistakes, including sentinel events, with the goal of learning from mistakes and mitigating hazards that arise as a characteristic of the system design (Zastrow, 2015). An RCA is conducted by a team that includes representatives from nursing, medicine, management, QI, or risk management and the individual(s) involved in the incident (sometimes including the patient or family members in the discovery process), and it emphasizes system failures while avoiding individual blame (Zastrow, 2015). An RCA seeks to answer three questions to learn from mistakes:
• What happened?
• Why did it happen?
• What can be done to prevent it from happening again?
Because the RCA is viewed as an opportunity for organizational learning and improvement, the most effective RCAs include a change in practice or work system design to lessen the chances of similar errors occurring in the future.
A tree diagram is particularly useful for identifying the chain of causes, with the goal of identifying the root cause of a problem. For example, consider medication errors. The improvement team could use the Five Whys method to establish the chain of causes leading to the medication error:
• Question 1: Why did the patient get the incorrect medicine?
Answer 1: Because the prescription was wrong.
• Question 2: Why was the prescription wrong?
Answer 2: Because the doctor made the wrong decision.
• Question 3: Why did the doctor make the wrong decision?
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Answer 3: Because he did not have complete information in the patient’s chart.
• Question 4: Why wasn’t the patient’s chart complete?
Answer 4: Because the doctor’s assistant had not entered the latest laboratory report.
• Question 5: Why hadn’t the doctor’s assistant charted the latest laboratory report?
Answer 5: Because the lab technician telephoned the results to the receptionist, who forgot to tell the assistant.
In this case, using the Five Whys technique suggests that a potential solution for avoiding wrong prescriptions in the future might be to develop a system for tracking lab reports (Massoud et al., 2001).
Flowcharting A flowchart depicts how a process works, detailing the sequence of steps from the beginning to the end of a process (Massoud et al., 2001). Several types of flowcharts exist, including the most simple (high level), a detailed version (detailed), and one that also indicates the people involved in the steps (deployment or matrix). Fig. 21.5 shows an example of a detailed flowchart. Massoud and colleagues (2001, p. 59) suggest using flowcharts to:
• Understand processes.
• Consider ways to simplify processes.
• Recognize unnecessary steps in a process.
• Determine areas for monitoring or data collection.
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• Identify who will be involved in or affected by the improvement process.
• Formulate questions for further research.
FIG 21.5 Detailed flowchart of patient registration. Source: (Adapted from Massoud R, Askov K, Reinke J, et
al. [2001]. A modern paradigm for improving healthcare quality. QA Monograph Series 1[1]. Bethesda, MD: Published for the US Agency for
International Development by the Quality Assurance Project.)
When flowcharting, it is important to identify a start and an end point of a process, then make a record of the actual, not the ideal, process. To obtain an accurate picture of the process, perform direct observation of the process steps and communicate with people who are directly part of the process to clarify all the steps.
Improvement step 3: Develop a plan for improvement By identifying potential sources of variation, the improvement team can pinpoint the problem areas in need of improvement. The next phase is to treat the performance problem. This phase involves developing and testing a plan for improvement. A simple yet powerful model for developing and testing improvements is the Model for Improvement (Langley et al., 2009). It begins with three questions to guide the change process and focus the improvement work (Langley et al., 2009):
1. Aim. What are we trying to accomplish? Set a clear aim with
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specific measurable targets.
2. Measures. How will we know that the change is an improvement? Use qualitative and quantitative measures to support real improvement work to guide change progress toward the stated goal.
3. Changes. What changes can we make that will result in an improvement? Develop a statement about what the team believes they can change to cause improvement.
The change ideas reflect the team’s hypotheses about what could improve system performance. There are several ways in which change ideas can be generated. The change ideas can be identified from the root causes of the performance problems that are identified during cause and effect and process analyses using fishbone diagram, the Five Whys, and flowcharting tools in the analysis step of the improvement process. Another approach is to select common areas for change associated with the goals and philosophy of QI. Common change topics, also referred to as themes for improvement, include (Langley et al., 2009, p. 359):
• Eliminating waste
• Improving work flow
• Optimizing inventory
• Changing the work environment
• Managing time more effectively
• Managing variation
• Designing systems to avoid mistakes
• Focusing on products or services
Change ideas can also come from the evidence provided by your review of the available literature. This is where your EBP skills will
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be most helpful. You will need to critically appraise both research studies and QI studies of interventions that can be applied to remedy the identified problem. To help you decide whether a journal article is a research study or a QI study, see the critical decision tree in Fig. 21.6. Because QI studies capture the experiences of a particular organization or unit, the results of these studies are usually not generalizable. In an effort to promote knowledge transfer and learning from others’ improvement experiences, the Standards for Quality Improvement Reporting Excellence, or the SQUIRE Guidelines (Ogrinc et al., 2015), were developed to promote the publication and interpretation of this type of applied research. The SQUIRE Guidelines are presented in Table 21.7; you should use them to evaluate QI studies.
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FIG 21.6 Differentiating QI from research projects. SQUIRE, Standards for Quality Improvement
Reporting Excellence. Source: (Adapted with permission from King, D. L. [2008]. Research and quality improvement: Different processes,
different evidence. Medsurg Nursing, 17[3], 167.)
TABLE 21.7 Revised Squire Guidelines Standards for Quality Improvement Reporting Excellence (Squires 2.0)
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From Ogrinc G, Davies L, Goodman D, et al. (2015). SQUIRE 2.0 (Standards for Quality Improvement Reporting Excellence): revised publication guidelines from a detailed consensus process. BMJ Quality and Safety, 0, 1–7. doi:10.1136/bmjqs- 2015-004411. Note: See www.squire-statement.org/ for more information on publishing QI studies.
Improvement step 4: Test and implement the improvement plan
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The improvement changes that are identified in the planning phase are tested using the Plan-Do-Study-Act (PDSA) Improvement Cycle, which is the last step of the Improvement Model (Langley et al., 2009; Massoud et al., 2001) depicted in Fig. 21.7. The focus of PDSA is experimentation using small and rapid tests of change. Actions involved in each phase of the PDSA cycle are detailed in Fig. 21.7. In this step, you evaluate the success of the intervention in bringing about improvement. It is important for the team to monitor the intended and unintended changes in system performance, the patient and staff perceptions of the change, and ideally, the costs of the change. Also, in this phase of the improvement process, it is useful to track the stability and sustainability of the new work process by monitoring system performance over time. Results data should be presented in graphic data displays (explained earlier in the chapter) and compared with the baseline performance.
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FIG 21.7 Summary of the QI process. Source: (Adapted from Massoud R, Askov K, Reinke J, et al. [2001]. A modern paradigm for
improving healthcare quality. QA Monograph Series 1[1]. Bethesda, MD: Published for the US Agency for International Development by the Quality
Assurance Project.)
Taking on the quality improvement challenge and leading the way Hospital leaders and other key stakeholders agree that enabling nurses to lead and participate in QI is vital for strengthening our
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health system’s capacity to provide high-quality patient care (Draper et al., 2008; IOM, 2015). Nurses are on the front lines of delivering care, and they offer unique perspectives on the root causes of dysfunctional care, as well as what interventions might work reliably and sustainably in everyday clinical practice to achieve best care. However, multiple barriers to nurses’ participation in QI exist, including insufficient staffing, lack of leadership support and resources for nurses’ participation in QI, and not enough educational preparation for knowledgeable and meaningful QI involvement (Draper et al., 2008). For nurses to contribute their knowledge and expertise to patient care delivery and the organization’s quality enterprise, nursing leadership must engage in (Berwick, 2011, p. 326):
• Setting aims and building the will to improve
• Measurement and transparency
• Finding better systems
• Supporting PDSA activities, risk, and change
• Providing resources
Several common elements that make improvement work possible are captured in two bodies of knowledge (Berwick, 2011). One is professional knowledge that includes knowledge of one’s discipline, subject matter, and values of the discipline. The other is knowledge of improvement, which includes knowledge of complex systems functioning through dynamic interplay among various technical and human elements; knowledge of how to detect and manage variation in system performance; knowledge of managing group processes through effective conflict resolution and communication; and knowledge of how to gain further knowledge by continual experimentation in local settings through rapid tests of change. Linking these two knowledge systems promotes continuous improvement in health care. This chapter provides a starting point for you to develop basic knowledge and skills for the improvement work, so you can better meet the challenges and
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expectations of a contemporary nursing practice.
Key points • There is much room for improvement in the quality of care in the
United States.
• The quality of health care is evaluated in terms of its effectiveness, efficiency, access, safety, timeliness, and patient centeredness.
• As the largest group of health professionals, nurses play a key role in leading QI efforts in clinical settings.
• Accreditation, payment, and performance measurement are external incentives used to improve the quality of care delivered by hospitals and health professionals. One example of such is the Joint Commission accreditation for health care delivery organizations.
• The National Quality Forum “15” (NQF 15) is a set of 15 nursing- sensitive measures to assess and improve the quality of nursing care delivered in the United States.
• Standardized measures such as patient fall rates are used to compare performance across nursing units and organizations.
• Health care payers use quality performance measures such as 30- day readmission rates as a basis for paying hospitals and providers.
• QI is both a philosophy of organizational functioning and a set of statistical analysis tools and change techniques used to reduce variation.
• The major approaches used to manage quality in health care are Total Quality Management/Continuous Quality Improvement, Lean, Six Sigma, and the Clinical Microsystems model.
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• The defining characteristics of QI are focus on patients/customers; teams and teamwork to improve work processes; and use of data and statistical analysis tools to understand system variation.
• QI uses benchmarking to compare organizational performance and learn from high-performing organizations.
• QI tools, techniques, and principles are applied to clinical performance problems in the form of improvement projects, such as using a presurgical checklist to prevent wrong-side surgeries, a national patient safety goal.
• Unit-level improvement projects should align with organizational-level improvement priorities to promote the sustainability of the unit-level projects.
• There are four major steps in the QI process: assessment, analysis, improvement, and evaluation.
• Patient safety focuses on designing systems to remove factors known to cause errors or adverse events.
• Barriers exist that impede nurses’ participation in QI, including insufficient staffing, lack of leadership support, and nurses’ unfamiliarity with QI principles and practices.
Critical thinking challenges • Have your team discuss the similarities and differences
among total quality improvement, Lean, Six Sigma, and the Clinical Microsystems models. Choose one of the models for your team to use to guide your improvement project.
• Consider your unit’s performance on the HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) Survey. What suggestions do you have for applying QI principles to improve your unit’s score on these key performance indicators?
• Why is it important to document nurse-sensitive care outcomes
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using standardized performance measurement systems? How does performance measurement relate to QI activities?
• What barriers do you see for participating in unit-level quality improvement initiatives? What suggestions do you have for overcoming these barriers?
• In what ways do QI studies differ from research studies? How would you use the results of a QI study to inform a change in practice on your unit?
Go to Evolve at http://evolve.elsevier.com/LoBiondo/ for review questions, critiquing exercises, and additional research articles for practice in reviewing and critiquing.
References 1. Agency for Healthcare Research and Quality (AHRQ).
2015 National healthcare quality and disparities report and 5th anniversary update on the National Quality Strategy. Available at: http://www.ahrq.gov/sites/default/files/wysiwyg/research/findings/nhqrdr/nhqdr15/2015nhqdr.pdf 2016; Retrieved from(AHRQ Pub. No. 16-0015)
2. Alexander G. R. Nursing sensitivity databases Their existence, challenges, and importance. Medical Care Research and Review 2007;64(2):44S-63S Available at: doi:10.1177/558707299244
3. American Organization of Nurse Executives. Care innovation and transformation program. Available at: http://www.aone.org/education/cit.shtml 2016; Retrieved from
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5. Berwick D. M. Preparing nurses for participation in and leadership of continual improvement. Journal of Nursing Education 2011;50(6):322-327.
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6. Bigelow B., Arndt M. Total quality management Field of dreams. Health Care Management Review 1995;20(4):15-25.
7. Callis N. Falls prevention Identification of predictive fall risk factors. Applied Nursing Research 2016;29:53-58 Available at: doi:10.1016/j.apnr.2015.05.007
8. Chassin M. R, Loeb J. M. The ongoing quality improvement journey Next stop, high reliability. Health Affairs 2011;30(4):559-568 Available at: doi:10.1377/hlthaff.2011.0076
9. Cronenwett L., Sherwood G., Barnsteiner J., et al. Quality and safety education for nurses. Nursing Outlook 2007;55(3):122-131 Available at: doi:10.1016/j.outlook.2007.02.006
10. Davis K., Stremikis K., Squires D., Schoen C. Mirror, mirror on the wall How the performance of the U.S. health care system compares internationally. Available at: http://www.commonwealthfund.org/publications/fund- reports/2014/jun/mirror-mirror 2014; Retrieved from
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12. Donabedian A. Evaluating the quality of medical care. The Milbank Memorial Fund Quarterly 1966;44(3):166-206.
13. Draper D. A, Felland L. E, et al. The role of nurses in hospital quality improvement (CSHSC Report no. 3). Available at: http://www.hschange.org/CONTENT/972/ 2008; Retrieved from
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15. Institute of Medicine (IOM). To err is human Building a safer health system: executive summary. Washington, DC: The National Academies Press 1999; Available at: http://books.nap.edu/openbook.php?record_id=9728 Retrieved from
16. Institute of Medicine (IOM). Crossing the quality chasm A new health system for the 21st century: executive summary.
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Washington, DC: The National Academies Press 2001; Available at: http://books.nap.edu/catalog/10027.html Retrieved from
17. Institute of Medicine (IOM). Assessing progress on the IOM report The Future of Nursing. Washington, DC: The National Academies Press 2015;
18. Langley G. J, Moen R. D, Nolan K. M, et al. The improvement guide A practical approach to enhancing organizational performance. 2nd ed. San Francisco, CA: Jossey-Bass 2009;
19. Massoud R., Askov K., Reinke J., et al. A modern paradigm for improving healthcare quality. . QA Monograph Series. Bethesda, MD: The Quality Assurance Project 2001;1; 1.
20. McConnell J. K, Lindrooth R. C, Wholey D. R, et al. Modern management practices and hospital admissions. Health Economics 2016;25:470-485 Available at: doi:10.1002/hec.3171
21. National Quality Forum (NQF). National voluntary consensus standard for nursing-sensitive care an initial performance measure set. Available at: http://www.qualityforum.org/Publications/2004/10/National_Voluntary_Consensus_Standards_for_Nursing- Sensitive_Care__An_Initial_Performance_Measure_Set.aspx 2004; Retrieved from
22. Nelson E. C, Batalden P. B, Godfrey M. M. Quality by design A clinical microsystems approach. San Francisco, CA: Jossey-Bass 2007;
23. Nuti S. V, Wang Y., Masoudi F. A, et al. Improvements in the distribution of hospital performance for the care of patients with acute myocardial infarction, heart failure, and pneumonia, 2006– 2011. Medical Care 2015;53(6):485-491.
24. Ogrinc G., Davies L., Goodman D., et al. SQUIRE 2.0 (Standards for Quality Improvement Reporting Excellence) Revised publication guidelines from a detailed consensus process. BMJ Quality and Safety 2015;0:1-7 Available at: doi:10.1136/bmjqs-2015-004411
25. Tidwell J., Busby R., Lewis B., et al. The race Quality assurance performance improvement project aimed at achieving superior patient outcomes. Journal of Nursing Care Quality 2016;31(2):99-104.
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patient-centered bedside rounds in the pediatric intensive care unit. Journal of Nursing Care Quality 2015;30(2):160-166.
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Appendix A. Example of a randomized clinical trial (nyamathi et al., 2015) Nursing case management, peer coaching, and hepatitis A and B vaccine completion among homeless men recently released on parole
Adeline Nyamathi, Benissa E. Salem, Sheldon Zhang, David Farabee, Betsy Hall, Farinaz Khalilifard, Barbara Leake
Background: Although hepatitis A virus (HAV) and hepatitis B virus (HBV) infections are vaccine-preventable diseases, few homeless parolees coming out of prisons and jails have received the hepatitis A and B vaccination series.
Objectives: The study focused on completion of the HAV and HBV vaccine series among homeless men on parole. The efficacy of three levels of peer coaching (PC) and nurse-delivered interventions was compared at 12-month follow-up: (a) intensive peer coaching and nurse case management (PC-NCM); (b) intensive PC intervention condition, with minimal nurse involvement; and (c) usual care (UC) intervention condition, which included minimal PC and nurse involvement. Furthermore, we assessed predictors of vaccine completion among this targeted sample.
Methods: A randomized control trial was conducted with 600 recently paroled men to assess the impact of the three intervention conditions (PC-NCM vs. PC vs. UC) on reducing drug use and recidivism; of these, 345 seronegative, vaccine- eligible subjects were included in this analysis of completion of the Twinrix HAV/HBV vaccine. Logistic regression was added to assess predictors of completion of the HAV/HBV vaccine series
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and chi-square analysis to compare completion rates across the three levels of intervention.
Results: Vaccine completion rate for the intervention conditions were 75.4% (PC-NCM), 71.8% (PC), and 71.9% (UC; p = .78). Predictors of vaccine noncompletion included being Asian and Pacific Islander, experiencing high levels of hostility, positive social support, reporting a history of injection drug use, being released early from California prisons, and being admitted for psychiatric illness. Predictors of vaccine series completion included reporting having six or more friends, recent cocaine use, and staying in drug treatment for at least 90 days.
Discussion: Findings allow greater understanding of factors affecting vaccination completion in order to design more effective programs among the high-risk population of men recently released from prison and on parole.
Key Words: accelerated Twinrix hepatitis A/B vaccine; ex-offenders; homelessness; parolees; prisoners; substance abuse
Nursing Research, May/June 2015, Vol 64, No 3, 177-189
With 1.6 million men and women behind bars, the United States has one of the largest numbers of incarcerated persons when compared to other nations (Pew Charitable Trusts, 2008). In California, over 130, 000 are in custody and over 54, 000 are on parole (California Department of Corrections and Rehabilitation, 2013b). Incarcerated populations are at significant risk for homelessness. When compared to the general population, those who were in jail were more likely to be homeless (Greenberg & Rosenheck, 2008). In one study, homeless inmates were more likely to have past criminal justice system involvement for both nonviolent and violent offenses, mental health and substance abuse problems, and lack of personal assets (Greenberg & Rosenheck, 2008).
Globally, incarcerated populations encounter a host of public healthcare issues; two such issues—hepatitis A virus (HAV) and hepatitis B virus (HBV) diseases—are vaccine preventable. In addition, viral hepatitis disproportionately impacts the homeless
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because of increased risky sexual behaviors and drug use (Stein, Andersen, Robertson, & Gelberg, 2012), along with substandard living conditions (Hennessey, Bangsberg, Weinbaum, & Hahn, 2009). Other risk factors include, but are not limited to, injection drug use (IDU), alcohol use, and older age, which place the population at risk for being seropositive (Stein et al., 2012).
Incarcerated populations are at significant risk for homelessness. As a member of the hepatovirus family, HAV is primarily transmitted via the fecal-oral route (Zuckerman, 1996). The rate of acute hepatitis in the United States is 0.5 per 100, 000 (Centers for Disease Control and Prevention, 2010). Although the rate among paroled populations is hard to ascertain, data suggest that HAV infection is related to unsanitary living conditions, that is, poor water sanitation (World Health Organization, 2014), for which homeless populations are at risk.
A member of the Hepadnavirus family, HBV (Immunization Action Coalition, 2013; Zuckerman, 1996) disproportionately burdens homeless (Nyamathi, Liu, et al., 2009; Nyamathi, Sinha, Greengold, Cohen, & Marfisee, 2010) and incarcerated populations (Immunization Action Coalition, 2013; Khan et al., 2005), leading to fulminant liver failure, chronic liver disease, hepatocellular carcinoma, and death (Rich et al., 2003). HBV can be transmitted through unprotected sexual activity, needle sharing, IDU (Diamond et al., 2003; Maher, Chant, Jalaludin, & Sargent, 2004), and percutaneous blood exposure. National prevalence statistics indicate that HBV affects between 13% and 47% of U.S. prison inmates (Centers for Disease Control and Prevention, 2004). Illicit drug use is a major contributor to incarceration and homelessness among ex-offenders (McNeil & Guirguis-Younger, 2012; Tsai, Kasprow, & Rosenheck, 2014), placing ex-offenders who use drugs at high risk for HBV infection.
Despite the availability of the HBV vaccine, there has been a low rate of completion for the three-dose core of the accelerated vaccine series (Centers for Disease Control and Prevention, 2012). Among incarcerated populations, HBV vaccine coverage is low; in a study
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among jail inmates, 19% had past HBV infection, and 12% completed the HBV vaccination series (Hennessey, Kim, et al., 2009). Although HBV vaccination is well accepted behind bars— because of a lack of funding and focus on prevention as a core in the prison system—few inmates may complete the series (Weinbaum, Sabin, & Santibanez, 2005). In addition, prevention may not be a priority for those who are struggling with managing mental health, drug use, and dependency issues, along with the need to meet basic necessities (Nyamathi, Shoptaw, et al., 2010). Authors contend that, although the HBV vaccine is cost-effective, it is underutilized among high-risk (Rich et al., 2003) and incarcerated populations (Hunt & Saab, 2009).
For homeless men on parole, vaccination completion may be affected by level of custody; generally, the higher the level of custody, the higher the risk an inmate poses. In addition, various contract types, such as drug treatment related, and length of time in residential drug treatment (RDT)—for those with drug histories— may also affect completion of the vaccine series. For those transitioning into the community, stress, family reunification issues, and the potential for relapse and recidivism may represent real challenges (Seiter & Kadela, 2003) and may influence vaccine completion.
Until 1981, the HBV vaccine was not licensed in the U.S. (Centers for Disease Control and Prevention, 2012). Twenty years later, in 2001, a combination of the HAV and HBV vaccine, Twinrix, was developed by GlaxoSmithKline and approved by the Food and Drug Administration (Centers for Disease Control and Prevention, 2012). The standard dosing for this regimen is 0, 1, and 6 months. An alternative dosing schedule (core doses at 0, 7, and 21–31 days and a booster dose 12 months) was approved by the Food and Drug Administration in 2007 (Centers for Disease Control and Prevention, 2012). Thus, many individuals, particularly older individuals, may not have been vaccinated.
One strategy to improve vaccination for HAV and HBV among high-risk populations has been to utilize the accelerated Twinrix HAV/HBV vaccination, which provides the core doses at 0, 7, and 21–30 days (Nyamathi, Liu, et al., 2009). The Twinrix recombinant vaccination is administered intramuscularly (GlaxoSmithKline,
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2011) by a licensed nurse. In a randomized controlled trial (RCT) comparing vaccination completion among incarcerated IDUs in Denmark—using the accelerated versus a standard vaccine schedule (0, 1, and 6 months)—63% completed the three accelerated dose series compared to 20% of those who received the nonaccelerated series (Christensen et al., 2004). In another RCT conducted among 297 homeless adults with a history of incarceration, findings revealed that 50% completed the Twinrix vaccine series. Logistic regression analysis revealed that those who were more likely to complete the HBV vaccination were over 40 years of age (p = .02), partnered (p = .02), homeless for more than 1 year (p = .025), recent binge drinkers (p = .03), and had attended recent alcohol anonymous or narcotic anonymous meetings (p = .006; Nyamathi, Marlow, Branson, Marfisee, & Nandy, 2012). In another RCT focused on improving HAV/HBV vaccine completion among 256 homeless adults who were on methadone maintenance, a greater percentage of participants who completed the vaccine series also reduced their alcohol consumption by 50% as compared to those who were unsuccessful in reducing their alcohol consumption (74.4% vs. 64.1%; Nyamathi, Shoptaw, et al., 2010).
Finally, in a larger, three-group RCT with 865 homeless adults in shelters located in Los Angeles, individuals were randomly assigned to one of three groups: (a) nurse case-managed sessions plus hepatitis education, incentives, and tracking; (b) standard hepatitis education plus incentives and tracking; and (c) standard hepatitis education and incentives only. Findings reveal that those who were in the nurse case management education, incentives, and tracking program were significantly more likely to complete a standard three-series Twinrix vaccination or core of the accelerated dosing schedule (68% vs. 61% vs. 54%, respectively; p = .01) compared to those who were in the other two programs (Nyamathi, Liu, et al., 2009). Although accelerated vaccination programs have shown success in RCT studies, including those utilizing nurse case management, little is known about vaccine completion among an ex-offender population using varying intensities of nurse case management and peer coaches.
Theoretical framework
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The comprehensive health seeking and coping paradigm (Nyamathi, 1989), adapted from a coping model (Lazarus & Folkman, 1984), and the health seeking and coping paradigm (Schlotfeldt, 1981) guided this study and the variables selected (see Figure 1). The comprehensive health seeking and coping paradigm has been successfully applied by our team to improve our understanding of HIV and HBV/hepatitis C virus (HCV) protective behaviors and health outcomes among homeless adults (Nyamathi, Liu, et al., 2009)—many of whom had been incarcerated (Nyamathi et al., 2012).
FIG 1 Comprehensive health seeking and coping paradigm.
In this model, a number of factors are thought to relate to the outcome variable, completion of the HAV/HBV vaccine series. These factors include sociodemographic factors, situational factors, personal factors, social factors, and health seeking and coping responses. Sociodemographic factors that might relate to completion of the vaccine series among incarcerated populations
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include age, education, race/ethnicity, and marital and parental status (Hennessey, Kim, et al., 2009; Salem et al., 2013). Situational factors such as being homeless (Nyamathi et al., 2012), history of criminal activities, and severity of criminal history (level of custody and contract type) may likewise influence interest in completing a vaccination series. Similarly personal factors, such as history of psychiatric and drug use problems (Hennessey, Kim, et al., 2009; Salem et al., 2013), having hostile tendencies (Nyamathi et al., 2014), or dealing with physical and mental health problems (Nyamathi et al., 2011), may interfere with health protective strategies, whereas having social factors present, such as social support, may facilitate health promotion. Finally, health seeking and coping strategies may also be known to impact health promotion (Nyamathi, Stein, Dixon, Longshore, & Galaif, 2003) and compliance with hepatitis vaccine completion.
Purpose Despite knowledge of awareness of risk factors for HBV infection, intervention programs designed to enhance completion of the three-series Twinrix HAV/HBV vaccine and identification of prognostic factors for vaccine completion have not been widely studied. The purpose of this study was to first assess whether seronegative parolees previously randomized to any one of three intervention conditions were more likely to complete the vaccine series as well as to identify the predictors of HAV/HBV vaccine completion.
Methods Design An RCT where 600 male parolees from prison or jail and participating in an RDT program were randomized into one of three intervention conditions aimed at assessing program efficacy on reducing drug use and recidivism at 6 and 12 months as well as vaccine completion in eligible subjects: (a) a 6-month intensive peer coaching and nurse case management (PC-NCM) intervention condition; (b) an intensive peer coaching (PC) intervention
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condition, with minimal nurse involvement; and (c) the usual care (UC) intervention condition, which had minimal PC and nurse involvement. Of these 600, 345 were eligible for the vaccine (seronegative) and constitute the sample for this report. Data were collected from February 2010 to January 2013. The study was approved by the University of California, Los Angeles Institutional Review Board and registered with Clinical Trials.gov (NCT01844414).
Sample and site There were four inclusion criteria for recruitment purposes in assessing program efficacy on reducing drug use and recidivism: (a) history of drug use prior to their latest incarceration, (b) between ages of 18 and 60, (c) residing in the participating RDT program, and (d) designated as homeless as noted on the prison or jail discharge form. A homeless individual was defined as one who does not have a fixed, regular, and adequate nighttime residence (National Health Care for the Homeless Council, 2014). Exclusion criteria included (a) monolingual speakers of languages other than English or Spanish and (b) persons judged to be cognitively impaired by the research staff. A total of 42 men were screened out because of the following reasons: age, not being on parole, had not been released from jail or prison within 6 months prior to entering the study, or had not used drugs 12 months prior to their most recent incarceration. Eligibility for receiving the HAV/HBV vaccine series was not considered an inclusion criterion regarding drug use and recidivism. Among those eligible and interested, urn randomization (Stout, Wirtz, Carbonari, & Del Boca, 1994) was used to allocate participants. The variables used in the urn randomization included age (18–29 and 30 and over), level of custody (1–2 vs. 3–4), HBV vaccine eligibility (HBV seronegative or seropositive), and level of substance use prior to prison time (low vs. moderate/high severity). For the present analysis, only vaccine- eligible subjects were included.
Amistad De Los Angeles (Amity) served as the main research site. For the last three decades, Amity, a nonprofit organization located in California, Arizona, and New Mexico, has been focused on substance abuse treatment and works with individuals and
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families (Amity Foundation, 2014) utilizing a therapeutic environment.
The State of California Assembly passed a criminal justice realignment legislation (Assem. Bill 109, 2011) on October 1, 2011, allowing low-level offenders (nonviolent, nonserious, and nonsex offenders) to serve their sentence in county jails instead of state prisons (California Department of Corrections and Rehabilitation, 2011). Postrealignment offenders were more likely to be convicted of a felony for drug and property crimes (California Department of Corrections and Rehabilitation, 2013a).
Power analysis With at least 114 men in each intervention condition, there was 80% power to detect differences of 15–20 percentage points (e.g., 50% vs. 70%, 75% vs. 90%) for vaccine completion between either of the two intervention conditions and the UC intervention condition at p = .05.
Vaccine eligibility Vaccine eligibility included being HBV seronegative and no absolute contraindications (having an allergy to yeast or neomycin, history of neurological disease [e.g., Guillian-Barre]), prior anaphylactic reaction to HAV/HBV vaccine, a fever of over 100.5°F, and reporting any moderate or severe acute illness beyond mild cold symptoms (e.g., nonproductive cough, rhinorrhea, or other upper respiratory symptoms). Of the total sample of 600 study participants, 345 men were eligible for the HAV/HBV vaccine. Figure 2 (CONSORT diagram) reflects both the larger sample and the subsample of vaccine-eligible participants.
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FIG 2 CONSORT diagram. PC = peer coaching; PC- NCM = peer coaching-nursing case management; UC
= usual care.
Interventions Building upon previous studies, we developed varying levels of peer-coached and nurse-led programs designed to improve HAV/HBV vaccine receptivity at 12-month follow-up among homeless offenders recently released to parole.
Peer coaching-nurse case management The peer coach interacted weekly for about 45 minutes with their assigned participants in person, and for those who left the facility (interaction was by phone). Their focus was on building effective coping skills, personal assertiveness, self-management, therapeutic nonviolent communication, and self-esteem building. Attention was given to supporting avoidance of health-risk behaviors, increasing access to medical and psychiatric treatment, and improving compliance with medications, skill-building, and personal
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empowerment. Discussions also centered on strategies to assist in seeking support and assistance from community agencies as parolees prepare for completion of the drug treatment program. Integrated throughout, skill building in communication and negotiation and issues of empowerment were highlighted.
Peer coaches were also trained to deliver nonviolent communication, the goal of which was to increase participants’ mastery of empathic communication skills via a specific process. The intervention comprised a series of interactive exercises and role-playing based on conflict in social situations, as identified by the participants. In our study, peer coaches were former parolees who successfully completed a similar RDT program; as paraprofessionals, they were positive role models with whom the parolees could identify and have successfully reintegrated into society. The peer coachers were selected based on having excellent social skills and found joy helping recent parolees to be successful. The assigned coach worked with up to 15 parolees at any given time. The coaches in the PC-NCM and PC intervention conditions were trained in (a) understanding the needs and challenges faced by parolees discharged to the community; (b) gaining information about the resources that are available in the community; and (c) normalizing parolee experiences, setting realistic expectations, and helping the parolee to problem solve with day-to-day events and build on strengths. The training period for coaches took about 1 month and consisted mock role-plays of coaching sessions—with many simulations of problematic and challenging participants and situations.
Case management, provided by a dedicated nurse (about 20 minutes), was delivered in a culturally competent manner weekly over eight consecutive weeks. Case management focused on health promotion, completion of drug treatment, vaccination compliance, and reduction of risky drug and sexual behaviors. Furthermore, the nurse engaged participants in role-playing exercises to help them identify potential barriers to appointment keeping and asked them to identify personal risk triggers that may hinder vaccine series completion and successful HAV, HBV, HCV, and HIV risk reduction. Nurses were trained by experts in nurse case management, hepatitis infection and transmission, and barriers that
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impede HAV/HBV vaccination.
Peer coaching Participants assigned to the PC intervention condition received weekly PC interaction similar to the PC component of the PC-NCM intervention condition. However, although nurse case management was not included, an intervention-specific nurse encouraged the HAV/HBV vaccination and provided a brief 20-minute education session on hepatitis and HIV risk reduction.
Usual care Participants assigned to the UC intervention condition received the encouragement by a nurse to complete the three-series HAV/HBV vaccine. In addition, they received a brief 20-minute session by a peer counselor about health promotion. They did not receive any intensive PC sessions or nurse case management sessions.
At the RDT site, all participants received recovery and rehabilitation services traditionally delivered for the parolee population, such as residential substance abuse services, assistance with independent living skills, job skills assistance, literacy, individual, group (small and large) and family counseling, and coordinated discharge planning. Residents also receive highly structured curriculum and aftercare services in this generally 6- month, 24-hour-per-day, and 7-day-per-week community. All coordination for services took place through the efforts of the in- prison treatment staff, RDT community-based staff, and the parole office.
Procedure This RCT was conducted in a setting close to the one participating RDT program from which all participants were enrolled. Posted flyers announced the study to all incoming residents, and research staff visited the RDT frequently to respond to questions and provide information in group sessions and individually to those interested in a private location in the RDT setting. Among interested participants, an informed consent was signed that allowed the research staff to administer a brief screening questionnaire to assess eligibility criteria. Among participants who
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met eligibility criteria, a second informed consent allowed administration of a baseline questionnaire; a detailed locator guide allows participants to fill out contact information, addresses, and phone numbers for research staff to follow-up.
Vaccine administration Alter pretest counseling, the research nurses collected serum for testing HBV, HCV, and HIV (hepatitis B core antibody, hepatitis B surface antibody, hepatitis C antibody, and human immunodeficiency virus antibodies) and provided test results 1 week later. On the basis of the HBV test result, participants were educated regarding the timeline for the HAV/HBV vaccine series, provided consent regarding administration, were inoculated intramuscularly using three doses of the Standard Twinrix (hepatitis A inactivated and hepatitis B recombinant vaccines) for the accelerated dosing schedule of 0, 7, and 21–30 days. The recommended series of three intramuscular injections of 1.0 ml of Twinrix was administered in the deltoid muscle of the nondominant arm. All eligible study participants were encouraged to accept the HAV/HBV vaccine; however, this was not coercive. The nurse documented refusal for vaccination.
Vaccine tracking On a weekly basis, the research nurse or peer coach reviewed the vaccine dosing and tracked progress. To encourage participants to complete the vaccine series, participants were reminded regarding their next dose by the nurse or peer coach and provided appointment cards. Furthermore, they were called if not present any longer at the RDT facility as a reminder. A detailed locator guide, completed by the participant and interviewer, supported follow-up to be successful. Information included contact information to be used by the research staff for vaccine scheduling as well as administration of structured questionnaires at 6- and12- month follow-up.
Measures
Vaccine completion
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Receipt of three core doses on the accelerated schedule was considered completion. This was assessed by the vaccine tracking system.
Sociodemographics Sociodemographic information was collected by a structured questionnaire assessing age, education, race/ethnicity, marital status, and parental status.
Situational factors Situational factors included being homeless, history of criminal activity, and severity of criminal history such as level of custody and contract type. Contract type was measured by asking participants whether they were in-custody drug treatment program, residential multiservice center, or parolee substance abuse program. Time in RDT was assessed by the total time participants resided at the RDT study site after discharge from jail/prison to RDT placement. RDT site was dichotomized at the median of 90 days for analysis.
Personal factors Personal factors included drug, alcohol, and tobacco use. A modified version of the Texas Christian University Drug History form (Simpson & Chatham, 1995) was used to measure use 6 months preceding the latest incarceration. Information regarding the frequency of use of alcohol, tobacco, and seven other drugs was collected, allowing us to review the use of these drugs and selected combinations of these drugs in terms of use by injection and orally, as well as to extract information about lifetime drug and alcohol use. Anglin et al. (1996) have verified the reliability and validity of this format. History of hospitalization for psychiatric and substance use problems and past treatment for alcohol or drug problems (number of times in formal treatment for alcohol and for drugs) was also obtained.
General health was assessed by a single item, which asked participants to rate their overall health on a 5-point scale (Stewart, Hays, & Ware, 1988). Responses included poor, fair, good, very good, and excellent—with a higher score indicating better
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perceived health. General health was dichotomized at fair/poor versus good/very good/excellent.
Hostility was measured by the five-item hostility subscale of the Brief Symptom Inventory (Derogatis & Melisaratos, 1983), in which participants rated the extent to which they have been bothered (0 = not at all to 4 = extremely) by selected issues. Cronbach’s alpha for the hostility scale in this sample was .81. The cut-point for hostility was the upper quartile of 2. Depressive symptoms were assessed by the 10-item, short form of the Center for Epidemiological Studies Depression Scale (Radloff, 1977), which was previously used to assess depressive symptoms in homeless populations (Nyamathi, Christiani, Nahid, Gregerson, & Leake, 2006; Nyamathi et al., 2008). The 10-item, self-report Center for Epidemiological Studies Depression questionnaire measures the frequency of 10 depressive symptoms in the past week on a 4-point response scale, from 0 = rarely or none of the time (less than 1 day) to 3 = all of the time (5–7days). Scale scores range from 0 to 30, with higher scores indicating greater severity of depressive symptoms. Reliability in this sample was .80.
Social factors Social factors included ever having been removed from their parents as children and having spent time in juvenile hall. In addition, social support was measured by the Medical Outcomes Study Social Support Survey (Sherbourne & Stewart, 1991). This 18- item scale includes four subscales: emotional support (eight items, reliability in this sample = .95), tangible support (three items, reliability = .88), positive support (three items, reliability = .89), and affective support (three items, reliability = .90). Items had 5-point, Likert-type response options ranging from 1 = none of the time to 5 = all of the time. Responses were summed for subscale formation with higher scores indicating more support. Respondents were also asked how many close friends they had outside of prison, which was dichotomized at the upper quartile of 6 for analysis.
Health seeking and coping were captured by history of drug use and treatment style, as well as coping. The Carver Brief Cope instrument (Carver, 1997) was used to measure six dimensions. Coping was assessed with two items for each; planning,
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instrumental support, religious, disengagement, denial, and self- blame. Item responses ranged from 1 = I do not do this at all to 4 = I do this a lot. Coping subscales were dichotomized at their medians for analysis.
Data analysis Sample characteristics were described with frequencies and percentages or means, and standard deviations and continuous variables were evaluated for normality. Because of highly skewed distributions that were not resolved by transformations, some variables had to be categorized for analysis. Associations of sample characteristics with intervention condition and vaccine noncompletion were assessed with chi-square tests or analysis of variance and two-sample tests. Because IDU may have confounded the relationship between intervention condition and vaccine noncompletion, we examined the impact of intervention condition on vaccine noncompletion controlling for IDU using multiple logistic regression analysis. The model contained IDU and dummy variables for each intervention condition; the only significant predictor of noncompletion was IDU (p values for the PC-NCM and PC intervention conditions were .70 and .79, respectively).
In examining other potential predictors of vaccine noncompletion, we emphasized noncompletion because individuals who did not complete the vaccine series are the ones who need to be targeted for future interventions. Variables that were related to vaccine noncompletion at the .10 level in unadjusted analyses were used as predictors in multiple logistic regression modeling of noncompliance. Although the overall significance level for race/ethnicity did not meet this inclusion criterion, it was included in the modeling because subgroupings (African American, “‘other’ race/ethnicity”) did so. Predictors that were not significant at the .10 level were removed one by one in descending order of significance. The final model was checked for multicollinearity, and the Hosmer- Lemeshow test was used to assess model goodness of fit.
Results In terms of sociodemographic characteristics, the 345 participants
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who were eligible for the HAV/HBV vaccine reported a mean age of 42.0 (SD = 9 5) and were predominantly African American (51%) or Latino (31%), as shown in Table 1. The small subsample of men from “other” ethnicities comprised mostly Asian Americans and Pacific Islanders. The mean education was 11.6 (SD = 1.4). Over half of the participants had never been married (59%). The distribution of participant characteristics was similar across the three intervention conditions.
TABLE 1 Demographic, Social, Situational, Coping, and Personal Characteristics by Intervention Condition
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Note. N = 345. CES-D = Center for Epidemiological Studies-Depression; HCV = hepatitis C virus; HIV = human immuno-deficiency virus; ICDTP = in-custody drug treatment program; PC = peer coaching; PC-NCM = peer coachingnursing case management; RDT = residential drug treatment; RMSC = residential multiservice service center; SAP = substance abuse program; UC = usual care. aUpper quartile. bScore above median. cWithin 6 months prior to most recent incarceration.
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Vaccine completion rates by intervention condition In total, there were 345 individuals who were eligible for the Twinrix recombinant vaccine (PC-NCM: n = 114; PC: n = 117; and UC: n =114). The vaccine completion rate for three or more doses was 73% among all three intervention conditions. Using chi-square tests (Group x Vaccine completion), findings revealed no differences in vaccine completion across groups (p = .780): PC- NCM, n = 86 (75.4%); PC, n = 84 (71.8%); and UC, n = 82 (71.9%).
Associations with vaccine noncompletion A number of social, personal, coping, and situational factors were found to be related to vaccine noncompletion (Table 2). In particular, having six or more friends and high instrumental coping were related to vaccine completion, whereas having been taken away from parents or spending time in juvenile hall were related to noncompletion. A history of alcohol treatment was associated with vaccine completion while having been hospitalized for mental health problems was related to noncompletion. In terms of drug use, cocaine use within 6 months prior to the last incarceration was associated with vaccine completion, whereas the opposite was true for IDU ever. Being HCV positive was also associated with not completing the vaccine series. No association was found between vaccine noncompletion and childhood physical abuse, whereas a very weak association was found with childhood sexual abuse.
TABLE 2 Associations Between Hepatitis A Virus/Hepatitis B Virus Vaccine Completion Status and Selected Variables
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Note. CES-D = Center for Epidemiological Studies-Depression; HCV= hepatitis C virus; HIV = human immunodeficiency virus; ICDTP = in-custody drug treatment program; RDT = residential drug treatment; RMSC = residential multiservice center; SAP = substance abuse program. aOctober 1, 2011. bTime in RDT program (days). cBased on 298 men. dFishers exact test.
Finally, those who were released following prison realignment and those tested positive for HCV at baseline were both related to vaccine noncompletion. Those who spent 90 days or more in RDT facilities following release were more likely to complete the vaccine series. On the other hand, incarceration location (prison vs. jail) and
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contract type had no relationship with vaccine completion, as shown in Table 2.
Table 3 presents the findings of logistic regression analysis. Asian/Pacific Islander ethnicity (compared to White), higher levels of hostility, higher levels of positive social support, and history of IDU were related to vaccine noncompletion. Moreover, having been admitted for a psychiatric illness was related to noncompletion of the HAV/HBV vaccine. Alternatively, reporting six or more friends was a protective factor. Recent cocaine use was also found to be related to vaccine completion. Being part of postrealignment was related to vaccine noncompletion, whereas having been in RDT for at least 90 days was a strong predictor of completion. Although there were no multicollinearity problems and the zero-order correlation between having six or more friends and positive social support was low (.23), we performed sensitivity analyses alternatively dropping one and then the other variable from the regression model. The direction of the effect of the social support variable that remained in the model did not change, but the significance was no longer below the p < .05 level.
TABLE 3 Logistic Regression Model for Noncompletion of Hepatitis A Virus/Hepatitis B Virus Vaccine Series
Note. N = 345. CI = confidence interval; OR = odds ratio; PC = peer coaching; PC-
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NCM = peer coaching-nursing case management; RDT = residential drug treatment. aReference class is usual care. bReference class is White.
Discussion Although homeless men on parole from California jails and prisons are at high risk for hepatitis A and B infection (Weinbaum et al., 2005), few studies have focused on improving HAV/HBV vaccination completion for this population. This article presents findings of varying levels of PC and nurse-delivered intervention that encouraged all participants—regardless of intervention condition assignment—to complete the three-series HAV/HBV accelerated Twinrix vaccine among those eligible. Although no treatment differences were found in terms of vaccine completion rates—because of the bundled nature of the programs—it is not possible to say whether the PC or nurse-delivered intervention resulted in the overall successful 73% completion rate of the three- series vaccine. Clearly, an intensive nurse case management approach did not necessarily result in a greater vaccine completion rate for the PC-NCM intervention condition. Furthermore, regardless of level of interaction by peer coaches or nurses, encouragement of vaccine completion was helpful across all intervention conditions (PC-NCM vs. PC vs. UC). However, we must acknowledge that more than one quarter (27%) did not complete the vaccine series, despite being informed of their risk for HBV infection.
The fact that Asian American/Pacific Islander (AA/PI) ethnicity was found to be related to noncompletion of the HAV/HBV vaccine is novel. Minimal work has been done understanding vaccination compliance among various races and ethnicities within homeless populations. AA/PIs are a large umbrella group composed of many subgroups; thus, it is somewhat challenging to decipher why AA/PIs had a higher level of noncompletion. However, in one study focused on ethnic-specific influences and barriers among AA/PI children, speaking limited English at home, length of time in the U.S., and not discussing HBV vaccination with a healthcare provider were found to be barriers to vaccination (Pulido, Alvarado, Berger, Nelson, & Todoroff, 2001). Despite these
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findings, the authors contended that greater understanding of nuances between groups is necessary to understand barriers (Pulido et al., 2001).
Interestingly, this was not the case for African Americans or Hispanics. In one study, understanding psychosocial predictors of HAV/HBV vaccination among young African American men in the south (n = 143), data reveal that increased vaccination was related to decreased barrier perception, increased perceived medical severity, and perceived barriers of HBV infection (Rhodes & Diclemente, 2003).
High levels of hostility and having a history of psychiatric hospitalization were likewise related to noncompletion of the HAV/HBV vaccine series. Adequate assessment of psychiatric comorbidity may be necessary to improve HAV/HBV vaccine completion by helping individuals to contend with hostility. Furthermore, adequate mental health referral may enable homeless ex-offenders to improve vaccine receipt. Future intervention work should focus on reducing hostility by providing additional group sessions that may aid in managing the hostility and, ultimately, increasing vaccine receptivity. Furthermore, anger management has been shown to likewise result in improved outcomes such as sustained reduction in feeling of anger and physical aggression (Wilson et al., 2013) and improved behavioral and cognitive coping mechanisms (Tang, 2001).
A history of IDU was also related to vaccine noncompliance. For those struggling with drug and alcohol addiction, prevention of infection may not be a high priority as meeting the challenges of overcoming addiction becomes paramount. Despite these findings, recent cocaine use was found to be related to vaccine completion. It may be that cocaine was not used heavily or that it served as a proxy for unmeasured variables associated with vaccine completion. Daily crack users were less likely to initiate the HBV vaccine series (Ompad et al., 2004). In this study, however, men who refused the vaccine were counted as not having completed it.
Increased social support in terms of self-report of having six or more friends was a protective factor for noncompletion, whereas the positive social support subscale predicted noncompletion. Another study found that partner support was predictive of vaccine
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completion (Nyamathi et al., 2012); therefore, social support does appear to play a role in vaccine compliance. When either six or more friends or positive social support was dropped from the model, the effect of the remaining measure was reduced. Thus, more information related to the individuals providing social support and the nature of their support is needed to understand how social support influences HAV/HBV vaccine completion. However, it seems likely that vaccine completion would be enhanced by interventions aimed at improving positive social support networks. There was also a trend for those who had any alcohol treatment to be more likely to complete the vaccine series, perhaps because of increased access to health education and care. However, drug treatment was unrelated.
Length of time at the RDT site was positively associated with vaccine completion. In fact, in our sample, homeless men on parole who spent at least 3 months in RDT programs were far more likely to complete the vaccination series. Other studies have found that those who complete RDT are less likely to relapse and use drugs; in addition, they may be less likely to recidivate (Condelli & Hubbard, 1994; Conner, Hampton, Hunter, & Urada, 2011). Preventive care, such as vaccination, may be further improved by RDT sites with access to healthcare practitioners such as public health nurses.
Policies enacted in the California state prison system, in particular, realignment (or reducing state prison population by transferring inmates to county jails), may affect vaccination completion. Realignment has shifted responsibility for the custody, treatment, and supervision of individuals convicted of nonviolent, nonserious, nonsex crimes from the state to counties (California Realignment, 2013). Our study sample included individual’s pre- and postrealignment, and our findings show that, following realignment, vaccination completion dropped markedly. As this is a relatively new policy enacted in California, it is challenging to ascertain the possible causes; however, contract types may have been altered for some individuals at the RDT site, whereas others may have been shifted from RDT to community supervision. Thus, the long-term impact of realignment will need to be assessed in the near future. Findings in this study point to the need for greater understanding of the ramifications of major criminal justice policies
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and their effect on preventive care. This study provides preliminary evidence of the need to
incorporate public health nurses along with peer coaches at RDT sites to improve health promotion, education, and prevention and, in particular, HAV/HBV vaccination. In fact, RDT facilities are in a prime position to address the healthcare needs of homeless ex- offenders who are exiting prison and jail. Partnering with nurses may improve HAV/HBV vaccination rates but may also promote health in general. In particular, it would be important for nurses to understand predictors of vaccine completion in this targeted population and to promote greater attention and focus in the screening process to those individuals less likely to complete.
Equally important, future studies need to incorporate more therapeutic resources and medical resources for a population that emerges from penitentiaries having experienced abuse, victimization, and a history of drug use and dependency issues. This study points to the need for a greater awareness of the needs of IDUs and of the efficacy of tailored programs focused on these issues. Likewise, we propose that more effort be spent on understanding the thought process of IDU users regarding their beliefs of HAV/HBV prevention.
Limitations Homeless men on parole constitute a population with unique health concerns and life issues affected by the laws and penal practices in their areas. The degree to which findings from Los Angeles County generalize to other jurisdictions is unknown. Furthermore, self-report is liable to distortion and impression management. To enhance the vaccination efforts of ex-offenders, more research is needed to better understand how homeless men on parole perceive their health, report their health behaviors, and access healthcare.
Conclusions Vaccine completion rates were similar to those reported by others and did not differ according to level of intervention delivered. Asian/Pacific Islander ethnicity, having been admitted for a psychiatric illness, having higher levels of hostility, having higher
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levels of positive social support, having a history of IDU, and being part of post realignment were independently associated with noncompletion, whereas recent cocaine use, having six or more friends, and RDT stay of at least 90 days were predictive of completion. Findings advocate for special attention to screening and enhanced intervention focused among these high-risk individuals.
Accepted for publication January 13, 2015. The authors acknowledge this study was funded by the National
Institute on Drug Abuse (1R01DA27213–01). This protocol was registered at ClinicalTrials.gov (NCT 01844414).
The authors have no conflicts of interest to report. Corresponding author: Adeline Nyamathi, ANP, PhD, FAAN,
School of Nursing, University of California, Los Angeles, Room 2– 250, Factor Building, Los Angeles, CA 90095–1702 (e-mail: anyamath@sonnet.ucla.edu).
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Appendix B. Example of a longitudinal/cohort study (hawthorne et al., 2016) Parent spirituality, grief, and mental health at 1 and 3 months after their infant’s/child’s death in an intensive care unit
Dawn M. Hawthorne PhD, RNa,*, JoAnne M. Youngblut PhD, RN, FAANb, Dorothy Brooten PhD, RN, FAANc
Problem: The death of an infant/child is one of the most devastating experiences for parents and immediately throws them into crisis. Research on the use of spiritual/religious coping strategies is limited, especially with Black and Hispanic parents after a neonatal (NICU) or pediatric intensive care unit (PICU) death.
Purpose: The purpose of this longitudinal study was to test the relationships between spiritual/religious coping strategies and grief, mental health (depression and post-traumatic stress disorder) and personal growth for mothers and fathers at 1 (T1) and 3 (T2) months after the infant’s/child’s death in the NICU/PICU, with and without control for race/ethnicity and religion.
Results: Bereaved parents’ greater use of spiritual activities was associated with lower symptoms of grief, mental health (depression and post-traumatic stress), but not post-traumatic stress in fathers. Use of religious activities was significantly related to greater personal growth for mothers, but not fathers.
Conclusion: Spiritual strategies and activities helped parents cope with their grief and helped bereaved mothers maintain their mental health and experience personal growth.
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IN 2008 IN the United States, 28, 033 infants (0–1 year old) and 22, 844 children and adolescents under the age of 18 died (Matthews, Minino, Osterman, Strobino, & Guyer, 2011). Most died in an intensive care unit (Fontana, Farrell, Gauvin, Lacroix, & Janvier, 2013). The death of an infant/child is unimaginable and one of the most devastating events that parents can experience. The resulting stress disrupts their mental and physical health (Youngblut, Brooten, Cantwell, del Moral, & Totapally, 2013). While parents’ symptoms of depression and PTSD diminished over the first 13 months post-death, about one-third continued to have symptoms indicative of clinical depression and/or PTSD. The number of chronic health conditions parents reported at 13 months post-death was more than double that before the ICU death (Youngblut et al., 2013). Physical and emotional symptoms occur during the early phase of grieving and continue for years afterwards (Werthmann, Smits, & Li, 2010).
Some parents turn to spirituality and religion to cope with their loss. Although often used interchangeably, spirituality involves caring for the human spirit; achieving a state of wholeness; connecting with oneself, others, nature and God/life forces; and an attempt to understand the meaning and purpose of life (O’Brien, 2014) even in the most difficult circumstances. In contrast, religion is an organized system of faith with a set of rules that individuals may use in guiding their lives (Koenig, 2009). Religion may be an explicit expression of spirituality. Therefore an individual may be spiritual without espousing a specific religion or very religious without having a well-developed sense of spirituality (Subone & Baider, 2010).
Research about bereaved parents’ use of spiritual coping strategies and its effects on their psychological adjustment after their child’s NICU/PICU death is limited. Most studies in this area have focused on religious coping neglecting the potential effect of non-religious spiritual coping strategies in helping bereaved parents (primarily White) cope with their grief. There is minimal research on whether bereaved parents use religious and/or spiritual coping strategies in early grief and on the differences between mothers’ and fathers’ coping strategies. Additionally, most studies on spirituality as a coping strategy in the grieving process have
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examined spirituality at one time point with very little research on the use of spirituality over time. The purpose of this longitudinal study with a sample of Hispanic, Black non-Hispanic, and White non-Hispanic bereaved parents was to test the relationships between spiritual/religious coping strategies and grief, mental health, (depression and post-traumatic stress disorder) and personal growth for mothers and fathers at 1 (T1) and 3 (T2) months after the infant’s/child’s death in the NICU/PICU, with and without control for race/ethnicity and religion.
Use of spirituality/religion as a coping strategy The few studies on the use of spiritual/religious coping strategies by bereaved parents whose infants/children died in the NICU/PICU have described using rituals, sacred text, and prayer; putting their trust in God; having access to their clergy/pastor; connecting with others and remaining connected to the deceased child as spiritual strategies that help to alleviate the parents’ pain, provide inner strength and comfort, and give meaning and purpose to their child’s death (Ganzevoort & Falkenburg, 2012; Meert, Thurston, & Briller, 2005).
Bereaved parents may find solace (Klass, 1999) in using spiritual and/or religious coping strategies. Parents who believe in a heaven or an afterlife find comfort in believing that their deceased child is in a better place and close to God and that when they die they will be reunited with their child (Armentrout, 2009; Ganzevoort & Falkenburg, 2012; Klass, 1999). Similar beliefs were identified by Lichtenhal, Currier, Neimeyer, and Keese (2010) who found that bereaved parents’ reliance on spiritual or religious beliefs proved helpful in coping with their grief. In that study, 28 (18%) of 156 bereaved parents believed that their child’s death was God’s will and 25 parents (16%) believed that their child was safe in heaven. Bereaved parents also can find healing or bring meaning to their own lives through spirituality, independent of religion, with meditation, inspirational writings, poetry, nature walks, listening to or creating music, painting or sculpting, and therapeutic touch, among others (Klass, 1999; Meert et al., 2005).
Research has found that some bereaved parents expressed anger with God for their infant’s/child’s death. Some felt that God was
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punishing them; others questioned or abandoned their belief in a perfect omniscient and omnipotent God, instead choosing to believe in a higher power that can make mistakes (Armentrout, 2009; Bakker & Paris, 2013). Meert et al. (2005) found that 30 to 60% of bereaved parents expressed anger and blame at themselves and God for their infant’s/child’s death.
An infant’s/child’s admission, stay and subsequent death in the NICU/PICU is overwhelming and painful for parents. Many are faced with the difficult decision of limiting treatment or withdrawing life support from their very sick infant/child (Buchi et al., 2007). Researchers have found that bereaved parents described their grief as feelings of emptiness, sadness, deep suffering, emotional devastation and being nonfunctional following the death of their infant/child in the ICU (Armentrout, 2009; Meert, Briller, Myers-Shim, Thurston, & Karbel, 2009).
Parent mental health and personal growth Research on the effects of an infant’s/child’s death on parents’ mental health and personal growth has found symptoms of PTSD, depression, and anxiety; lower quality of life; and minimal involvement in social activities up to 6 years after the loss (Werthmann et al., 2010). However few studies have examined parent mental health and personal growth following an infant’s/child’s death in the NICU/PICU. In bereaved parents 13 months after the death of their infant/child in the NICU/PICU, Youngblut et al. (2013) found that 30% of parents had scores indicative of depression and 35% of PTSD.
Personal growth is described by bereaved parents as a positive change in themselves, their family and social life (Armentrout, 2009; Buchi et al., 2007). These changes included beginning to find meaning and purpose in their lives, moving forward with their lives and becoming emotionally stronger (Armentrout, 2009; Buchi et al., 2007). They describe their values and priorities as being redefined, often finding material things less important and a greater appreciation for family relationships (Armentrout, 2009). Parents often became involved in community activities that transformed their lives and honored the memory of the deceased infant/child; some joined organizations whose goals were to help others
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(Armentrout, 2009). In summary, parents have difficulty dealing with their infant’s or
child’s death, even when studied years after the death. Youngblut et al. (2013) found that bereaved parents had symptoms of depression, panic attacks, anxiety, chest pain, hypertension, and headaches after the child’s death. Religion and spirituality have been used interchangeably in research, so it is unclear whether religious and spiritual activities are equally effective or have differing effects. Most of the research on bereaved parents has been after a child’s death due to cancer or trauma in primarily White families (Youngblut & Brooten, 2012). The study reported here is part of a racially/ethnically diverse sample of parents in a larger longitudinal study of parent health and family functioning through the first 13 months after an infant’s or child’s death in a NICU or PICU.
Conceptual framework Hogan, Morse, and Tason (1996) defines grief as “a process of coping, learning and adapting” (p. 44) irrespective of the relationship of the bereaved person to the deceased with six phases. The first phase is “Getting the news” that a loved one has a terminal diagnosis, or “Finding out” their loved one has died. The bereaved person responds to the news with shock, especially if the death was sudden. “Facing reality” is the second phase where the bereaved person experiences intense feelings of grief. In the third phase, “Becoming engulfed in the suffering, ” the bereaved person longs for the deceased and often experiences feelings of sadness, loneliness, guilt, and reliving the past. As the bereaved person gradually “Emerges from the suffering” in the fourth phase, they begin to experience some good days and by the fifth phase, “Getting on with their lives, ” hope and happiness gradually begin to return. In the final phase “Experiencing personal growth, ” the bereaved person develops a new perspective on life. They often reorganize and re-prioritize aspects of their lives, making it more purposeful and meaningful. These stages are hypothesized to be cyclical, not linear (Hogan et al., 1996). Greater parent use of spiritual/religious coping activities is expected to help parents through this process, resulting in less severe parent grief (despair,
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detachment and disorganization) and better parent mental health (depression, post-traumatic stress) and personal growth at 1 and 3 months post-death.
Methods The sample for this study consisted of 165 bereaved parents (114 mothers, 51 fathers) of 124 deceased infants/children (69 NICU and 55 PICU) recruited for the larger study from four level III NICUs and four tertiary care PICUs. Death records from the Office of Vital Statistics, Florida Department of Health, were used to identify infants and children who died in other NICUs or PICUs in South Florida. Parents were eligible for the study if their deceased newborn was from a singleton pregnancy and lived for more than 2 hours in the NICU or their deceased infant/child was 18 years or younger and a patient in the PICU for at least 2 hours. Parents had to understand spoken English or Spanish. Exclusion criteria were multiple gestation pregnancy if the deceased was a newborn, being in a foster home before hospitalization, injuries suspected to be due to child abuse, and death of a parent in the illness/injury event.
Measures of dependent variables Grief was measured with four of the six subscales in the Hogan Grief Reaction Checklist (HGRC; Hogan, Greenfield, & Schmidt, 2001): despair (hopelessness, sadness and loneliness), detachment (detached from others, avoidance of intimacy), disorganization (difficulty in concentrating and/or retaining new information), and personal growth (personal transformation; becoming more compassionate, tolerant and hopeful). Bereaved parents rated each of the 61 items on a 5-point scale from 1 “does not describe me at all” to 5 “describes me very well” with higher summative scores indicating higher grief symptoms or personal growth in the previous two weeks. Hogan et al. (2001) reported internal consistencies for the 4 subscales of .82 to .89 and test-retest reliabilities from .77 to .85. In this study, Cronbach’s alphas for the four subscales at T1 and T2 were .84–.93 for mothers and .79–.89 for fathers.
Depression was measured with the Beck Depression Inventory (BDI-II) (Beck, Steer, & Brown, 1996). Parents rated each of the 21
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items on a scale from 0 to 3 with higher summative scores indicating greater severity of depressive symptoms. Beck et al. reported an internal consistency of .92 and test-retest reliability of .93. In this study, internal consistencies were .89–.93 for mothers and fathers at T1 andT2.
Post-traumatic stress disorder (PTSD) was measured with the Impact of Events Scale-Revised (IES-R; Weiss & Marmar, 1997). Bereaved parents rated each of the 22 items from 0 “not at all” to 4 “extremely” to indicate how distressing each item had been during the past 1 weeks with respect to the death of their infant/child. Higher summative scores indicate greater severity of PTSD symptoms. Weiss and Marmar reported internal consistencies for the three subscales as .79–.92. In this study, Cronbach’s alphas for the subscales at T1 and T2 were .76–.86 for mothers and .71–.91 for fathers.
Measures of independent variables Spiritual coping was measured with the Spiritual Coping Strategies Scale (SCS) (Baldacchino & Bulhagiar, 2003). The SCS contains two subscales: religious strategies/activities (9 items) and spiritual strategies/activities (11 items). Activities on the religious subscale are oriented toward religion and belief in God (attending church, praying, and trusting in God). Activities on the spiritual subscale are oriented toward relationship with self (reflection), others (relating to relatives and friends by confiding in them) and the environment (appreciating nature and the arts). Parents rated each activity on a 4–point scale ranging from 0 “never used” to 3 “used often” with higher scores indicating greater use of religious and spiritual activities. Baldacchino and Bulhagiar reported Cronbach’s alphas of .82 for the religious and .74 for the spiritual strategies/activities subscales. Construct validity of the SCS subscales is supported by correlations of .40 with the well- established Spiritual Well Being instrument (Baldacchino & Bulhagiar, 2003). In this study, parents’ subscales internal consistencies at T1 and T2 were .87 to .90 for religious activities and .80 to .82 for spiritual activities.
Race/ethnicity was categorized as “White, non-Hispanic,” “Black non-Hispanic,” or “Hispanic/Latino(a)” based on parent self-
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identified race (White, Black, Asian, Native American) and Ethnicity (Hispanic-yes/no). Two dummy- coded variables were created to represent race/ethnicity in the regression analyses: Black non-Hispanic (yes/no) and Hispanic/Latino (yes/no). White non- Hispanic was coded as the comparison group.
Religion indicated by the parent was categorized as Protestant, Catholic, none (atheists, agnostics) and other (Jewish, Buddhist, Muslim, Santeria/Espiritismo, Mormon and Rastafarian). Three dummy-coded variables were created to represent religion in the regression analyses: “Protestant” (yes/no), “Catholic” (yes/no), and “other” (yes/no). The “none” group was coded as the comparison group.
Procedure The study was approved by the Institutional Review Boards (IRB) from the University, the 4 recruitment facilities, and the State Department of Health prior to recruitment of study participants. A clinical co-investigator from each NICU/PICU identified eligible families. The project director sent a letter to each family (Spanish on one side and English on the other) describing the study and called the family to explain the study. Of the 348 families contacted for the larger study, 188 (54%) families signed consent forms for their participation and review of their deceased child’s medical record. The SCS was added to the study after 64 families were recruited. The remaining 124 families completed the SCS. Data were collected in the family’s home or another place of their choosing at 1 (T1) and 3 (T2) months post-death. Data were collected from mothers and fathers separately.
Data analysis Analyses were conducted separately for mothers and fathers for each time point. Correlations were used to test the relationships of the SCS subscales with bereaved mothers’ and fathers’ grief (despair, detachment, disorganization), mental health (depression and PTSD) and personal growth at T1 and T2. Multiple regression analyses were used to test whether these relationships changed when the influence of race/ethnicity and religion were controlled. A priori power analysis showed that a sample size of 115 would
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provide sufficient power (≥80%) to detect an adjusted R2 of 0.02 representing a medium effect and with alpha set at .05.
Results In this sample of 114 mothers and 51 fathers from 124 families, fathers were older than mothers on average. Most parents were married or living with a partner, Hispanic (38%) or Black non- Hispanic (40%), high school graduates, employed, and Protestant (53%) or Catholic (27%). Of the 93 families who provided income data, 39% had annual incomes less than $30, 000 (Table 1).
TABLE 1 Description of the Sample.
Characteristic Mothers (n = 114) Fathers (n = 51) Age [M (SD)] 31.1 (7.73) 36.8 (9.32) Race [n (%)] White non-Hispanic 22 (19%) 14 (28%) Black non-Hispanic 50 (44%) 16 (31%) Hispanic 42 (37%) 21 (41%) Education [n (%)] <High school 12 (11%) 7 (14%) High school graduate 31 (27%) 13 (25%) Some college 36 (32%) 12 (24%) College degree 35 (30%) 19 (37%) Partnered [n (%)] 84 (74%) 43 (84%) Employed [n (%)] 63 (55%) 32 (78%) Religion [n (%)] Protestant 62 (54%) 26 (51%) Catholic 33 (29%) 11 (22%) Jewish 4 (4%) 2 (4%) Other 1 (1%) 2 (4%) None 14 (12%) 10 (20%) Total family annual income [n (%)] N =93 families <$3000 4 (4%) $3000–29, 999 33 (35%) $30, 000–49, 999 22 (24%) ≥$50, 000 34 (37%)
More infants/children died in the NICU (n = 69, 56%) than the PICU (n = 55, 44%); 70 (56%) were boys. The average infant/child age was 34.9 (SD = 60.38) months at death. More than half were infants (n = 95, 76%), followed by toddlers/preschoolers (n = 5, 4%), school age children (n = 12, 10%) and adolescents (n = 12, 10%). Mean length of stay was 32 days (SD = 63.10). Causes of death were
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respiratory conditions (n = 36, 29%), prematurity (n = 27, 22%), congenital anomalies (n = 20, 16%), infection (n = 13, 10%), accidents (n = 11, 9%), neurological disorders (n = 6, 5%), cardiac arrest (n = 5, 4%), cancer (n = 4, 3%), and complications of surgery (n = 2, 2%).
Grief and mental health Use of spiritual activities was more strongly related to all outcomes for mothers and fathers than use of religious activities. Bereaved mothers’ greater use of spiritual activities, but not religious activities, was significantly related to lower symptoms of grief (despair, detachment and disorganization), depression, and PTSD at T1 and T2 (Table 2). Controlling for race/ethnicity and religion, spiritual activities continued to have a significant influence on mothers’ grief and mental health outcomes, except for disorganization at T2 (Table 3). The influence of religious activities remained non-significant when race/ethnicity and religion were controlled.
TABLE 2 Correlations of Parents’ Use of Spiritual and Religious Activities with Grief, Mental Health and Personal Growth at 1 (T1) and 3 (T2) Months Post-Death.
*p < .05.
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**p < .01.
TABLE 3 Effects of Mothers’ Use of Spiritual Activities at T1 on Outcomes at 1 and 3 Months After their Infant’s/Child’s Death, Controlling for Race/Ethnicity and Religion.
*p < .05. **p < .01. a Scored yes = 1, no= 0.
Bereaved fathers’ greater use of spiritual activities was significantly related to lower symptoms of grief (despair, detachment and disorganization) and depression at T1 and T2 (Table 2). Fathers’ greater use of religious activities was related to lower symptoms of grief and depression at T1 but not at T2 (Table 2). Controlling for race/ethnicity and religion, the influence of spiritual activities on fathers’ grief, but not depression or PTSD, remained statistically significant at T1, but not at T2 (Table 4). The influence of religious activities was no longer significant for any of the fathers’ T1 and T2 outcomes when race/ethnicity and religion were controlled.
TABLE 4 Effects of Fathers’ Use of Spiritual Activities on Grief at 1 and 3 Months After their Infant’s/Child’s Death, Controlling for Race/Ethnicity and Religion.
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*p < .05. **p < .01. a Scored yes = 1, no = 0.
Personal growth For mothers, use of spiritual and religious activities was significantly related to greater personal growth at both T1 and T2, with (T1: adjusted R2 = .10, β = .34, T2: R2 = .10, β = .33, p < .01) and without control for race/ethnicity and religion (Table 2) For fathers, spiritual activities were related to greater personal growth at T1 and T2, but the positive effects of religious activities on fathers’ personal growth was significant at T2 only (Table 2). Fathers’ spiritual and religious activities were not related to their personal growth when race/ethnicity and religion were controlled.
Discussion Loss of an infant or child is devastating for mothers and fathers and it is often associated with increased morbidity (Youngblut et al., 2013) and mortality (Espinosa & Evans, 2013). Youngblut et al. reported that about one third of the bereaved parents in their sample had clinical depression and/or PTSD at 13 months after their infant’s or child’s death in the NICU/PICU. Identifying strategies that help parents cope with the death of their child may mitigate some of these negative health effects.
Spiritual coping strategies may be helpful to parents at this time of very high stress. In this study, mothers’ and fathers’ spiritual activities at 1 month post-death were related to less severe symptoms of grief at both 1 and 3 months. Use of religious activities
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was helpful in reducing fathers’ grief at 1 month, but not at 3 months; these activities were not related to mothers’ grief at either time point. These findings suggest that fathers may find more solace in religious activities than mothers. If so, use of both spiritual and religious activities may help fathers move through the grieving process faster, allowing them to return to their previous routines such as returning to work earlier than bereaved mothers (Aho, Tarkka, Kurki, & Kaunonen, 2006; Armentrout, 2009).
Mothers’ use of spiritual activities, but not religious activities, was related to less severe symptoms of depression and PTSD at 1 and 3 months. Fathers’ use of spiritual activities was related to less severe symptoms of depression at both 1 and 3 months. Use of religious activities was related to less severe symptoms of depression at 1 month for fathers’ after their infant’s/child’s death.
Gender differences in coping with grief are supported in the literature. Bereaved mothers need to talk more about the death than bereaved fathers (Barrera et al., 2007; Buchi et al., 2007), whereas bereaved fathers were found to cope with their grief by isolating themselves from family and friends (Aho et al., 2006). Religious activities such as praying privately or watching religious programs may allow fathers periods of solitude grieving, not requiring discussion of the infant/child and their feelings about the death. These activities also may serve to limit the opportunities for mothers and others to engage fathers in conversation about the deceased infant/child.
In contrast, spiritual activities involve engaging with others, discussing difficulties with others who have endured similar circumstances, spending time with and confiding in relatives and/or friend. These activities provide the mothers with the discussion they reportedly want and need. This suggests that bereaved mothers valued the social support received from family and friends and used non-religious activities to relieve feelings of hopelessness, sadness and loneliness, to connect with their inner self, to acknowledge their strengths and ultimately find peace (Bakker & Paris, 2013). Additionally, studies of gender differences in bereaved couples’ grief reaction have found mothers to have a longer recovery time in adjusting to their grief than fathers (Armentrout, 2009; Lang, Gottlieb, & Amsel, 1996). Perhaps it
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reflects societal expectations that men should be stoic which is reinforced in the workplace and social gatherings.
Personal growth at 1 and 3 months was greater for mothers using greater spiritual and religious activities. Fathers had greater personal growth at 1 and 3 months with greater use of spiritual activities and at 3 months with religious activities. This is consistent with other studies in which bereaved parents describe a transformation in their lives. Personal growth was identified as becoming more compassionate, caring, and sensitive to the needs of others and becoming more giving of themselves by reaching out to other bereaved parents (Armentrout, 2009; Lichtenhal et al., 2010).
Stronger associations were found between greater use of spiritual activities as compared to religious activities and positive bereavement outcomes over time. A possible explanation for this relationship may be that in times of crisis bereaved parents engaged in coping activities that are based on their personal beliefs and values to buffer their grief. Spiritual practices can be characterized as being more personal, individualistic and include secular terms that are free from religious rules or regulations. Religious coping gives indirect control to God/the sacred and reduces the need for personal control (Koenig, 2009).
Additionally, some research studies found that bereaved parents expressed negative feelings such as anger at God for their infant’s/child’s death; some felt that God was punishing them and others questioned God their faith (Armentrout, 2009; Ganzevoort & Falkenburg, 2012). Meert et al. (2005) found that 30 to 60% of bereaved parents expressed anger and blame at themselves and God for their infant’s/child’s death and this may result in using less religious coping activities to cope with early grief.
Controlling for race/ethnicity and religion made little difference in the influence of spiritual activities on mothers’ and fathers’ grief and mothers’ mental health. However, most of the bivariate relationships with religious activities did not remain when race/ethnicity and religion were controlled
Limitations of the study There are several additional limitations of the study. At 1 and 3 months post-death, parents were in early stages of grieving. Thus,
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these findings may not be applicable to parents who are later in the grieving process. In this study most of the bereaved parents reported spiritual activities, not religious activities as effective in helping them to cope with their grief and mental health for a longer period of time. The average age for these bereaved parents was early to mid-thirties and it is possible that individuals of this age may not be strongly affiliated to a religious group (Fowler, 1995).
Additionally, the use of religious and spiritual strategies was not significantly related to bereaved fathers’ PTSD at both T1 and T2 and personal growth at T1. This is possibly related to the small number of men who participated in this study, which is a common occurrence in these studies (Lichtenhal et al., 2010) and is a limitation of this study.
Conclusion Research studies have found that bereaved parents experience many emotional benefits associated with the use of religious coping to deal with their grief and mental health (Lichtenhal et al., 2010; Meert et al., 2005). In this study, religious activities were not effective in lowering symptoms of grief, depression, and PTSD for bereaved mothers at 1 month and fathers at 3 months post-death. This suggests that spiritual activities may assist bereaved mothers to reduce their symptoms of grief, depression, PTSD and increase personal growth over a longer period of time than religious activities. While religious activities might be helpful in the first month after the child’s death, maybe religious activities come into play later when their anger with God has diminished. The use of spiritual activities such as self-refection, confiding in others and cultivating friendships may be more helpful to parents over time.
The findings when race/ethnicity and religion were controlled suggested that the use of spiritual, and not religious activities helped both mothers and fathers cope with their grief but the use and/or effect of using spiritual activities was helpful for bereaved mothers with their mental health and personal growth for a longer time.
Clinical relevance The results from this longitudinal study with a racially and
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ethnically diverse sample provide evidence for healthcare professionals about the importance of spiritual coping activities for bereaved mothers and fathers. Dissemination of this information in the clinical areas to nurses and other healthcare team members will enable bereaved parents to receive relevant and appropriate support following the death of their infant/child.
The study findings suggest that nurses may encourage bereaved parents, especially mothers to identify and use an array of spiritual activities, such as self-reflection, relating to family and friends by confiding in them; finding meaning and purpose to live through their situation may help parents cope with their infant’s or child’s death, decreasing their symptoms of grief and improving their mental health. Intervening in this manner may enable bereaved parents to receive relevant and appropriate support following the death of their infant/child.
Future research Findings from this research study provide implications for future research. The responses obtained from bereaved parents at 1 month and 3 months are applicable to parents in the early stages of bereavement. Further research is needed to determine if any changes, whether negative or positive, occurred in bereaved parents’ use of religious and spiritual activities to cope and the effect on their grief response, mental health and personal growth in the later stage of bereavement.
Additionally, future research that specifically examines differences in bereaved mothers’ and fathers’ use of religious and spiritual activities, with a larger sample of fathers, can determine the specific supportive spiritual coping activities that may be used to help bereaved mothers and fathers cope with their grief.
Acknowledgments This research was supported by a grant from the National Institutes of Health, National Institute for Nursing Research, R01 NR009120 (Youngblut/Brooten) & Diversity Supplement R01 NR009120–S1 (Hawthorne).
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2. Armentrout D.C., Living with grief following removal of infant life support Parent’s perspective. Critical Care Nursing Clinics of North America ;2009;21:253-265.
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6. Beck A.T., Steer R.A., Brown G.K., Beck Depression Inventory-II. San Antonio, TX : The Psychological Corporation; 1996..
7. Buchi S., Morgeli H., Schnyder U., et al. Grief and post- traumatic growth in parents 2–6 years after the death of their extremely premature baby. Psychotherapy and Psychosomatics ;2007;76:106-114.
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9. Fontana M.S., Farrell C., Gauvin F., et al. Modes of death in pediatricsDifferences in the ethical approach in neonatal and pediatric patients. Journal of Pediatrics ;2013;162:1107-1111.
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20. Meert K.L., Thurston C.S., Briller S.H., The spiritual needs of parents at the time of their child’s death in the pediatric intensive care unit and during bereavement A qualitative study. Pediatric Critical Care ;2005;6:420-427.
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aChristine E. Lynn College of Nursing, Florida Atlantic University, Boca Raton, FL bDr. Herbert & Nicole Wertheim Professor in Prevention and Family Health, Nicole Wertheim College of Nursing & Health Sciences, Florida International University, Miami, FL cNicole Wertheim College of Nursing & Health Sciences, Florida International University, Miami, FL
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Appendix C. Example of a qualitative study (van dijk et al., 2015) Postoperative patients’ perspectives on rating pain: A qualitative study
Jacqueline F.M. van Dijka,*, Sigrid C.J.M. Vervoortb, Albert J.M. van Wijcka, Cor J. Kalkmanc, Marieke J. Schuurmansd
Abstract Background: In postoperative pain treatment patients are asked to
rate their pain experience on a single uni-dimensional pain scale. Such pain scores are also used as indicator to assess the quality of pain treatment. However, patients may differ in how they interpret the Numeric Rating Scale (NRS) score.
Objectives: This study examines how patients assign a number to their currently experienced postoperative pain and which considerations influence this process.
Methods: A qualitative approach according to grounded theory was used. Twenty-seven patients were interviewed one day after surgery.
Results: Three main themes emerged that influenced the Numeric Rating Scale scores (0–10) that patients actually reported to professionals: score-related factors, intrapersonal factors, and the anticipated consequences of a given pain score. Anticipated consequences were analgesic administration—which could be desired or undesired—and possible judgements by professionals. We also propose a conceptual model for the relationship between factors that influence the pain rating process. Based on patients’ score-related and intrapersonal factors, a preliminary pain score was “internally” set. Before reporting the pain score to the healthcare professional, patients considered the anticipated
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consequences (i.e., expected judgements by professionals and anticipation of analgesic administration) of current Numeric Rating Scale scores.
Conclusions: This study provides insight into the process of how patients translate their current postoperative pain into a numeric rating score. The proposed model may help professionals to understand the factors that influence a given Numeric Rating Scale score and suggest the most appropriate questions for clarification. In this way, patients and professionals may arrive at a shared understanding of the pain score, resulting in a tailored decision regarding the most appropriate treatment of current postoperative pain, particularly the dosing and timing of opioid administration.
What is already known about the topic?
• Patients are asked to rate their pain experience on a single uni- dimensional pain scale.
• Patients’ pain scores are the leading indicator in postoperative pain treatment.
• It is unknown how patients interpret the NRS scores.
What this paper adds
• Three main themes emerged that influenced patients’ NRS scores actually reported to professionals: score-related factors, intrapersonal factors and the anticipated consequences of assigning a particular NRS score.
• A conceptual model emerged for the relationship between factors that influence the pain rating process. When assigning an NRS score to their pain, patients process the first two themes in stages: They first weigh score-related factors and intrapersonal factors. Some patients go through a last stage before telling the professional: weighing the judgements by healthcare professionals and the anticipated consequences of reporting a particular NRS score against their actual desire for more or less
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analgesics.
• The proposed model could help professionals to better understand the complex process by which patients assign pain scores and could serve as a basis for a dialogue beyond the given pain scores.
1. Introduction The adequacy of pain treatment is an important healthcare quality indicator. Many patients still experience severe pain after surgery, suggesting that there is considerable room for improvement in postoperative pain management (Apfelbaum et al., 2003; Sommer et al., 2008). The quality of pain management is in many quality systems operationalized in terms of measuring patients’ pain scores.
Pain is subjective, and nociception cannot be measured directly. In clinical practice, patients are asked to rate their (sometimes complex) pain experience on a single unidimensional pain scale. However, in contrast to the high number of quantitative studies using the Numeric Rating Scale (NRS), only one study is found how chronic pain patients use the NRS (Williams et al., 2000) but no study has explored how postoperative patients interpret the NRS, how they assign a number from 0 to 10 to their pain, and what considerations come into play when translating a highly subjective pain experience into a single number.
Patients’ pain scores are the leading indicator in postoperative pain treatment (Aubrun et al., 2003; Idvall et al., 2008; Gordon et al., 2005; Max et al., 1995; VMS, 2009). Clinical observations and physiological parameters used in pain treatment should be considered with caution. Nurses often underestimate patients’ pain (Idvall et al., 2005; Sloman et al., 2005) and vital signs can be influenced by other factors besides pain (Arbour and Gelinas, 2010; Gelinas and Arbour, 2009). Several guidelines advise healthcare professionals to administer additional analgesics when patients report an NRS score greater than 3 or 4 (Gordon et al., 2005; Hartrick et al., 2003; Max et al., 1995; VMS, 2009). In a previous study, we reported that patients with NRS scores of 4, 5, or 6 vary in the interpretation of their score (Van Dijk et al., 2012). In that
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study, we observed that some patients reporting NRS scores between 4 and 6 considered their pain “bearable” and refused opioids, while other patients with identical NRS scores considered their pain “unbearable” and requested more opioids. This raises the question of whether simple thresholds such as “NRS > 3 or 4” are the most appropriate cut-off points upon which professionals should base their decisions regarding administering additional analgesics. In postoperative pain management, both undertreatment and overtreatment are undesirable. Unrelieved pain has adverse psychological and physiological consequences, including increased rates of postoperative complications and prolonged hospital stays (Watt-Watson, 1999). Conversely, unnecessary use of analgesics, especially opioids, increases the patient’s discomfort due to the side effects (e.g., nausea, vomiting, and pruritus) and potentially harmful adverse effects (e.g., oversedation and respiratory depression) (Cashman and Dolin, 2004; Taylor et al., 2005). For optimal pain treatment, patients and professionals must communicate effectively and have a shared understanding of the burden of the patient’s currently experienced pain.
The aim of this qualitative study was to explore how patients assign a number on the basis of the NRS to their currently experienced postoperative pain and which considerations influence this process.
2. Methods
2.1. Study design The study was descriptive and qualitative in nature. The method used was based on grounded theory (Charmaz, 2014), a qualitative research method designed to aid in the systematic collection and analysis of data and the construction of a model. Individual interviews were used as the data-collection method. Guidelines for conducting qualitative studies established by the Consolidated Criteria for Reporting Qualitative Research (COREQ) were followed (Tong et al., 2007).
2.2. Participants
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The study was conducted between November 2012 and July 2013 in a university hospital. Patients were eligible for selection if they had surgery the day before and currently experienced postoperative pain with a reported NRS score of at least 4. Patients were selected purposively by the researcher (JvD) and to create a diverse sample patients were selected with regard to sex, age, ethnicity, previous pain experiences, and previous experience with rating an NRS score. Theoretical sampling was used as much as possible; we started with a homogeneous sample of patients, and as the data collection proceeded and themes emerged, we turned to a more heterogeneous sample to see under what conditions the themes hold (Charmaz, 2014).
The researcher was not involved in the patients’ care. Exclusion criteria were as follows: younger than 18 years, unable to read and understand Dutch, cognitive impairment, having impaired hearing, or not being well enough to be interviewed. The researcher identified eligible patients by consulting the Electronic Patient Dossiers (EPDs) and asked the nurse on the ward whether identified eligible patients could be interviewed. None of the eligible patients were unable to be interviewed. Thereafter, the researcher approached the patients, provided information about the study, and handed over an information letter. After reading the letter, patients were asked to consider participation in the study. All 27 patients who were asked agreed to participate, and written informed consent was obtained. The study was approved by the medical ethics committee of the University Medical Centre Utrecht in which the study took place.
2.3. Data collection Data were collected using semi-structured, in-depth interviews on the day after surgery. The researcher’s (JvD) interview technique (validity and reliability of the interview style) during the first two interviews was discussed with experts). The questions were open- ended, and all interviews started with, “The nurse regularly asks you to assign a number from 0 to 10 to your pain, where 0 is no pain and 10 is the ‘worst imaginable’ pain. We heard from some patients that they perceived it as difficult to assign a number to their pain. How is that for you? Can you tell me how you assign a
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number to your pain?” A topic guide for the interviews based on the literature, the knowledge of nursing experts, and preliminary studies of the research group was used (Table 1). The Dutch school grades were chosen as a topic because the meaning of these grades (where 1 is insufficient and 10 is excellent) are the opposite of meaning of the pain scores. Therefore, Dutch patients could be confused when they were asked to score their pain on the NRS.
TABLE 1 The Topic Guide for the Interviews.
The value of the numbers from 0 to 10 Pain score at that moment Bearable or unbearable pain Assigning scores at the upper extreme of the scale Previous experiences with pain Upbringing The role of the healthcare professional Analgesics: when desiring light or strong analgesics fear of addiction and side effects Grades at school from 1 to 10
Insights from the interim analyses were incorporated in the interview guidelines used in subsequent interviews. Interviews were conducted in a private room on the ward, digitally recorded and transcribed verbatim. Identifying details were removed from the transcripts. The interviews lasted between 5 and 32 min (mean 12 min). Information concerning age, gender, ethnicity, surgical procedure, presence of chronic pain, and education was obtained using a structured questionnaire.
During data collection, memos were made containing impressions and thoughts about the themes and their relationships. Data collection stopped after saturation was reached (i.e., interviewees were selected until the new information obtained did not provide further insight into the themes or no further new themes emerged) (Charmaz, 2014).
2.4. Data analysis The data analysis was conducted by two researchers (SV and JvD) and supported by NVivo 10 software (QSR International, Cambridge, MA, USA). Data were analysed applying constant comparison analysis. First the texts were read out in full to obtain
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an overall picture and then reread to elucidate the details. During open coding meaningful paragraphs were analysed and initial concepts identified leading to fragmentation of the data. Axial coding enabled the concepts to be aggregated according to their similarities leading to categories (themes). New data were compared with the evolved categories. Throughout selective coding relations between the categories were defined and a preliminary model was described (Boeije, 2010). The theoretical model in development was compared with the interview transcripts to verify the interpretation into the original interview texts. During the coding process, the researchers discussed the concepts and categories. When their opinions differed, they discussed the issue until consensus was reached. A third researcher (CK, an expert in the field of pain treatment with a different background), read the transcripts, checked the coding, and discussed his opinion if different, allowing us to verify the themes and the preliminary model. The research team reviewed the main categories and its relations and worked towards consensus about the interpretations and finally the theoretical model was developed.
2.5. Trustworthiness The trustworthiness of the study was enhanced by the use of different techniques (Lincoln and Guba, 1985). The credibility was established by generating a non-judgemental atmosphere during interviews ensuring to learn from patients. Transcribing the interviews verbatim reduces the chances for bias. During data collection and data analysis memos were written supporting the research process and the creation of theoretical ideas and hypothesis. Researcher triangulation during data analysis and peer debriefing by the researchers team enhanced both the credibility and conformability of the interpretation. By means of peer debriefing broader perspectives and possible meanings were uncovered and reflexivity, guaranteed by the critical stance to the interview style and feedback of other researchers led to more depth which enhanced accurateness. To guarantee the transferability as much as possible, thick description was pursued by the amount of respondents, diversity of the sample, duration of interviews and describing the details for imitability.
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3. Results The age of the 14 men and 13 women who participated in the study was between 18 and 79 years old (mean 51). The severity of surgery varied from minor (e.g., thyroidectomy) to major (e.g., spinal fusion). Demographic and medical data are presented in Table 2.
TABLE 2 Demographic Data.
N 27 Male, n 14 Age, mean (range) 51 (18–79) Ethnicity, n Caucasian 23 Other 4 Surgical type, n Orthopaedic 16 General 5 Gynaecologic 3 Plastic surgery 2 Vascular surgery 1 Education, n Low 10 Median 10 High 7 Patients with chronic pain, n 6
Translating currently experienced pain into an NRS score between 0 and 10 appeared to be a complex process for the patients. From the analysis, three main themes emerged regarding the process of scoring one’s pain experience: score-related factors, intrapersonal factors, and the anticipated consequences of rating one’s pain with an NRS score. The latter theme comprised two subthemes: expected judgements by professionals and anticipation of analgesic administration, particularly opioids. Factors that were reported to influence the rating of pain using an NRS score are shown in Table 3.
TABLE 3 Three Main Themes and Associated Factors that Emerged from the Interview Analyses.
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A model emerged of the interrelation between the themes clarifying what underlies patients’ rating of their pain on the NRS (Fig. 1). Patients went through consecutive stages wherein the themes were at play. However, not all patients were affected by the themes in the same way. Based on the patients’ score-related and intrapersonal patient factors, a preliminary pain score was “internally” set. Before reporting the pain score to the healthcare professional, the patient considered the anticipated consequences of the current NRS score. Based on these expectations, this preliminary pain score was sometimes adjusted to a definitive pain score that was reported to the professional. First, patients expected that professionals would judge them regarding the magnitude of the reported pain score. Second, patients considered what pain treatment would likely be administered as a result of their reported pain score. Some patients wanted to meet the expectations of the professional and considered what would be the most socially acceptable pain score. Based on these considerations, the “adjusted” pain score was then communicated to the healthcare professional.
FIG 1 The model for the patients’ underlying process of rating an NRS score to their pain.
3.1. Score-related factors Unique pain experience: Patients found it difficult to rate their pain using an NRS score, because they felt they had an “unique” pain
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experience. They said it was difficult to explain to another person exactly what they felt or what their pain level was in relation to what they felt. Several patients said that everyone experiences pain differently and therefore will assign their own value from 0 to 10.
“It’s difficult to measure. You’ve got your interpretation and I’ve got mine” (male, age 51).
“I think about worst pain as something I’ve never felt before and zero is no pain. I always find it a very difficult question to assign a number” (female, age 51).
Many patients perceived it as difficult to assign a number from 0 to 10 to their experienced pain, especially when it concerned the intermediate pain scores (NRS scores of 4 to 6). For some patients who had chronic pain in addition to acute postoperative pain, it was even more difficult to rate their current pain experience, because they often experienced different types of pain that differed in intensity.
Distinction between “bearable” and “unbearable” pain: To make it easier to rate their pain, some patients first created a cut-off point between bearable and unbearable pain, the latter often expressed as an NRS score of 6 or higher.
“I balance between bearable and severe. If it is bearable then it is a six, it is not good, but I can bear it. But when I feel it with any movement and it’s really painful, then it is eight or sometimes nine”(female, age 79).
The number 5 was seen by many patients as a natural midpoint of the pain scale. Therefore, patients themselves often used an NRS score of 5 as a cut-off point: At 5 and below, the pain was considered bearable, and at above 5, the pain was called “real pain.”
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“‘Five’ I would consider the average, that is bearable. Over five, then I’d say: give me something. That is not really bearable I think. So, as long it is up to five, I’d say I am doing OK” (female, age 45).
Patients concluded that there clearly was a difference between their interpretation of bearable and unbearable pain and that of professionals. In the patients’ opinion, many professionals considered only NRS scores below 4 as representing bearable pain, while many patients considered an NRS score of 6 as indicating bearable pain. In the Netherlands school system, a grade system from 1 to 10 is traditionally used, where 1 means completely insufficient and 10 denotes excellent. In this system, a score of 6 is sufficient to pass an exam. One patient mentioned that this had an effect on how she used the NRS.
“The grades at school that is something you are familiar with, that is also a validation, that has an effect, because that’s what you grew up with. Because it is also a kind of validation, when you give the pain a number then you also validate something, you know? Yes, I think so” (male, age 77).
Most patients said that they were not confused when rating their pain experience in relation to scores they were used to getting at Dutch schools.
Avoiding high extremes: Most patients assign an extreme score on the NRS as follows: 0 and 1 meaning no or light pain and 9 and 10 meaning the worst imaginable pain. Some patients explained that they would never use the highest pain score, because “10” is so extreme that they could not imagine having so much pain.
“If it hurts a little, then it is often two or three. Higher than five, then it has to hurt a lot. I would never give a ten. Yeah, ‘unbearable’ wouldn’t cross my mind” (male, age 36).
Other patients said that they would never assign a very high
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number to their pain, because they mentally compared their current situation to a more severe imagined situation.
Different pain level at rest and movement: When patients were asked how they assigned a number to their pain, many patients said they experienced a difference between pain at rest and pain at movement. Patients mostly assigned two different numbers to their pain: an NRS score below four at rest and an NRS score above six or seven at movement.
“If I lie very still and I have used the PCA pump then it is a three or four, and when I move it goes up to a seven, eight” (male, age 41).
Some patients consider their pain at rest as bearable and only move if necessary. Patients accepted a brief moment of pain at movement and did not want additional analgesics for such short severe pain episodes.
3.2. Intrapersonal patient factors Previous pain experiences: When rating their current pain using an NRS score, patients used past pain experiences as a benchmark to judge their current pain level. Patients who had experienced severe pain in the past tended to consider their current pain as less severe than patients who had not experienced severe pain before. They explained that they understood what “worst imaginable” pain was and accordingly recalibrated the NRS.
“I now rate it a three, almost no pain, but I’ve had surgery before and then they asked it as well. I’ve had a tonsillectomy and then you’re actually constantly in pain, so I had an eight or something, that’s really very painful, that’s not normal anymore” (female, age 18).
“My neuropathic pain was severe and then you know how ‘worst imaginable’ pain can be. And that’s quite irritating because I’ve had
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a lot of pain and if you have to compare then I say, ‘it’s a four’ and you compare it with a ten that is not as high as someone else’s, I always find it difficult to distinguish. And then they (the nurses) say, ‘oh, then it’s okay’. But they don’t know with what I’m comparing it” (female, age 26).
Being tough on oneself: Regarding their postoperative pain experience, many patients said that they were tough on themselves.
“They have often told me that I am very hard on myself. I didn’t allow myself to complain. I was very hard on myself” (male, age 41).
Patients said that they expected pain after surgery and that they could bear some pain. Moreover, patients indicated that postoperative pain is temporary. Sometimes, high NRS scores were given, yet patients considered the experienced pain bearable and did not want additional analgesic treatment. Several patients said that they thought it was appropriate to be tough on themselves, and they often traced that back to their own upbringing and the way they were taught to handle pain during childhood.
“I don’t moan quickly. I don’t often visit the doctor. I get that from my upbringing. Yeah, it has to be really necessary before I make a fuss” (female, age 45).
Pain threshold: Many patients thought they had a high pain threshold, because they could bear a lot of pain.
“My pain threshold is quite high because I’ve been through a lot. My knees had to be bent three years ago. So, I can take quite a lot because that was very severe” (male, age 41).
One patient said that the individual pain threshold depends on the degree of resilience that one has and that this differs between
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people. Patients who also had chronic pain considered their postoperative pain intermediate but bearable, explaining that they were used to having pain. They explained that because they were accustomed to pain, they had a high pain threshold and could handle more pain than patients without chronic pain.
“You learn to live with it, but there are limits. Anyone else would already be screaming because of the pain, but my pain threshold is a bit higher” (male, age 45).
Few patients said they had a low pain threshold because they could not bear a lot of pain. One patient told the interviewer that after giving birth to her children, she could not bear pain anymore.
Holding oneself to one’s own standards: Many patients considered NRS scores of 4 and higher, especially scores between 4 and 6, still bearable. During the interviews, the researcher explained to the patients how professionals are taught that NRS scores of 4 and higher are unacceptable and require intervention. Even after this explanation, patients continued to maintain their own point of view (i.e., that NRS scores between 4 and 6 were bearable). They said they had their own standards about the meaning of the different numbers of the pain scale.
Interviewer: “You told me a six, seven is bearable. Would you alter it if I told you that nurses consider zero to four as bearable pain?”
Patient: “No, because I have got my own norm, I am more used to pain and I think it is bearable. If I’m in pain and I can handle it, it is bearable for me” (male, age 47).
Desiring confirmation from professionals: Patients sometimes doubt about the NRS score they assign to their pain. Patients appreciated it when the professional confirmed their assignment of a high number to their pain. They were more convinced that they had
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correctly assigned a number to their pain experience if the doctor or nurse had said that a high level of pain was expected or normal.
“When I actually told him (the doctor), he said ‘yes I can imagine, because it’s all bruised’. So then I thought ‘see, I’m not exaggerating!’. I have the idea that they will then think I’m being a wimp” (female, age 63).
3.3. Anticipated consequences of assigning a particular NRS score Patients appeared to take the anticipated consequences of a given NRS score into account before telling the professional a number. They sometimes purposefully assigned a lower NRS score than the pain actually experienced in anticipation of the reaction of healthcare professionals. Patients were sometimes reluctant to provide an NRS score, fearing it is “too high” or “too low” that possibly lead to a reaction of the professional they did not expect. With giving a particular score, patients tried to anticipate whether professionals will administrate analgesics or not. Therefore, this distinction led to two subthemes: “judgment by care professionals” and “analgesic administration.”
3.3.1 Judgements by healthcare professionals. Being seen as a bother: Patients were worried that healthcare professionals would consider them being a bother if they reported high NRS scores.
“That is not because I want to be tough or anything, that is not the issue, but I just don’t want to be a bother. That’s the point, I just don’t want to be bothersome” (male, age 47).
“In the past, you didn’t complain, you just got on with it. That’s what’s in me and always will be” (female, age 63).
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Patients fear that professionals think that they exaggerate pain. Consequently patients anticipated on the risk of being judged as bothersome by the professional and therefore do not want to complain. Many patients said they were afraid of being seen as troublesome while hospitalized. To avoid being seen as troublesome, they did not ask for analgesics, especially when they observed that the nurses were busy.
Interviewer: “Why did you wait two hours before you requested any analgesics?”
Patient: “Because I didn’t want to be troublesome” (male, age 70).
Experiencing basic mistrust: The expression of pain using a number from 0 to 10 was influenced by patients’ perception of professionals; some patients hesitated to report a high NRS score, thinking that healthcare professionals would not believe that they were really in so much pain.
“This week I gave a high pain score and I noticed that they (the nurses) looked at me as if to say, ‘mmm, that is a very high score’. They almost don’t believe you. Probably because it is rare that the pain score is that high. Like they can’t handle it that the pain is so severe, I think, I noticed that” (male, age 45).
This basic mistrust, patients said, led them to intentionally report lower NRS scores than they actually perceived.
“Well, there are interpretation differences between people. You’re not allowed to complain. So, you lessen your pain score because you feel that no-one will accept if you say ‘I feel so awful. I’m in so much pain’, then you minimize your pain” (female, age 65).
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One patient defined basic mistrust as “mental pain”: “It hurt when someone said to me, ‘Nothing is wrong with you!’” Patients thought that this disbelief was due to a lack of visible tissue damage. Patients felt they were not taken seriously by healthcare professionals when reporting an NRS score. They perceived that the professionals did not consider their pain serious. Patients clearly indicated that they wanted to be taken seriously, even when professionals thought that the reported NRS score was (too) high. Some patients indicated that it was important that the professional just listened to them, without judging.
“Being taken seriously is pleasant for a patient. Knowing that you are being taken seriously, even though from an objective point of view it (the pain score) is not quite the right number on the scale” (female, age 65).
Wish to meet the expectations of professionals: Some patients wanted to meet the expectations of the professional in what pain score fits best on the experienced pain, considering what would be the most socially acceptable pain score. They adjusted their pain score to the estimated level of which they thought the professional will find it logical.
“Then I think I will lower my score, otherwise they (the nurses) will think ‘do you really have so much pain?’ (female, age 63).
“I am just going to give my usual scores and for now, I just not take my neuralgia into account. When my neuralgia gets worse again, then I will give it a score of 20 because adjusting my measure to even worse pain has been proven not efficacious to give a clear explanation of my experienced pain (to the nurses)” (female, age 26).
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3.3.2 Analgesic administration. Encounter ambivalence: Many patients were ambivalent towards analgesics. On the one hand, they needed analgesics after surgery to recover, but on the other hand, they actually thought analgesics were not good for them because of toxicity.
“If it really hurts, after surgery for example, then I think it’s necessary. But if it’s not necessary, then preferably no painkiller, because ultimately it’s junk what you’re putting in your body” (female, age 18).
Some patients accepted analgesics and other patients said that most pain is transient, and therefore, refused analgesics. The different negative terms for analgesics given by patients, like “junk” or “rubbish, ” supported this opinion.
“There is so much rubbish in and I think every time ‘O my God, it’s morphine and it’s better if I can do without.’ They (the nurses) have explicitly told me that it’s okay, but it plays on my mind” (female, age 71).
Suffering side effects: Some patients said that they refused opioids because they had previously experienced typical opioid side effects, such as sedation and nausea, even when the nausea had been treated appropriately. Once they are no longer opioid naive, patients often consciously weigh the desired analgesic effects of opioids against the negative side effects.” One patient expressed this eloquently as follows:
“But as soon as I use too much morphine then I become very nauseous. You are constantly trying to find a balance between bearable pain and bearable nausea, shall we say” (female, age 65).
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Variation on timing of opioids: There was significant variation in the pain levels at which patients wanted opioids to be administered. Some patients said they could bear the pain and did not need any analgesics. Other patients wanted light analgesics to be administered at NRS scores of 4–6. However, a large variability was seen when patients needed opioids: Some patients said they needed opioids at NRS scores from 6 onwards, while some only required opioids from NRS 7 or even higher:
“I want painkillers from a four and above and morphine, no, then I would say: eight or above” (male, age 36).
Patients gave different reasons for not wanting opioids (e.g., they had heard terrifying stories about opioids from family and friends, they had previously suffered from the side effects of opioids, they wanted to bear their own pain, they believed that pain was a signal telling the body it needed to rest or that they had to get used to pain).
Nurses have own point of view: Patients said that nurses had their own point of view about the meaning of the numbers from 0 to 10 and do not use the score to communicate about pain with the patient:
“As far as I can remember nobody asked me a question like that if the pain was mild because if it is severe, six or seven, then they (the nurses) say, ‘what can we do about it?’ But when it is three or four then they immediately say, ‘okay’ and write it down. I would prefer if they said, ‘do you want us to do something about it or can you handle it’, instead of saying, ‘so, you’re okay then”’ (female, age 26).
Patients said that there was no agreement in terms of the NRS score at which nurses administered analgesics. One patient describes this as follows:
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“Well I thought, the pain is easing, so I said five or four, one of those I said and then she (the nurse) said, ‘well then you don’t need any more painkillers.’ And then I said no, then it is a six because it hurt and I needed them. Now I assume with five I won’t get any painkillers so I think ok, with five no painkillers and I want some so I give a six and then I get them” (female, age 32).
In contrast, some patients who rated their pain as NRS 6 or 7 did not want additional analgesic medication, but nurses insisted that they accept additional pain medication according to acute pain treatment guidelines.
4. Discussion The qualitative approach in this study identifies several elements underlying the process of a patient translating his/her currently experienced postoperative pain into a reported rating on the NRS. A model of this decision-making process is proposed made of the interrelationship between the factors that influence this rating process. The model may help healthcare professionals to better understand this process and the factors that possibly influence the NRS score that is actually reported to them. When assigning an NRS score to their pain, patients process the first two themes in stages: They first weigh score-related factors and intrapersonal factors. Some patients go through a last stage before telling the professional: weighing the anticipated consequences of reporting a particular NRS score against their actual desire for more or less analgesics. Patients can be aware of these factors, but most often, the entire process appears to be implicit and subconscious.
Quantifying pain through the self-reported NRS score from 0 to 10 is often referred to as the gold standard for pain assessment (Schiavenato and Craig, 2010). However, for a gold standard, self- report is fraught with limitations. Nowadays, pain professionals develop guidelines for pain treatment including the manner for instructing and informing patients how they should interpret NRS scores from 0 to 10. Our data suggest that this single number does not tell the whole story. Instead, healthcare professionals should listen to the patient’s story about the experienced pain rather than
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simply administering analgesics as soon as a single pain score exceeds a numeric threshold. Without a pain assessment beyond the NRS by healthcare professionals, postoperative patients may be at risk of both undertreatment and overtreatment of their pain. The scores on the NRS are only important to detect change in postoperative pain treatment. Knowledge of the factors in this study that influence a patient’s pain scoring can help professionals use simple questions to explore patients’ unique pain experiences and consequently titrate analgesic treatment in dialogue with the patient, improving the quality and safety of care.
The current study also confirmed that patients find it especially difficult to rate their unique pain experience on the NRS when their score is in the middle of the sequence (i.e., 4 to 6) (Eriksson et al., 2014; Williams et al., 2000). Therefore, many patients considered an NRS score of 7 as the limit of pain acceptance, and at 7 or above, opioids were desired. This is clearly a much higher pain threshold than currently taught to professionals based on guidelines for acute pain management. There is no agreement on the optimal NRS cut- off score in guidelines for pain treatment and there is no agreement on how to identify an optimal NRS cut-off score for pain treatment (Gerbershagen et al., 2011). Rigid cut-off scores in guidelines for pain treatment should not be used with individual patients to prevent a risk of over- or undertreatment. Therefore, patients should be asked what their individual cut-off score is when they require a particular intervention.
Many factors are known to affect the experience of pain, including gender, age, culture, previous experiences, types of surgery, the meaning the pain has to the individual experiencing it, and psychological factors (e.g., coping skills) (Gerbershagen et al., 2013; Mackintosh, 2007). Patients often arrived at a new NRS score by comparing their worst previous pain experience with the current pain sensation (Dionne et al., 2005; Manias et al., 2004). In the current study, we found that the NRS scores from 0 to 10 can conceal real differences in pain intensity across patients, because previous pain experiences differ between patients. In line with this finding, a previous study concluded that it is impossible to compare pain scores between patients, because we cannot share pain experiences (Bartoshuk et al., 2003).
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Subjective norms influence the social pressure on the individual to exhibit (or not exhibit) a particular behaviour (Rhodes and Courneya, 2003). Our findings confirmed the idea that patients do not want to deviate from perceived social norms and be known as an individual who complains a lot (Eriksson et al., 2014; Hansson et al., 2011). Patients are afraid of being judged by healthcare professionals when the NRS score they report is perceived as “too high.” This exact situation, called basic mistrust, is described in a phenomenological study in which nurses did not believe the patients (Söderhamn and Idvall, 2003). Only when there is confirmation by the professional does the patient feel empowered to assign a high NRS score.
Patients also envision what their reported pain scores will mean regarding the subsequent administration of analgesics, especially opioids. There appears to be a wide variation in how patients interpret NRS scores in relation to if, when, and how much analgesia needs to be given. The NRS cut-off points used in guidelines for acute pain are often lower than those of patients; patients tend to use the midpoint of the scale as the NRS cut-off value for additional analgesia. Therefore, most patients with NRS scores of 4, 5, and even 6 consider their pain “bearable” and do not want opioid analgesics. It seems that many professionals have learned this from patients and do not administer analgesics when patients’ NRS pain scores are in the middle of the scale. In turn, patients have learned from previous reactions of professionals at what NRS score they will be administered a certain analgesic. A study of chronic pain patients also showed that patients have to give an NRS score higher than 5 in order to receive more analgesics from the nurse (Hansson et al., 2011).
Understanding the process by which patients make decisions is important to understand the decisions they make. In previous studies several factors are described that influence patients’ decision-making process, e.g., past experiences, cognitive biases, age, and belief in personal relevance (Dietrich, 2010; Juliusson et al., 2005; Sagi and Frieland, 2007). Once the decision is made, levels of regret or satisfaction will impact future decisions (Juliusson et al., 2005; Sagi and Frieland, 2007). In the current study, patients anticipate on the consequences on reporting a particular pain score
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whether professionals will administrate analgesics or not depending on their past experiences in pain treatment. Additionally, patients anticipate on the judgement by healthcare professionals; some patients hesitated to report a high NRS score, thinking that healthcare professionals would not believe that they were really in so much pain (Idvall et al., 2008).
When the NRS score is used, a shared understanding of patients and professionals is crucial to the adequate treatment of pain. However, this seems difficult to realize, because the interpretation of pain scores differs between individuals. Everyone has its own standards and values that are impossible to change in favour of looking the same way to the pain scores from 0 to 10. Culture influences how each person experiences and responds to pain. Some cultures value stoicism and tend to avoid saying that there is pain and other cultural groups tend to be more expressive about pain (Narayan, 2010). Patients’ diverse cultural patterns are not right or wrong, just different. The purpose is to achieve individualized pain assessment and pain treatment. Professionals evaluate patients’ pain and make judgements that are required for prescribing pain treatment. Therefore, healthcare professionals must learn to think about analgesic administration in a more “patient- oriented” way: a patient has to be seen as a whole person in his/her social context, and his/her feelings, wishes, expectations, norms, and experiences have to be taken into account (Ouwens et al., 2012). Patients want to participate in the treatment of their pain and tell the healthcare professionals if and when they need analgesics because patients know what pain they have (Idvall et al., 2008; McTier et al., 2014; Joelsson et al., 2010).
Many patients could tolerate short bouts of severe pain during movement as well and did not desire additional opioids. For some patients, the pain can be so severe as to preclude adequate coughing. In these cases, it is important that patients accept additional analgesia to prevent pneumonia. In a previous study, we educated patients about the principles in postoperative pain management (Van Dijk et al., 2015). Patients’ knowledge and beliefs changed, moreover, their behaviour did not change. Postoperative patients still gave high pain scores and considered this as bearable and did not want (extra) analgesics. Changing patients’ habits is
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very difficult, as patients in the current qualitative study say that they want to hold their own standards and remain having their own point of view about pain management.
Although our study was restricted to only one university hospital, the richness of the data makes us confident that our analysis has captured the most typical aspects of patients’ underlying processes for rating their pain on the NRS. Moreover, the current study is strengthened by the number of interviews and the fact that the new insights that emerged during data collection were incorporated into the interview topic list. In this qualitative study, only Dutch patients were interviewed, and the results are, therefore, not immediately generalizable to other countries and cultures. While we believe that many of the themes that we elicited (e.g., fear of being judged) will also emerge when repeated in other countries in the Western world, ideally a cross-cultural international study should be conducted to expand on the themes and to validate or extend our conceptual model of how patients arrive at their reported NRS scores. Such a study would possibly give interesting and important insights into crosscultural differences in the pain experience and responses to pharmacologic and non-pharmacologic pain treatments offered.
5. Conclusions In postoperative pain management, NRS cut-off scores are widely used as a basis for administering or withholding opioid analgesics. Patients however, have a different view on these NRS cut-off scores; many patients consider NRS scores 4, 5 and 6 as bearable and do not need analgesics. Therefore, it is necessary to communicate with patients beyond the NRS score. The current qualitative study identified several elements of the underlying process (e.g., previous pain experiences, being tough on oneself, basic mistrust by healthcare professionals, and variation on timing of opioids) by which patients translate acute postoperative pain into a rating on the NRS. The factors in the model are subsumed under three main themes: score-related factors, intrapersonal factors, and the anticipated consequences of reporting a particular NRS score. Knowing these factors could help healthcare professionals to better understand the complex process by which patients assign pain
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scores and the factors that influence the scores that are ultimately reported to them. This could serve as basis for a dialogue aimed at clarifying the patient’s current needs and result in more patient- centred, shared decision making regarding (opioid) analgesic administration improving the quality and safety of care.
6. Relevance to clinical practice Pain assessment is the foundation of pain management when a patient is experiencing postoperative pain. Frequent and thorough assessment of patients’ pain provides information to achieve optimal pain relief. We recommend assessing patients’ pain on the NRS. Asking patients to score their pain on the NRS ensures that all professionals assess pain in the same way and with adequate treatment of postoperative pain, subsequent NRS scores are expected to be lower. Nevertheless, the NRS score is not an absolute number. Once the patient has reported an NRS score, the professional is not finished. Rather, the professional should communicate with the patient to understand the meaning of this particular score without being judgemental. Healthcare professionals should understand that patients can have their own interpretation of the pain scale and might have different ideas regarding the particular NRS score that signifies the need for additional analgesics. Rigid cut-off scores in guidelines for postoperative pain treatment should not be used with individual patients; patients should be asked what their individual cut-off score is when requiring a particular intervention.
Acknowledgments
The authors would like to thank all the participants for their contribution to this study.
Conflict of interest: None declared.
Funding: Support was provided solely by departmental sources.
Ethical approval: This study was approved by the Medical Ethics Committee of the University Medical Center Utrecht.
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Appendix A. Supplementary data
Supplementary material related to this article can be found, in the online version, at http://dx.doi.org/10.1016/j.ijnurstu.2015.08.007.
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Appendix D. Example of a correlational study (turner et al., 2016) Psychological functioning, post-traumatic growth, and coping in parents and siblings of adolescent cancer survivors
Andrea M. Turner-Sack, PhD, Rosanne Menna, PhD, Sarah R. Setchell, PhD, Cathy Maan, PhD, and Danielle Cataudella, PsyD
Purpose/Objectives: To examine psychological functioning, post- traumatic growth (PTG), coping, and cancer-related characteristics of adolescent cancer survivors’ parents and siblings.
Design: Descriptive, correlational.
Setting: Children’s Hospital of Western Ontario in London, Ontario, Canada.
Sample: Adolescents who finished cancer treatment 2–10 years prior (n = 31), as well as their parents (n = 30) and siblings (n = 18).
Methods: Participants completed self-report measures of psychological distress, PTG, life satisfaction, coping, and cancer- related characteristics.
Main Research Variables: Psychological functioning, PTG, and coping.
Findings: Parents’ and siblings’ PTG levels were similar to survivors’ PTG levels; however, parents reported higher PTG than siblings. Parents who used less avoidant coping, were younger, and had higher life satisfaction experienced less
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psychological distress. Parents whose survivor children used more active coping reported less psychological distress. Siblings who were older used more active coping, and the longer it had been since their brother or sister was diagnosed, the less avoidant coping they used.
Conclusions: Childhood and adolescent cancer affects survivors’ siblings and parents in unique ways.
Implications for Nursing: Relationship to the survivor, use of coping strategies, life satisfaction, and time since diagnosis affect family members’ postcancer experiences.
Since the 1980s, the incidence rates of childhood and adolescent cancer have increased and the mortality rates have decreased in the United States and Canada (National Cancer Institute, n.d.; National Cancer Institute of Canada, 2008). This has resulted in a growing population of young cancer survivors with a unique set of psychological issues. Researchers have explored some of these issues, including survivors’ moods, anxieties, and coping strategies (Dejong & Fombonne, 2006; Schultz et al., 2007; Turner-Sack, Menna, Setchell, Mann, & Cataudella, 2012). However, the focus is often on the negative aspects of childhood cancer, such as depression, with fewer studies addressing a more positive aspect, such as positive changes in perspectives, life priorities, and interpersonal relationships (Kamibeppu et al., 2010; Seitz, Besier, & Goldbeck, 2009). In addition, the experiences of young cancer survivors’ families often are ignored.
The diagnosis and treatment of cancer in childhood or adolescence can be exceptionally stressful not only for the young patients with cancer, but also for members of their family. Several studies suggest that parents of children and adolescents with cancer experience psychological distress, post-traumatic stress, and poor quality of life (Brown, Madan-Swain, & Lambert, 2003; Kazak et al., 1997, 2004; Witt et al., 2010). Other studies indicate that parents of cancer survivors appear to function just as well as parents of healthy controls or in accordance with standardized norms (Dahlquist, Czyzewski, & Jones, 1996; Greenberg, Kazak, & Meadows, 1989; Radcliffe, Bennett, Kazak, Foley, & Phillips, 1996).
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Similar to research on parents of young cancer survivors, studies of the psychological impact on siblings within these families are scarce. Several studies have found that siblings of young cancer survivors have more negative emotional reactions (e.g., fear, worry, anger), more post-traumatic stress, and poorer quality of life than controls (Alderfer et al., 2010; Alderfer, La-bay, & Kazak, 2003). Other studies found that siblings of survivors function similarly to their peers whose siblings are healthy (Dolgin et al., 1997; Kamibeppu et al., 2010). Together, these findings suggest that family members of young cancer survivors experience a range of psychological responses to cancer and that additional research could provide some clarification.
Although understanding how survivors’ cancer affects their parents and siblings is important, equally important is understanding the associations among family members’ psychological functioning. In accordance with a family systems perspective, a person’s well-being is related to other family members’ wellbeing (Nichols & Schwartz, 2001). In support of this perspective, research generally has found that most young cancer survivors’ psychological functioning is related to their parents’ psychological functioning (Barakat et al., 1997; Brown et al., 2003; Phipps, Long, Hudson, & Rai, 2005). Few studies have examined the relations between young cancer survivors’ psychological distress and their siblings’ psychological distress.
Although coping with a traumatic experience, such as cancer, tends to be distressing, it also may provide individuals with the opportunity to achieve positive change, such as post-traumatic growth (PTG). PTG is defined as mastering a previously experienced trauma, perceiving benefits from it, and developing beyond the original level of psychological functioning (Tedeschi, Park, & Calhoun, 1998). Similar to the literature concerning young cancer survivors, PTG in parents of young survivors has received little attention. The few studies that exist suggest that parents of young survivors may experience at least some degree of PTG (Best, Streisand, Catania, & Kazak, 2001; Yaskowich, 2003). Research of PTG in other family members of patients with cancer also is limited. Kamibeppu et al. (2010) found that young adult sisters of young adult childhood cancer survivors reported experiencing greater
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PTG than female controls. Other studies identified some positive changes that siblings experienced (e.g., feeling more mature, independent, and empathic; valuing life more) (Barbarin et al., 1995; Chesler, Allswede, & Barbarin, 1992; Havermans & Eiser, 1994), but the researchers did not determine whether the siblings perceived as much benefit from the trauma or developed beyond their original level of functioning enough to be consistent with PTG. In keeping with the familial model of illness-related stress and growth, the current study examined PTG in parents and siblings of adolescent cancer survivors.
The lack of research examining the relations among family members’ levels of PTG is not surprising given the limited research examining PTG in parents and siblings of young cancer survivors. Two studies have found that parents’ PTG was not correlated with adolescent cancer survivors’ overall PTG (Michel, Taylor, Absolom, & Eiser, 2010; Yaskowich, 2003). However, parents’ PTG accounted for as much as 10% of the variance in two aspects of survivors’ PTG: improved relationships and appreciation for life (Yaskowich, 2003). These results suggest that the association between survivor PTG and PTG among other family members warrants further investigation. The current study fills a notable gap in the literature by examining the associations between adolescent cancer survivors’ PTG and PTG in parents and siblings of survivors.
An additional goal of the current study was to examine whether coping strategies were related to psychological functioning and PTG in parents and siblings of adolescent cancer survivors. Available studies suggest that parents of young patients with cancer and survivors who use more self-directed and active coping report lower levels of psychological distress, and those who use more emotion-focused and avoidant coping report higher levels of psychological distress (Fuemmeler, Mullins, & Marx, 2001; Norberg, Lindblad, & Boman, 2005). Other studies indicate that siblings of adolescent cancer survivors who have high emotional social support tend to be less depressed, be less anxious, and have fewer behavioral problems than siblings with low emotional social support (Barrera, Fleming, & Khan, 2004). To the researchers’ knowledge, no studies have examined the associations between parents’ and siblings’ coping strategies and their levels of PTG, but
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Calhoun and Tedeschi’s (1998) model of PTG suggests that active social support and acceptance coping are most closely associated with PTG.
Examining demographic and cancer-related variables, such as age of parents and siblings, survivors’ age at diagnosis, time since diagnosis, and time since treatment completion, can provide insight into the experiences of young cancer survivors and their families. Little is known about the relations between age and psychological functioning, PTG, and coping in siblings of cancer survivors (Alderfer et al., 2003). Several studies have found that adolescent cancer survivors’ age at diagnosis was unrelated to parents’ post- traumatic stress symptoms (Brown et al., 2003; Kazak et al., 1997) and PTG (Barakat, Alderfer, & Kazak, 2006). In terms of PTG, theorists have suggested that, although positive consequences of life crises can happen shortly after the crisis, they are more likely to occur after a long process of crisis resolution and personal recovery (Schaefer & Moos, 1992). However, the only known study to examine the relation between time since cancer treatment and parental PTG found that a shorter time since the end of young cancer survivors’ treatment was associated with more PTG in fathers but not mothers (Barakat et al., 2006).
The goals of the current study were to (a) examine psychological functioning (defined as level of distress and life dissatisfaction), PTG, and coping in parents and siblings of adolescent cancer survivors; (b) compare adolescent cancer survivors, parents, and siblings on those same variables; and (c) examine psychological functioning, PTG, and coping in parents and siblings in relation to age, time, and cancer-related variables.
Methods Sample English-speaking Canadian families with an adolescent (aged 13–20 years) who completed treatment for a solid tumor, leukemia, or lymphoma 2–10 years earlier at a children’s hospital were eligible to participate in the study (see Table 1). They were not eligible if they had a cancer relapse, an organ transplantation, a brain tumor that
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required only surgery, or significant cognitive or neurologic impairments. All siblings reported living with the survivor while he or she was receiving treatment.
TABLE 1 Characteristics of Study Participants
a Several respondents had multiple types of treatment.
Procedure Following institutional ethics approvals from the University of Windsor in Ontario, Canada and the University of Western Ontario in London, Ontario, Canada, data were collected from the pediatric
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oncology population at Children’s Hospital of Western Ontario in London, Ontario, Canada. Questionnaires were mailed to 89 families that met criteria for the study. They were informed that participants’ names would be entered into a drawing for a $50 gift certificate from a local store. Thirty-one adolescents, 30 parents, and 18 siblings returned completed packages. In total, 35 families had at least one member participate in the study. Fourteen families had an adolescent, parent, and sibling participate. The remaining 21 families had various combinations of family member participation, and, as such, the adolescent, parent, and sibling groups represent different sets of families in the current study.
Measures Demographics and cancer variables: Participants completed a background questionnaire that asked about age, gender, ethnicity, education, type of cancer, age at diagnosis, time since diagnosis, time since treatment completion, and length and type of treatment.
Psychological distress: The Brief Symptom Inventory (BSI) (Derogatis & Melisaratos, 1983) was used to assess psychological distress. Participants used this 53-item questionnaire to self-report to what extent they experienced psychological symptoms. Participants rated their symptoms in a number of areas (e.g., somatization, depression, anxiety) on a five-point scale ranging from 0–4, with 0 indicating not at all and 4 indicating extremely. The BSI generates scores on three overall indices of distress: General Severity Index (GSI), Positive Symptom Distress Index, and Positive Symptom Total. Analyses used GSI t scores, with low scores indicating low psychological distress. The internal consistency in the current study was 0.97 for survivors and siblings and 0.98 for parents.
Life satisfaction: Survivors and siblings completed the Students’ Life Satisfaction Scale (SLSS) (Huebner, 1991), a self-report questionnaire that assesses global life satisfaction in children and adolescents. Participants used a six-point scale ranging from 1 (strongly disagree) to 6 (strongly agree) to respond to seven statements about their lives. The average score per SLSS item was used in the analyses, with high scores indicating more life satisfaction. The internal consistency in the current study was 0.87
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for survivors and siblings. Parents completed the Satisfaction With Life Scale (SWLS)
(Diener, Emmons, Larsen, & Griffin, 1985), a self-report questionnaire that assesses adult global life satisfaction. Parents used a seven-point scale ranging from 1 (strongly disagree) to 7 (strongly agree) to respond to five statements about their life. The average score per SWLS item was used in the analyses, with high scores indicating more life satisfaction. In the current study, the internal consistency was 0.91 for parents.
Post-traumatic growth: The PTG Inventory (PTGI) (Tedeschi & Calhoun, 1996) assesses the experience of positive changes following a traumatic event. Participants used the 21-item self- report questionnaire to indicate the extent to which they experienced various positive changes. Participants used a six-point scale ranging from 0–5, with 0 indicating “I did not experience this change as a result of my crisis, ” and 5 indicating “I experienced this change to a very great degree as a result of my crisis.” The PTGI wording was modified to refer specifically to changes resulting from having had a family member with cancer. In addition, the language used in the PTGI given to siblings was modified to better suit a younger population (similar to modifications used by Yaskowich [2003]). The average score per PTGI item was used in the analyses, with high scores indicating more PTG. Tedeschi and Calhoun (1996) reported an internal consistency coefficient of 0.9 for the full scale and a test-retest reliability of 0.71 after two months. Yaskowich (2003) reported an internal consistency of 0.94 for the full scale of the modified PTGI in a sample of 35 adolescent cancer survivors. The internal consistency of the modified PTGI was 0.94 for survivors and siblings and 0.96 for parents in the current study.
Coping strategies: The COPE (Carver, Scheier, & Weintraub, 1989) assesses coping strategies in adolescents and adults. Participants used this 60-item self-report questionnaire to rate the way they respond to stressful events. Participants used a four-point scale ranging from 1–4, with 1 indicating “I usually do not do this at all, ” and 4 indicating “I usually do this a lot.” The COPE yields scores on 15 different scales. Factor analyses have revealed slightly different factor structures for adolescents and adults. Phelps and
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Jarvis (1994) proposed a four-factor structure for adolescents: active coping, emotion-focused coping, avoidant coping, and acceptance coping.
Similarly, Carver et al. (1989) proposed a four-factor structure for adults: active coping, social support and emotion-focused coping, avoidant coping, and acceptance coping. The current study used the four factors proposed by Phelps and Jarvis (1994) for the survivors and siblings and the four factors proposed by Carver et al. (1989) for the parents. The religious coping scale was not associated with any of the factors but was included for all groups. High scores on a particular factor or scale reflect a greater use of that type of coping strategy. In the current study, internal consistency ranged from 0.74 (acceptance coping) to 0.94 (religious coping) for survivors and siblings, and from 0.52 (avoidant coping) to 0.94 (religious coping) for parents.
Data analyses All tests of significance were two-tailed with an alpha level of 0.01 to correct for the number of analyses performed and type I errors. Analyses were completed separately for parents and siblings. Pearson product-moment correlations and standard regressions with forward entry were conducted to examine parents’ and siblings’ reports of demographic and cancer-related variables in relation to their reported levels of psychological distress, life satisfaction, PTG, and coping strategies. Independent sample t tests were conducted to compare the survivors, parents, and siblings on measures of psychological distress, life satisfaction, PTG, and coping strategies. To examine the associations between survivors’ coping, psychological distress, and PTG and that of their matched parents, Pearson product-moment correlations were used.
Results The focus of this article is family members of adolescent cancer survivors, particularly their parents and siblings. Detailed information on the psychological functioning, PTG, and coping of adolescent cancer survivors in the current study are provided in Turner-Sack et al. (2012).
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Parents’ psychological distress was positively associated with age (r = 0.53, p < 0.01) and avoidant coping (e.g., denial, disengagement) (r = 0.52, p < 0.01), and it was negatively associated with life satisfaction (r = –0.62, p < 0.001) and active coping (e.g., focusing on, planning, and actively dealing with problems; seeking helpful social support) (r = –0.57, p < 0.001). Life satisfaction was also positively correlated with active coping (r = 0.56, p < 0.001). Time since treatment completion was positively associated with parents’ social support and emotion-focused coping (r = 0.5, p < 0.01).
A standard regression analysis was performed to predict parents’ psychological distress using parent variables correlated with it: active coping, avoidant coping, life satisfaction, and age. The overall regression model for psychological distress was significant (R2 = 0.51; F[3, 22] = 7.69, p < 0.001). Examination of the squared semipartial correlation coefficients indicated that avoidant coping (β = 0.37, t[25] = 2.42, p < 0.05; sr2 = 0.13), age (β = 0.35, t[25] = –2.26, p < 0.05; sr2 = 0.11), and life satisfaction (β = –0.33, t[25] = 2.14, p < 0.05; sr2 = 0.1) made significant unique contributions to the prediction of psychological distress. Therefore, parents who used less avoidant coping, were younger, and had higher life satisfaction were likely to experience less psychological distress. Parents’ PTG was not significantly associated with any of the study variables.
Siblings’ age was positively associated with active coping (r = 0.73, p < 0.001). Avoidant coping was negatively associated with time since diagnosis (r = –0.67, p < 0.01) and life satisfaction (r = – 0.71, p < 0.001). None of the variables correlated with siblings’ psychological distress or PTG at the 0.01 significance level.
For each measure, the mean scores, standard deviations, and ranges of scores are presented for adolescent cancer survivors and siblings (see Table 2) and parents (see Table 3). Survivors, parents, and siblings reported similar levels of psychological distress but significantly different levels of PTG (F[2, 75] = 5.32, p < 0.01). Parents’ PTG was significantly higher than that of siblings (t[46] = 2.91, p < 0.01), and survivors’ PTG was similar to that of parents (t[58] = –2.43, not significant [NS]) and siblings (t[47] = –0.98, NS). No significant differences were seen between survivors and siblings on their levels of life satisfaction (t[47] = 1.16, NS) or active (t[47] = 0.3, NS), avoidant (t[46] = –0.93, NS), emotion-focused (t[47] = 0.39,
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NS), acceptance (t[47] = 0.38, NS), or religious (t[47] = 1.14, NS) coping strategies. Parents’ coping levels were not compared with survivor or sibling coping levels because the adult COPE factor structure differed from the adolescent COPE factor structure.
TABLE 2 Scores on Measures of Psychological Distress, Coping, Post- Traumatic Growth, and Life Satisfaction for Adolescent Cancer Survivors and Siblings
a Possible scores range from 1 (low psychological distress) to 100 (high psychological distress). b Possible scores range from 1 (lesser use of the coping strategy) to 4 (greater use of the coping strategy). c Possible scores range from 0 (low post-traumatic growth) to 5 (high post-traumatic growth). d Possible scores range from 1 (low life satisfaction) to 6 (high life satisfaction).
TABLE 3 Scores on Measures of Psychological Distress, Coping, Post- Traumatic Growth, and Life Satisfaction for Parents (N = 30)
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a Possible scores range from 1 (low psychological distress) to 100 (high psychological distress). b Possible scores range from 1 (lesser use of the coping strategy) to 4 (greater use of the coping strategy). c Possible scores range from 0 (low post-traumatic growth) to 5 (high post-traumatic growth). d Possible scores range from 1 (low life satisfaction) to 6 (high life satisfaction).
In 28 of the 35 participating families, the survivor and one of his or her parents participated, resulting in 28 matched survivor-parent dyads. Correlations for matched dyads are presented in Table 4. Parents’ psychological distress was negatively correlated with their survivor child’s active coping (r = –0.53, p < 0.01).
TABLE 4 Correlations Between Adolescent Cancer Survivors’ and Matched Parents’ Psychological Distress, Post-Traumatic Growth, and Coping (N = 28)
*p < 0.05; ** p < 0.001 ACP—acceptance coping; ACT—active coping; AVD—avoidant coping; EF— emotion-focused coping; PD—psychological distress; PTG—post-traumatic growth; SSEF—social support and emotion-focused coping; RLG—religious coping
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Discussion The current study revealed that younger age, higher life satisfaction, and less avoidant coping were strong predictors of lower psychological distress in parents of adolescent cancer survivors. As parents get older, they may have a greater awareness of the difficulties and possible limitations that their adolescent cancer survivors may face. Younger parents may pay less attention to these difficulties or be more naive about them and, as such, report experiencing less psychological distress. Parents who are more satisfied with their lives (e.g., feel their lives are good, have what they want in life, would change little about their lives) may have fewer concerns and feel assured and grounded, which could contribute to lower levels of psychological distress. This finding is consistent with previous studies that found that parents’ reports of external attributions about cause, rather than self-blame and family satisfaction, are associated with better psychological adjustment (Kazak et al., 1997; Vrijmoet-Wiersma et al., 2008). Finally, parents who face their difficulties to a greater degree are likely less troubled or burdened by neglected ongoing difficulties and, therefore, experience less psychological distress.
Research on how family members of young cancer survivors cope is scarce. The current study found that the longer ago that the adolescent cancer survivors completed treatment, the more social support and emotion-focused coping the parents used. As time passes after treatment is completed, parents may feel that they have more time in their daily lives to use the social support available to them and feel better able to face and deal with their emotions. The findings also suggest that older siblings were likely to use more active coping strategies. When a brother or sister was receiving cancer treatment, parents were occupied with the child with cancer, so older siblings likely had to attend to their own needs (Alderfer et al., 2010). In addition, during this period of time, siblings may have learned about the use of self-reliance, active coping, and problem solving.
Overall, siblings used similar coping strategies to survivors. Siblings whose brother or sister was diagnosed longer ago tended to use less avoidant coping. Siblings may use avoidant coping to deal with the stressors they experience soon after their brother or
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sister is diagnosed. As time passes, they may experience fewer cancer-related stressors, better adapt to such stressors, and find more effective ways of coping with them, using less avoidant coping strategies. The current study also found that siblings with greater life satisfaction used less avoidant coping. Those who are more satisfied with their lives may feel that they have fewer problems or difficult situations to avoid and, therefore, use less avoidant coping.
The researchers’ results indicate that adolescent cancer survivors, parents, and siblings had average levels of psychological distress compared to reported norms. This finding is consistent with previous research that reported that most young cancer survivors have average or above-average levels of global adjustment (Fritz & Williams, 1988; Greenberg et al., 1989; Kazak et al., 1997), and parents of young patients with cancer and survivors have levels of anxiety, depression, and overall distress comparable to reported norms (Dahlquist et al., 1996; Greenberg et al., 1989; Radcliffe et al., 1996). These findings also fit with Van Dongen-Melman, De Groof, Hählen, and Verhulst (1995), who suggested that young siblings of child and adolescent cancer survivors and young siblings of healthy children and adolescents have similar levels of psychological distress.Knowledge Translation
• Parents and adolescent siblings of young cancer survivors can experience post-traumatic growth.
• Healthcare providers can help identify family members of young cancer survivors who are experiencing psychological difficulties by being aware of the risk factors.
• Healthcare providers can educate family members about healthy, effective coping strategies; helping parents learn how to deal with their stressors more directly may enhance their psychological functioning.
In the current study, parents experienced a level of PTG that was similar to survivors, as well as to adult cancer survivors in other research (Cordova, Cunningham, Carlson, & Andrykowski, 2001;
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Weiss, 2002) and parents of child and adolescent cancer survivors in other research (Yaskowich, 2003). However, their level of PTG was higher than husbands of breast cancer survivors (Weiss, 2002) and lower than siblings in the current study. Although their own lives are not at risk, parents of young cancer survivors may be as affected by, and likely to experience PTG in response to, the trauma of cancer as if their own lives were at risk. Because of the close and dependent nature of the child-parent relationship, parents may feel closer to the trauma of cancer and experience a stronger reaction than siblings or husbands of cancer survivors. However, the latter may be related, at least in part, to gender differences.
Siblings experienced less PTG than parents in the current study and less PTG than adult cancer survivors in other research (Cordova et al., 2001). However, they experienced similar levels of PTG to the survivors in the current study, adolescent cancer survivors in other research (Yaskowich, 2003), and husbands of breast cancer survivors in other research (Weiss, 2002). Therefore, proximity to the trauma may influence PTG, as may cognitive maturation. The current study also indicates that even siblings in early adolescence have the capacity to experience PTG in response to their brother or sister having had cancer. To the researchers’ knowledge, this is the first study to report the status of PTG in siblings and parents of adolescent cancer survivors.
Parents’ psychological distress was associated with survivors using less active coping. Active coping involves actively planning and dealing with problems, focusing on problems without getting distracted, and seeking helpful social support. Parents whose survivor children actively address and cope with their challenges may feel relieved and proud that the survivors are capable of dealing with life’s difficulties. In contrast, parents whose survivor children use little active coping may feel the need to plan for them and actively encourage them to solve their problems. These parents may feel burdened by such added responsibilities and more worried about the survivors, which could result in higher levels of psychological distress.
Limitations The sample size was small, which could have limited the power
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and obscured significant effects that may have been revealed with a larger sample. The sample consisted primarily of middle-class European/Canadians who chose to participate in the study; therefore, the results may not generalize to more diverse populations and to family members who chose not to participate. All but one of the parents in the current study were mothers; therefore, the results may not generalize to fathers. Finally, the survivors, parents, and siblings represented different sets of families.
Implications for nursing Healthcare providers have contact not only with their patients, but also with their patients’ family members. These findings demonstrate the need to be aware of the potential impact of cancer on all family members. Parents and siblings of survivors can experience PTG, which suggests that they experience the adolescents’ cancer as personally traumatic. Older parents of adolescent cancer survivors, as well as those who are less satisfied with their lives, are at greater risk for experiencing psychological distress. Family members who are at risk can be provided with education about, and support in developing, healthy and effective coping strategies. Professional consultation may be useful for parents already demonstrating signs of psychological distress. For some parents, using avoidant coping strategies may be self- protective as they deal with extreme stressors. However, others may benefit from learning alternate coping strategies to help them more directly address their needs and struggles.
Conclusion The findings support the need to continue examining the effects of childhood and adolescent cancer on the entire family. Additional studies would benefit from having all members of each family participate to obtain a true family systems perspective on the impact of childhood and adolescent cancer. In addition, studies should continue attempting to identify factors that contribute to PTG in family members of young cancer survivors.
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22. Huebner E.S., Initial development of the Student’s Life Satisfaction Scale. School Psychology International ;1991;12:231- 240 Available at: doi:10.1177/0143034391123010.
23. Kamibeppu K., Sato I., Honda M., et al. Mental health among young adult survivors of childhood cancer and their siblings including posttraumatic growth. Journal of Cancer Survivorship ;2010;4:303-312 Available at: doi:10.1007/s11764-010-0124-z.
24. Kazak A.E., Alderfer M., Rourke M.T., et al. Posttraumatic stress disorder (PTSD) and posttraumatic stress symptoms (PTSS) in families of adolescent childhood cancer survivors. Journal of Pediatric Psychology ;2004;29:211-219 Available at: doi:10.1093/jpepsy/jsh022.
25. Kazak A.E., Barakat L.P., Meeske K., et al. Posttraumatic stress, family functioning, and social support in survivors of childhood leukemia and their mothers and fathers. Journal of Consulting and Clinical Psychology ;1997;65:120-129 Available at: doi:10.1037/0022-006X.65.1.120.
26. Michel G., Taylor N., Absolom K., Eiser C., Benefit finding in survivors of childhood cancer and their parents. Further empirical support for the Benefit Finding Scale for Children. Child. Care, Health, and Development ;2010;36:123-129 Available at: doi:10.1111/j.1365-2214.2009.01034.x.
27. National Cancer Institute. SEER cancer statistics review 1975– 2003. (n.d.) Retrieved from http://seer.cancer.gov/csr/1975_2003/results_merged/sect_28_childhood_
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cancer.pdf. 28. National Cancer Institute of Canada. Canadian cancer
statistics. Retrieved from http://www.cancer.gov/aboutnci/servingpeople/aya- snapshot.pdf 2008.
29. Nichols M.P., Schwartz R.C., Family therapy. Concepts and methods.5th ed. Boston : Allyn and Bacon; 2001.
30. Norberg A.L., Lindblad F., Boman K.K., Coping strategies in parents of children with cancer. Social Science and Medicine ;2005;60:965-975 Available at: doi:10.1016/j.socscimed.2004.06.030.
31. Phelps S.B., Jarvis P.A., Coping In adolescence. Empirical evidence for a theoretical based approach to assessing coping. Journal of Youth and Adolescence ;1994;23:359-371
32. Phipps S., Long A., Hudson M., Rai S.N., Symptoms of post- traumatic stress in children with cancer and their parents. Effects of informant and time from diagnosis. Pediatric Blood Cancer ;2005;45:952-959 Available at: doi:10.1002/pbc.20373.
33. Radcliffe J., Bennett D., Kazak A.E., et al. Adjustment in childhood brain tumor survival. Child, mother, and teacher report. Journal of Pediatric Psychology ;1996;21:529-539 Available at: doi:10.1093/jpepsy/21.4.529.
34. Schaefer J.A., Moos R.H., Life crises and personal growth. In: Carpenter B.N., Personal coping. Theory, research, and applications. New York, NY : Praeger 1992;149-170
35. Schultz K.A., Ness K.K., Whitton J., et al. Behavioral and social outcomes in adolescent cancer survivors of childhood cancer. A report from the childhood cancer survivor study. Journal of Clinical Oncology ;2007;25:3649-3656 Available at: doi:10.1200/JCO.2006.09.2486.
36. Seitz D.C., Besier T., Goldbeck L., Psychosocial interventions for adolescent cancer patients. A systematic review of the literature. Psycho-Oncology ;2009;18:683-690 Available at: doi:10.1002/pon.1473.
37. Tedeschi R., Park C.L., Calhoun L.G., Posttraumatic growth. Positive changes in the aftermath of crisis. Mahwah, NJ : Lawrence Erlbaum Associates; 1998.
38. Tedeschi R.G., Calhoun L.G., The Post-Traumatic Growth
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Inventory. Measuring the positive legacy of trauma. Journal of Traumatic Stress ;1996;9:455-471 Available at: doi:10.1002/jts.2490090305.
39. Turner-Sack A.M., Menna R., Setchell S.R., et al. Posttraumatic growth, coping strategies, and psychological distress in adolescent survivors of cancer. Journal of Pediatric Oncology Nursing ;2012;29:70-79 Available at: doi:10.1177/1043454212439472.
40. Van Dongen-Melman J.E., De Groot A., Hählen K., Verhulst F.C., Siblings of childhood cancer survivors. How does this “forgotten” group of children adjust after cessation of successful cancer treatment?. European Journal of Cancer ;1995;31:2277-2283 Available at: doi:10.1016/0959- 8049(95)00475-0.
41. Vrijmoet-Wiersma C.M., van Klink J.M., Kolk A.M., et al. Assessment of parental psychological stress in pediatric cancer. A review. Journal of Pediatric Psychology ;2008;33:694-706 Available at: doi:10.1093/jpepsy/jsn007.
42. Weiss T., Posttraumatic growth in women with breast cancer and their husbands. An intersubjective validation study. Journal of Psychosocial Oncology ;2002;20:65-80 Available at: doi:10.1300/J077v20n02_04.
43. Witt W.P., Litzelman K., Wisk L.E., et al. Stress-mediated quality of life outcomes in parents of childhood cancer and brain tumor survivors. A case-control study. Quality of Life Research ;2010;19:995-1005
44. Yaskowich K., Posttraumatic growth in children and adolescents with cancer. Digital Dissertations ;2003;63:3948
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Appendix E. Example of a systematic review/meta-analysis (al-mallah et al., 2015) The impact of nurse-led clinics on the mortality and morbidity of patients with cardiovascular diseases
Mouaz H. Al-Mallah, MD, MSc, FACC, FAHA, FESC; Iyad Farah, RN; Wedad Al-Madani, MSc; Bassam Bdeir, MD; Samia Al Habib, MD, PhD; Maureen L. Bigelow, RN; Mohammad Hassan Murad, MD, MPH; Mazen Ferwana, MD, PhD
Background: Nurse-led clinics (NLCs) have been developed in several health specialties in recent years. The aim of this analysis is to summarize and appraise the available evidence about the effectiveness of NLCs on the morbidity and mortality outcomes in patients with cardiovascular diseases (CVDs).
Methods: We searched Cochrane databases, MEDLINE, Web of Science, PubMed, EMBASE, Google Scholar, BIOSIS, and bibliography of secondary sources from inception through February 20, 2013. Studies were selected and data were extracted independently by 2 investigators. Eligible studies were randomized trials of NLCs of patients with CVD. Of 56 potentially relevant articles screened initially, 12 trials met the inclusion criteria. The outcomes of interest were all-cause mortality, cardiovascular mortality, nonfatal myocardial infarction, major adverse cardiac events, revascularization, lipids control, and adherence to antiplatelet medications. We performed random-effects meta-analysis to estimate summary risk ratios and quantified between-studies heterogeneity with the I2 statistic.
Results: The 12 trials allocated 4886 patients to NLCs and 4954
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patients to usual care. The NLC patients had decreased all-cause mortality (odds ratio, 0.78; 95% confidence interval [CI], 0.65– 0.95; P < .01) and myocardial infarction (odds ratio, 0.63; 95% CI, 0.39–1.00; P = .05) and had higher adherence to lipid-lowering medication (odds ratio, 1.57; 95% CI, 1.14–2.17; P = .006) compared with controls. They also had increased adherence to antiplatelet therapy compared with controls (odds ratio, 1.42; 95% CI, 1.01–1.98; P = .04). There was no statistically significant difference in the risk of cardiovascular death (odds ratio, 0.68; 95% CI, 0.40–1.15; P = .68), major adverse cardiac events (odds ratio, 0.79; 95% CI, 0.55–1.14; P = .21), or revascularization (odds ratio, 0.87; 95% CI, 0.66–1.16; P = .36) between NLC patients and controls.
Conclusions: The available evidence suggests a favorable effect of NLCs on all-cause mortality, rate of major adverse cardiac events, and adherence to medications in patients with CVD.
Nurse-led clinics (NLCs) have been developed in several health specialties in recent years. This intervention involves monitoring of patients with chronic diseases, managing their medications, providing health education and psychological support, and prescribing medications when permittable by jurisdiction. Therefore, there has been a growing literature regarding the evidence of the effectiveness of NLCs in a variety of chronic diseases including cancer, rheumatoid arthritis, inflammatory bowel disease, preoperative setting, and cardiac disease.1
Cardiovascular diseases (CVDs) constitute a leading cause of morbidity and mortality in many countries. The World Health Organization has projected that by 2030, almost 23.6 million people will die of CVD. 7 Several systematic reviews have suggested that NLCs improve some of the outcomes of patients with CVD, including hypertension and coronary heart disease. 5, 6, 8 However, the focus of these reports was on short-term outcomes (patient satisfaction, patient education, risk factor assessment, and continuity of care). These short-term process outcomes are of importance; however, the long-term efficacy of these clinics has not been sufficiently investigated and is critical. Specifically, what is the impact on all-cause mortality, CVD mortality, myocardial infarction
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incidence, and adherence to medications known to impact other patient-important outcomes? Hence, we conducted this systematic review and metaanalysis to summarize and appraise the available evidence supporting the use of NLCs in the setting of CVD.
Specific review question What is the effectiveness of NLCs in terms of morbidity and mortality in patients with CVD in outpatient settings?
Method Eligibility criteria We included randomized controlled trials that enrolled patients with CVD at the beginning of the study who were followed up by NLCs in outpatients settings. Evaluation of the following outcomes was conducted: all-cause mortality, cardiovascular mortality, myocardial infarction, major adverse cardiac events (MACEs), revascularization rate, adherence to lipid-lowering and antiplatelet medications, and achieving cholesterol and low-density lipoprotein targets, all defined according to the protocols of the included studies.
Cardiovascular disease was defined as previous myocardial infarction, percutaneous or surgical coronary revascularization, angiographic evidence of atherosclerosis in 1 or more major coronary arteries, or a positive stress electrocardiogram, echocardiogram, or nuclear stress test result. Trials that enrolled patients with recent revascularization were included. We included studies in which patients with multiple diseases were enrolled if the outcomes for patients with coronary heart disease were reported separately or if these patients comprised at least half of the study participants.
We excluded studies if they were not randomized, were primary prevention studies, evaluated single modality interventions (such as exercise programs or telephone follow up), or tested inpatient interventions. We excluded noncomparative trials (eg, did not have a control arm). Trials that had a follow-up duration of less than 9 months were excluded.
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Search strategy A comprehensive literature search was conducted by an expert reference librarian with input from study investigators with experience in systematic reviews (M.F, M.A.M., and M.H.M.). We used a 2-level search strategy. First, we searched public domain databases including MEDLINE, EMBASE, the Cochrane Central Register of Controlled Trials CENTRAL, Database of Abstracts of Reviews of Effects, Cochrane Database of Systematic Reviews, Web of Science, BIOSIS, and Google Scholar. Searches included MeSH and text words terms, with combinations of ”AND and OR” Boolean operator. We used many terms, including, but not limited to, nurse led clinics, secondary prevention, cardiac disease, coronary artery disease, and myocardial infarction. Other relevant studies were also identified through a manual search of secondary sources, including references of initially identified articles; we hand- searched the bibliographies of all identified studies to identify any studies missed by the literature searches. Specialized journals were also searched, such as the Journal of Clinical Nursing and Canadian Journal of Cardiology. The search was performed without any language restrictions. When an abstract from a meeting and a full article referred to the same trial, only the full article was included in the analysis. When there were multiple reports from the same trial, we used the most complete and/or recent. The last search update was run on February 20, 2013.
Study identification and data abstraction Two investigators (F.I. and W.A.M.) independently reviewed the titles and abstracts of all citations to identify eligible studies. Both investigators used prestandardized data abstraction forms to extract data from relevant articles. Discrepancies were resolved by consensus. The number of events in each eligible trial was extracted, when available, on the basis of the intention-to-treat approach.
Quality of included studies Two reviewers independently assessed quality of the included studies by examining components derived from the Cochrane risk
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of bias tool, including generation of allocation sequence (classified as adequate if based on computer-generated random numbers, tables of random numbers, or similar), concealment of allocation (classified as adequate if based on central randomization, sealed envelopes, or similar), blinding (patients, caregivers outcome assessors, and data analysts), adequacy of follow-up, and the use of intention-to-treat analysis. Disagreements between the reviewers were resolved by discussion or arbitrated with a third reviewer.
Statistical analysis We calculated the odds ratio and 95% confidence intervals (CIs) from each study and pooled across studies using the DerSimonian random-effects models. The number needed to treat to prevent 1 event was calculated by using the inverse of the pooled absolute risk reduction. To assess heterogeneity of treatment effect among trials, we used the I2 statistic. The I2 statistic represents the proportion of heterogeneity of effects across trials that is not attributable to chance or random error. Hence, a value greater than 50% reflects large or substantial heterogeneity that is due to real differences in study populations, protocols, interventions, and outcomes. 9 Publication bias was assessed graphically using a funnel plot. The P value threshold for statistical significance was set at 0.05 for effect sizes. Analyses were conducted using RevMan software (version 5.1). 10 This systematic review is reported according to the recommendations set forth by the Preferred Reporting Items for Systematic Reviews and Meta-analyses work groups. 11
Results Search results and study description A total of 302 abstracts were identified by the electronic search strategy, of which 56 full-text articles met the eligibility for assessment. A total of 12 trials fulfilled the inclusion criteria of prospective randomized controlled trials evaluating the impact of NCLs in patients with CVD.12 Figure 1 shows the results of the search strategy and Table 1 summarizes the included studies.
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FIG 1 Flowchart of the study. RCT indicates
randomized clinical trial; CAD, coronary artery disease.
TABLE 1. Characteristics of the Trials Included in the Meta-analysis
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NA is used to show that these data were not reported in the original studiesAbbreviations: CABG, coronary artery bypass graft; CAD, coronary artery disease; EKG, electrocardiogram; MI, myocardial infarction; NA, not applicable.
There were 9840 patients enrolled in the 12 trials, 4886 in the treatment arm (NLCs) and 4954 in the usual care arm. The mean follow-up duration was 2 years. Seven studies were conducted in the United Kingdom, of which 1 was a multicenter study (Europe); 4 were in the United States; and 1 was in Canada. The studies varied in the frequency of follow-up of their participants; 8 studies saw their patients in 2 to 6 months, and in 2 studies, participants were followed up every week for the first 6 weeks and then assessed after 1 year. Only 1 study in the United States involved a nurse practitioner who was authorized to prescribe, and in the rest of the studies, nurses in the intervention arm were not. Studies varied in their intervention modalities; nurses in 6 studies provided lifestyle advice and medications management, and 3 used only lifestyle, counseling, and educational interventions. 14, 17, 21 The NLCs were managed by nurses, case manager, and/or dietician, as well as supervised by physicians. In terms of communication types between the nurses in charge and the physicians, in 4 of the studies, nurses followed up participants, and if medications were needed or the targets were not obtained, they either telephoned the physicians or referred the patients to them. 12, 21, 23 However, there was no clear description of how nurses communicated with physicians in charge in 5 studies.14,16, 22
Of the 12 trials, 9 reported all-cause mortality outcomes 13 and included 6319 patients, 3, 146 in the NLC group and 3173 in usual care. Five studies reported cardiovascular death results 14, 18, 21; 2973
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patients were included, 1, 492 in the NLC arm and 1481 in usual care.
Meta-analysis Patients in the NLC group had decreased all-cause mortality (odds ratio, 0.78; 95% CI, 0.65–0.95; P < .01) and myocardial infarction (odds ratio, 0.63; 95% CI, 0.39–1.00; P = .05) and had higher adherence to lipid-lowering medication (odds ratio, 1.57; 95% CI, 1.14–2.17; P = .006) compared with controls. They also had increased adherence to antiplatelet therapy compared with controls (odds ratio, 1.42; 95% CI, 1.01–1.98; P = .04). There was no statistically significant difference in the risk of cardiovascular death (odds ratio, 0.68; 95% CI, 0.40–1.15; P = .68), major adverse cardiac events (odds ratio, 0.79; 95% CI, 0.55–1.14; P = .21), or revascularization (odds ratio, 0.87; 95% CI, 0.66–1.16; P = .36) between NLC patients and controls. Results are depicted in Figure 2.
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FIG 2 Forest plot of the outcomes analyzed in this study. A, All-cause mortality; B, cardiovascular
mortality; C, myocardial infarction; D, major adverse events; E, revascularization; F, lipid-lowering
medication adherence; and G, antiplatelet medication adherence. CI indicates confidence interval.
There was no heterogeneity in the analyses of all-cause mortality, cardiovascular mortality, myocardial infarction, and revascularization (I2 < 50%). However, there was large heterogeneity (I2 > 50%) for all the remaining outcomes. The small number of included trials precluded statistical testing for publication bias; however, visual inspection of funnel plot is consistent with symmetry (Figure 3).
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FIG 3 Funnel plot. No indication of publication bias was
seen.
Methodological quality Overall, the trials had moderate risk of bias (Figure 4). Generation of allocation was adequate in all trials, and allocation of concealment was adequate in only 4 studies. Blinding of caregivers, outcome assessment, and data analyst was not clear in all trials. Almost all included trials reported the proportion of patients who were lost to follow-up, ranging from 1.9% to 31%. All trials used an intention-to-treat analysis. Table 2 describes the methodological quality of the 9 randomized controlled trials included in this systematic review.
FIG 4 Study quality assessment.
TABLE 2.
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Quality Assessment of the Trials Included in the Meta-analysis
Discussion This systematic review and meta-analysis provided evidence supporting the effectiveness of NLCs in lowering the risk of all- cause mortality and myocardial infarction and adherence to medications in patients with CVD.
We found that NLCs significantly increase the likelihood of use of lipid-lowering medication adherence. This is consistent with 3 previous systematic reviews that showed a significant reduction in cholesterol level among patients managed by NLCs compared with the usual care clinics. 5, 24 One review investigated interventions related to education, assessment of risk factors, consultations, and/or follow-up. 5 The second review search was conducted from 2002 to 2008, and the main outcomes were smoking cessation, diet adherence, quality of life, and general health status, 6 whereas our review’s main objective is to assess hard endpoints. The third review was on the effect of the clinical nurse specialist practice in acute setting; the main outcomes are length of stay, cost, and functional status. Finally, their search was from 1990 to 2008 and restricted to trials conducted in the United States. It included not only randomized controlled trials but also observational studies. 24 In addition, our review was specifically designed to include only
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randomized controlled trials and studies that used lifestyle advise, assessment, as well as drug interventions by nurses.
On the other hand, the patients included in the trials are relatively young and most often men. This was also seen in a recent non randomized study by Bdeir et al. 25 Although the included trials did not report the outcomes stratified by age and gender, it is possible that the benefit of these clinics is more notable in this age group. Further studies are needed to assess the potential benefit of NLCs in an older population.
The studies included in this review seemed to have fair quality and moderate risk of bias. As blinding participants and researchers is challenging in this context, blinding data analysts and outcome assessors is possible but was not explicitly performed in these trials. Many of the studies followed up patients for a relatively short period; 3 studies were for 1 year, 12, 13, 23 1 study was for 18 months, 21 1 study was for 2 years, 14 2 studies were for 4 years, 18, 22 and 1 study was for 10 years. 16 Hence, although our intention was to evaluate long-term outcomes, the available evidence is of relatively short-term. Lastly, applying this evidence to different settings (managed care, private payers, United States, Europe, developing countries, etc) will be challenging and should be considered a limitation of this evidence. The infrastructure, legislation, insurance coverage, and range of services delegated to nurses vary widely across these settings.
Many of the included outcomes had significant heterogeneity. An obvious potential explanation for heterogeneity is the variation in the intensity of the intervention and the nature of nurses’ expertise, background, and involvement in the care of the patients, as well as differences in the conditions and complexity of the patients. One other possible cause of heterogeneity, however, is the variation in the care provided to the control group. Previous studies of case management in patients with CVD suggested that when the “usual care” arm of studies receives minimal management, the benefits seen in these studies may be larger. 15, 20 Such benefit may not be observed if the control arm received better secondary prevention measures. 23 Considering the observed unexplained heterogeneity, the pooled estimates we provide should be considered an average estimate of NLC effect that is expected when these clinics are
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implemented across various settings. Variations in these settings will affect the expected benefit. This average effect is helpful, nevertheless, from a public health or policy level perspective.
Limitations Our study has several limitations. We included only studies that reported hard endpoints. The mechanism for the decrease in these hard endpoints could be due to better adherence to guidelines recommended medical therapies (as seen in the use of the lipid- lowering and antiplatelet medications). However, there were no data reported on the control of hypertension, diabetes, smoking cessation, and other risk factors. These factors may have contributed to the lower mortality and better outcomes. In addition, the interventions used in each NLC may be different in each clinic. Being nurse led is the main common characteristic of this intervention. Further data may be needed to determine the impact of other interventions in each clinic on outcomes.
Implications for clinical practice and research Our findings suggest that NLCs can have an important role and should be considered when delivering care to patients with CVD. Translating this evidence into effective models of care may be challenging, but the reduction in mortality is compelling. Structured models of care should be developed and tested locally. Patient and community engagement is paramount to develop such programs. Partnership with patients and communities is essential not only for the NLC program development but also for conducting research in these programs, particularly when testing the cultural and ethnic appropriateness of these interventions. Future research is also needed on the cost-effectiveness of NLCs and perhaps on better stratification to determine which patients are most appropriate to receive this care. For example, which stages of CVD are the most amenable or most responsive to NLCs? What type or level of training should be required of a nurse undertaking extended roles in NLCs? A systematic review of worldwide conducted research demonstrates wide variation in nurses’ job titles, duties, and qualifications. 26What’s New and Important
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• A meta-analysis of 12 randomized trials and more than 9000 patients evaluating the role of NLC in management of cardiac patients was conducted.
• Nurse-led clinic is associated with better adherence to medical therapy and better survival compared with usual care.
• This model would be ideal to reduce cost and improves outcomes in the current era.
Conclusion The available evidence suggests a favorable effect of NLCs on all- cause mortality, rate of major adverse cardiac events, and adherence to medications in patients with CVD.
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nurses in primary care. Cochrane Database Syst Rev ;2005; (5):CD001271.
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Glossary A A Priori From Latin: the former; before the study or analysis. Absolute Risk Reduction (ARR) A value that gives reduction of
risk in absolute terms. The ARR is considered the “real” reduction because it is the difference between the risk observed in those who did and did not experience the event.
Abstract A short, comprehensive synopsis or summary of a study at the beginning of an article.
Accessible Population A population that meets the population criteria and is available.
Accreditation A process in which an organization demonstrates attainment of predetermined standards set by an external nongovernmental organization responsible for setting and monitoring compliance in a particular industry sector.
After-Only Design An experimental design with two randomly assigned groups—a treatment group and a control group. This design differs from the true experiment in that both groups are measured only after the experimental treatment.
After-Only Nonequivalent Control Group Design A quasi- experimental design similar to the after-only experimental design, but subjects are not randomly assigned to the treatment or control groups.
AGREE II Guideline A widely used instrument to evaluate the applicability of a guideline to practice. The AGREE II was
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developed to assist in evaluating guideline quality, provide a methodological strategy for guideline development, and inform practitioners about what information should be reported in guidelines and how it should be reported.
Analysis of Covariance (ANCOVA) A statistic that measures differences among group means and uses a statistical technique to equate the groups under study in relation to an important variable.
Analysis of Variance (ANOVA) A statistic that tests whether group means differ from each other, rather than testing each pair of means separately. ANOVA considers the variation among all groups.
Anecdotes Summaries of an observation that records a behavior of interest.
Anonymity A research participant’s protection of identity in a study so that no one, not even the researcher, can link the subject with the information given.
Antecedent Variable A variable that affects the dependent variable but occurs before the introduction of the independent variable.
Assent An aspect of informed consent that pertains to protecting the rights of children as research subjects.
Attention Control Operationalized as the control group receiving the same amount of “attention” as the experimental group.
Auditability The researcher’s development of the research process in a qualitative study that allows a researcher or reader to follow the thinking or conclusions of the researcher.
B Benchmarking A systematic approach for gathering information
about process or product performance and then analyzing why and how performance differs between business units.
Beneficence An obligation to act to benefit others and to maximize possible benefits.
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Bias A distortion in the data-analysis results. Boolean Operator Words used to define the relationships between
words or groups of words in literature searches. Examples of Boolean operators are words such as “AND, ” “OR, ” “NOT, ” and “NEAR.”
Bracketing A process during which the researcher identifies personal biases about the phenomenon of interest to clarify how personal experience and beliefs may color what is heard and reported.
C Case Control Study See ex post facto study. Case Study Method The study of a selected contemporary
phenomenon over time to provide an in-depth description of essential dimensions and processes of the phenomenon.
CASP Tools Checklists that provide an evidence-based approach for assessing the quality, quantity, and consistency of specific study designs.
Categorical Variable A variable that has mutually exclusive categories but has more than two values.
Chance Error Attributable to fluctuations in subject characteristics that occur at a specific point in time and are often beyond the awareness and control of the examiner. Also called random error.
Chi-Square (χ2) A nonparametric statistic that is used to determine whether the frequency found in each category is different from the frequency that would be expected by chance.
Citation Management Software Software that formats citations. Clinical Guidelines Systematically developed practice statements
designed to assist clinicians about health care decisions for specific conditions or situations.
Clinical Microsystems A QI model developed specifically for health care. It is considered the building block of any health care
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system and is the smallest replicable unit in an organization. Members of a clinical microsystem are interdependent and work together toward a common aim.
Clinical Question The first step in development of an evidence- based practice project.
Closed-Ended Question Question that the respondent may answer with only one of a fixed number of choices.
Cluster Sampling A probability sampling strategy that involves a successive random sampling of units. The units sampled progress from large to small. Also known as multistage sampling.
Cohort The subjects of a specific group that are being studied. Cohort Study See longitudinal/prospective studies. Common Cause Variation Variation that occurs at random and is
considered a characteristic of the system.
Community-Based Participatory Research Qualitative method that systematically accesses the voice of a community to plan context-appropriate action.
Concealment Refers to whether the subjects know that they are being observed.
Concept An image or symbolic representation of an abstract idea. Conceptual Definition General meaning of a concept. Conceptual Framework A structure of concepts and/or theories
pulled together as a map for the study. This set of interrelated concepts symbolically represents how a group of variables relates to each other.
Conceptual Literature Published and unpublished non–data-based material, such as reports of theories, concepts, synthesis of research on concepts, or professional issues, some of which underlie reported research, as well as other nonresearch material.
Concurrent Validity The degree of correlation of two measures of the same concept that are administered at the same time.
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Conduct of Research The analysis of data collected from a homogeneous group of subjects who meet study inclusion and exclusion criteria for the purpose of answering specific research questions or testing specified hypotheses.
Confidence Interval Quantifies the uncertainty of a statistic or the probable value range within which a population parameter is expected to lie.
Confidentiality Assurance that a research participant’s identity cannot be linked to the information that was provided to the researcher.
Consent See informed consent. Consistency Data are collected from each subject in the study in
exactly the same way or as close to the same way as possible.
Constancy Methods and procedures of data collection are the same for all subjects.
Constant Comparative Method A process of continuously comparing data as they are acquired during research with the grounded theory method.
Construct An abstraction that is adapted for scientific purpose. Construct Validity The extent to which an instrument is said to
measure a theoretical construct or trait.
Consumer One who actively uses and applies research findings in nursing practice.
Content Analysis A technique for the objective, systematic, and quantitative description of communications and documentary evidence.
Content Validity The degree to which the content of the measure represents the universe of content or the domain of a given behavior.
Content Validity Index A calculation that gives a researcher more confidence or evidence that the instrument truly reflects the concept or construct.
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Context Environment where event(s) occur(s). Context Dependent An observation as defined by its circumstance
or context.
Continuous Variable (Data) A variable that can take on any value between two specified points (e.g., weight).
Contrasted-Group Approach A method used to assess construct validity. A researcher identifies two groups of individuals who are suspected to have an extremely high or low score on a characteristic. Scores from the groups are obtained and examined for sensitivity to the differences. Also called known- group approach.
Control Measures used to hold uniform or constant the conditions under which an investigation occurs.
Control Chart Used to track system performance over time. It includes information on the average performance level for the system depicted by a center line displaying the system’s average performance (the mean value) and the upper and lower limits depicting one to three standard deviations from average performance level.
Control Event Rate (CER) Proportion of patients in a control group in which an event is observed.
Control Group The group in an experimental investigation that does not receive an intervention or treatment; the comparison group.
Controlled Vocabulary The terms that indexers have assigned to the articles in a database. When possible, it is helpful to match the words that you use in your search to those specifically used in the database.
Convenience Sampling A nonprobability sampling strategy that uses the most readily accessible persons or objects as subjects in a study.
Convergent Validity A strategy for assessing construct validity in which two or more tools that theoretically measure the same
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construct are administered to subjects. If the measures are positively correlated, convergent validity is said to be supported.
Correlation The degree of association between two variables. Correlational Study A type of nonexperimental research design
that examines the relationship between two or more variables.
Credibility Steps in qualitative research to ensure accuracy, validity, or soundness of data.
Criterion-Related Validity Indicates the degree of relationship between performance on the measure and actual behavior either in the present (concurrent) or in the future (predictive).
Critical Appraisal Appraisal by a nurse who is a knowledgeable consumer of research and who can appraise research evidence and use existing standards to determine the merit and readiness of research for use in clinical practice.
Critical Reading An active interpretation and objective assessment of an article during which the reader is looking for key concepts, ideas, and justifications.
Critique The process of critical appraisal that objectively and critically evaluates a research report’s content for scientific merit and application to practice.
Cronbach’s Alpha Test of internal consistency that simultaneously compares each item in a scale to all others.
Cross-Sectional Study A nonexperimental research design that looks at data at one point in time—that is, in the immediate present.
Culture The system of knowledge and linguistic expressions used by social groups that allows the researcher to interpret or make sense of the world.
Cumulative Index to Nursing and Allied Health Literature (CINAHL) A print or computerized database; computerized CINAHL is available on CD-ROM and online.
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D Data Information systematically collected in the course of a study;
the plural of datum.
Data-Based Literature Reports of completed research. Data Saturation A point when data collection can cease. It occurs
when the information being shared with the researcher becomes repetitive. Ideas conveyed by the participant have been shared before by other participants; inclusion of additional participants does not result in new ideas.
Database A compilation of information about a topic organized in a systematic way.
Debriefing The opportunity for researchers to discuss the study with the participants; participants may refuse to have their data included in the study at this time.
Deductive A logical thought process in which hypotheses are derived from theory; reasoning moves from the general to the particular.
Degrees of Freedom The number of quantities that are unknown minus the number of independent equations linking these unknowns; a function of the number in the sample.
Delimitations Those characteristics that restrict the population to a homogeneous group of subjects.
Delphi Technique The technique of gaining expert opinion on a subject. It uses rounds or multiple stages of data collection, with each round using data from the previous round.
Demographic Data Data that includes information that describes important characteristics about the subjects in a study (e.g., age, gender, race, ethnicity, education, marital status).
Dependent Variable In experimental studies, the presumed effect of the independent or experimental variable on the outcome.
Descriptive Statistics Statistical methods used to describe and summarize sample data.
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Design The plan or blueprint for conduct of a study. Developmental Study A type of nonexperimental research design
that is concerned not only with the existing status and interrelationship of phenomena, but also with changes that take place as a function of time.
Dichotomous Variable A nominal variable that has two categories (e.g., male/female).
Directional Hypothesis A hypothesis that specifies the expected direction of the relationship between the independent and dependent variables.
Dissemination The communication of research findings. Divergent Validity/Discriminant Validity A strategy for assessing
construct validity in which two or more tools that theoretically measure the opposite of the construct are administered to subjects. If the measures are negatively correlated, divergent validity is said to be supported.
Domains Symbolic categories that include the smaller categories of an ethnographic study.
E Effect Size An estimate of how large of a difference there is
between intervention and control groups in summarized studies.
Electronic Database A database that can be accessed by computers or electronic information services.
Electronic Index The electronic means by which journal sources (periodicals) of data-based and conceptual articles on a variety of topics (e.g., doctoral dissertations) are found, as well as the publications of professional organizations and various governmental agencies.
Element The most basic unit about which information is collected. Eligibility Criteria The characteristics that restrict the population
to a homogeneous group of subjects.
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Emic View A native’s or insider’s view of the world. Empirical The obtaining of evidence or objective data. Empirical Literature A synonym for data-based literature; see data-
based literature.
Equivalence Consistency or agreement among observers using the same measurement tool or agreement among alternate forms of a tool.
Error Variance The extent to which the variance in test scores is attributable to error rather than a true measure of the behaviors.
Ethics The theory or discipline dealing with principles of moral values and moral conduct.
Ethnographic Method A method that scientifically describes cultural groups. The goal of the ethnographer is to understand the native’s view of their world.
Ethnography/Ethnographic Method A qualitative research approach designed to produce cultural theory.
Etic View An outsider’s view of another’s world. Evaluation Research The use of scientific research methods and
procedures to evaluate a program, treatment, practice, or policy outcomes; analytical means are used to document the worth of an activity.
Evidence-Based Clinical Guidelines A set of guidelines that allows the researcher to better understand the evidence base of certain practices.
Evidence-Based Practice The conscious and judicious use of the current “best” evidence in the care of patients and delivery of health care services.
Evidence-Based Practice Guidelines Practice guidelines developed based on research findings.
Ex Post Facto Study A type of nonexperimental research design that examines the relationships among the variables after the
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variations have occurred.
Exclusion Criteria Those characteristics that restrict the population to a homogeneous group of subjects.
Existing Data Data gathered from records (e.g., medical records, care plans, hospital records, death certificates) and databases (e.g., US Census, National Cancer Database, Minimum Data Set for Nursing Home Resident Assessment and Care Screening).
Experiment A scientific investigation in which observations are made and data are collected by means of the characteristics of control, randomization, and manipulation.
Experimental Design A research design that has the following properties: randomization, control, and manipulation.
Experimental Event Rate (EER) The proportion of patients in experimental treatment groups in which an event is observed.
Experimental Group The group in an experimental investigation that receives an intervention or treatment.
Expert-Based Clinical Guidelines Guidelines developed from the combination of opinions from known experts in the field, along with current research evidence.
Exploratory Survey A type of nonexperimental research design that collects descriptions of existing phenomena for the purpose of using the data to justify or assess current conditions or to make plans for improvement of conditions.
External Validity The degree to which findings of a study can be generalized to other populations or environments.
Extraneous Variable Variable that interferes with the operations of the phenomena being studied. Also called mediating variable.
F Face Validity A type of content validity that uses an expert’s
opinion to judge the accuracy of an instrument. (Some would say that face validity verifies that the instrument gives the subject or
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expert the appearance of measuring the concept.)
Factor Analysis A type of validity that uses a statistical procedure for determining the underlying dimensions or components of a variable.
Field Notes Descriptions kept by a researcher that detail the environment and nonverbal communications observed by a researcher that enrich data collected.
Findings Statistical results of a study. Fisher Exact Probability Test A test used to compare frequencies
when samples are small and expected frequencies are less than six in each cell.
Fittingness Answers the following questions: Are the findings applicable outside the study situation? Are the results meaningful to the individuals not involved in the research?
Flowchart Depicts how a process works, detailing the sequence of steps from the beginning to the end of a process.
Forest Plot Also known as a blobbogram, a forest plot graphically depicts the results of analyzing a number of studies.
Frequency Distribution Descriptive statistical method for summarizing the occurrences of events under study.
G Generalizability (Generalize) The inferences that the data are
representative of similar phenomena in a population beyond the studied sample.
Grand Nursing Theories Sometimes referred to as nursing conceptual models, these include the theories/models that were developed to describe the discipline of nursing as a whole.
Grand Theory All-inclusive conceptual structures that tend to include views on people, health, and the environment to create a perspective of nursing.
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Grand Tour Question A broad overview question. Grounded Theory Theory that is constructed inductively from a
base of observations of the world as it is lived by a selected group of people.
Grounded Theory Method An inductive approach that uses a systematic set of procedures to arrive at a theory about basic social processes.
H Hazard Ratio A weighted relative risk based on the analysis of
survival curves over the whole course of the study period.
History The internal validity threat that refers to events outside of the experimental setting that may affect the dependent variable.
Homogeneity Similarity of conditions. Also called internal consistency.
Hypothesis A prediction about the relationship between two or more variables.
Hypothesis-Testing Approach The method used when an investigator uses the theory or concept underlying the measurement instruments to validate the instrument.
Hypothesis-Testing Validity A strategy for assessing construct validity, in which the theory or concept underlying a measurement instrument’s design is used to develop hypotheses that are tested. Inferences are made based on the findings about whether the rationale underlying the instrument’s construction is adequate to explain the findings.
I Inclusion Criteria See eligibility criteria. Independent Variable The antecedent or the variable that has the
presumed effect on the dependent variable.
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Inductive Reasoning A logical thought process in which generalizations are developed from specific observations; reasoning moves from the particular to the general.
Inferential Statistics Procedures that combine mathematical processes and logic to test hypotheses about a population with the help of sample data.
Information Literacy The skills needed to consult the literature and answer a clinical question.
Informed Consent An ethical principle that requires a researcher to obtain the voluntary participation of subjects after informing them of potential benefits and risks.
Institutional Review Boards (IRBs) Boards established in agencies to review biomedical and behavioral research involving human subjects within the agency or in programs sponsored by the agency.
Instrumental Case Study Research that is done when the researcher pursues insight into an issue or wants to challenge a generalization.
Instrumentation Changes in the measurement of the variables that may account for changes in the obtained measurement.
Integrative Review Synthesis review of the literature on a specific concept or topic.
Internal Consistency The extent to which items within a scale reflect or measure the same concept.
Internal Validity The degree to which it can be inferred that the experimental treatment, rather than an uncontrolled condition, resulted in the observed effects.
Interpretive Phenomenology An approach to research that “seeks to reveal and convey deep insight and understanding of the concealed meanings of everyday life experiences” (deWitt & Ploeg, 2006, pp. 216–217).
Interrater Reliability The consistency of observations between two
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or more observers, often expressed as a percentage of agreement between raters or observers or a coefficient of agreement that takes into account the element of chance. This usually is used with the direct observation method.
Interval Measurement Level used to show rankings of events or objects on a scale with equal intervals between numbers but with an arbitrary zero (e.g., centigrade temperature).
Intervening Variable A variable that occurs during an experimental or quasi-experimental study that affects the dependent variable.
Intervention Deals with whether or not the observer provokes actions from those who are being observed.
Intervention Fidelity The process of enhancing the study’s internal validity by ensuring that the intervention is delivered systematically to all subjects.
Interview Guide A list of questions and probes used by interviews that use open-ended questions.
Interviews A method of data collection in which a data collector questions a subject verbally. Interviews may be in person or performed over the telephone, and they may consist of open- ended or close-ended questions.
Intrinsic Case Study Research that is undertaken to gain a better understanding of the essential nature of the case.
Item to Total Correlation The relationship between each of the items on a scale and the total scale.
J Justice The principle that human subjects should be treated fairly.
K Kappa Expresses the level of agreement observed beyond the level
that would be expected by chance alone. Kappa (K) ranges from
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+1 (total agreement) to 0 (no agreement). K greater than 0.80 generally indicates good reliability. K between 0.68 and 0.80 is considered acceptable/substantial agreement. Levels lower than 0.68 may allow tentative conclusions to be drawn when lower levels are accepted.
Key Informants Individuals who have special knowledge, status, or communication skills, and who are willing to teach the ethnographer about the phenomenon.
Knowledge-Focused Triggers Ideas that are generated when staff read research, listen to scientific papers at research conferences, or encounter evidence-based practice guidelines published by government agencies or specialty organizations.
Kuder-Richardson (KR-20) Coefficient The estimate of homogeneity used for instruments that use a dichotomous response pattern.
L Lean A QI model that focuses on eliminating waste from the
production system by designing the most efficient and effective system. It is sometimes referred to as the Toyota Quality Model.
Level of Significance (Alpha Level) The risk of making a type I error, set by the researcher before the study begins.
Levels of Evidence A rating system for judging the strength of a study’s design.
Levels of Measurement Categorization of the precision with which an event can be measured (nominal, ordinal, interval, and ratio).
Likelihood Ratios Provide the nurse with information about the accuracy of a diagnostic test and can also help the nurse to be a more efficient decision maker by allowing the clinician to quantify the probability of disease for any individual patient.
Likert-Type Scales Lists of statements for which respondents indicate whether they “strongly agree, ” “agree, ” “disagree, ” or “strongly disagree.”
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Limitation Weakness of a study. Literature Review A systematic and critical appraisal of the most
important literature on a topic.
Lived Experience In phenomenological research, a term used to refer to the focus on living through events and circumstances (prelingual), rather than thinking about these events and circumstances (conceptualized experience).
Longitudinal Study A nonexperimental research design in which a researcher collects data from the same group at different points in time.
M Manipulation The provision of some experimental treatment, in
one or varying degrees, to some of the subjects in the study.
Matching A special sampling strategy used to construct an equivalent comparison sample group by filling it with subjects who are similar to each subject in another sample group in terms of preestablished variables, such as age and gender.
Maturation Developmental, biological, or psychological processes that operate within an individual as a function of time and are external to the events of the investigation.
Mean A measure of central tendency; the arithmetic average of all scores.
Measurement The standardized method of collecting data. Measurement Effects Administration of a pretest in a study that
affects the generalizability of the findings to other populations.
Measurement Error The difference between what really exists and what is measured in a given study.
Measures of Central Tendency A descriptive statistical procedure that describes the average member of a sample (mean, median, and mode).
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Measures of Variability Descriptive statistical procedure that describes how much dispersion there is in sample data.
Median A measure of central tendency; the middle score. Mediating Variable A variable that intervenes between the
independent and dependent variable.
Meta-Analysis A research method that takes the results of multiple studies in a specific area and synthesizes the findings to make conclusions regarding the area of focus.
Meta-Summary Integrations that are approximately equal to the sum of parts, or the sum of findings across reports in a target domain of research.
Meta-Synthesis Integrates qualitative research findings on a topic and is based on comparative analysis and interpretative synthesis.
Methodological Research The controlled investigation and measurement of the means of gathering and analyzing data.
Microrange Theory The linking of concrete concepts into a statement that can be examined in practice and research.
Middle Range Nursing Theories Theories that contain a limited number of concepts and are focused on a limited aspect of reality.
Modality The number of peaks in a frequency distribution. Mode A measure of central tendency; the most frequent score or
result.
Model A symbolic representation of a set of concepts that is created to depict relationships.
Mortality The loss of subjects from time 1 data collection to time 2 data collection.
Multiple Analysis of Variance (MANOVA) A test used to determine differences in group means; used when there is more than one dependent variable.
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Multiple Regression A measure of the relationship between one interval level dependent variable and several independent variables. Canonical correlation is used when there is more than one dependent variable.
Multistage Sampling (Cluster Sampling) Involves a successive random sampling of units (clusters) that programs from large to small and meets sample eligibility criteria.
Multitrait–Multimethod Approach A type of validity that uses more than one method to assess the accuracy of an instrument (e.g., observation and interview of anxiety).
Multivariate Statistics A statistical procedure that involves two or more variables.
N Naturalistic Setting An environment of familiar “day-to-day”
surroundings.
Negative Likelihood Ratio (LR) The LR of a negative test indicates the accuracy of a negative test result by comparing its performance when the disease is absent to that when the disease is present. The better test to use to rule out disease is the one with the smaller likelihood ratio of a negative test.
Negative Predictive Value Expresses the proportion of those with negative test results who truly do not have the disease.
Network Sampling (Snowball Effect Sample) A strategy used for locating samples that are difficult to locate. It uses social networks and the fact that friends tend to have characteristics in common; subjects who meet the eligibility criteria are asked for assistance in getting in touch with others who meet the same criteria.
Nominal The level of measurement that simply assigns data into categories that are mutually exclusive.
Nominal Measurement Level used to classify objects or events into categories without any relative ranking (e.g., gender, hair
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color).
Nondirectional Hypothesis Indicates the existence of a relationship between the variables but does not specify the anticipated direction of the relationship.
Nonequivalent Control Group Design A quasi-experimental design that is similar to the true experiment, but subjects are not randomly assigned to the treatment or control groups.
Nonexperimental Research Design Research design in which an investigator observes a phenomenon without manipulating the independent variable(s).
Nonparametric Statistics Statistics that are usually used when variables are measured at the nominal or ordinal level because they do not estimate population parameters and involve less restrictive assumptions about the underlying distribution.
Nonprobability Sampling A procedure in which elements are chosen by nonrandom methods.
Normal Curve A curve that is symmetrical about the mean and is unimodal.
Null Hypothesis A statement that there is no relationship between the variables and that any relationship observed is a function of chance or fluctuations in sampling.
Null Value In an experiment, when a value is obtained that indicates that there is no difference between the treatment and control groups.
Number Needed to Treat The number of people who need to receive a treatment (or intervention) in order for one patient to receive any benefit.
O Objective Data that are not influenced by anyone who collects the
information.
Objectivity The use of facts without distortion by personal feelings
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or bias.
Observation A method for measuring psychological and physiological behaviors for the purpose of evaluating change and facilitating recovery.
Observed Score The actual score obtained in a measurement. Observed Test Score Derived from a set of items; actually consists
of the true score plus error.
Odds Ratio (OR) An estimate of relative risk used in logistic regression as a measure of association; describes the probability of an event.
One-Group (Pretest–Posttest) Design Design used by researchers when only one group is available for study. Data are collected before and after an experimental treatment on one group of subjects. In this type of design, there is no control group and no randomization.
Open-Ended Question Question that the respondent may answer in his or her own words.
Operational Definition The measurements used to observe or measure a variable; delineates the procedures or operations required to measure a concept.
Opinion Leaders From the local peer group, viewed as a respected source of influence, considered by associates as technically competent, and trusted to judge the fit between the innovation and the local situation.
Ordinal The level of measurement that systematically categorizes data in an ordered or ranked manner. Ordinal measures do not permit a high level of differentiation among subjects.
Ordinal Measurement Level used to show rankings of events or objects; numbers are not equidistant, and zero is arbitrary (e.g., class ranking).
P
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Paradigm From Greek: pattern; it has been applied to science to describe the way people in society think about the world.
Parallel Form Reliability See alternate form reliability. Parameter A characteristic of a population. Parametric Statistics Inferential statistics that involve the
estimation of at least one parameter, require measurement at the interval level or above, and involve assumptions about the variables being studied. These assumptions usually include the fact that the variable is normally distributed.
Participant Observation When the observer keeps field notes (a short summary of observations) to record the activities, as well as the observer’s interpretations of these activities.
Pearson Correlation Coefficient (Pearson r) A statistic that is calculated to reflect the degree of relationship between two interval level variables. Also called the Pearson Product Moment Correlation Coefficient.
Percentile Represents the percentage of cases a given score exceeds.
Performance Measurement A tool that tracks an organization’s performance using standardized measures to document and manage quality.
Phenomena Those things that are perceived by our senses (e.g., pain, losing a loved one).
Phenomenological Method A process of learning and constructing the meaning of human experience through intensive dialogue with persons who are living the experience.
Phenomenological Research Phenomenological research is based on phenomenological philosophy and is research aimed at obtaining a description of an experience as it is lived in order to understand the meaning of that experience for those who have it.
Phenomenology A qualitative research approach that aims to describe experience as it is lived through, before it is
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conceptualized.
Philosophical Beliefs The system of motivating values; concepts; principles; and the nature of human knowledge of an individual, group, or culture.
Philosophical Research Based on the investigation of the truths and principles of existence, knowledge, and conduct.
Pilot Study A small, simple study conducted as a prelude to a larger-scale study that is often called the “parent study.”
Plan-Do-Study-Act (PDSA) Improvement Cycle The last step of the Improvement Model.
Population A well-defined set that has certain specified properties. Positive Likelihood Ratio (LR) The LR of a positive test indicates
the accuracy of a positive test result by comparing its performance when the disease is present to that when the disease is absent. The best test to use for ruling in a disease is the one with the largest likelihood ratio of a positive test.
Positive Predictive Value Expresses the proportion of those with positive test results who truly have disease.
Power Analysis The mathematical procedure to determine the number for each arm (group) of a study.
Predictive Validity The degree of correlation between the measure of the concept and some future measure of the same concept.
Prefiltered Evidence Evidence for which an editorial team has already read and summarized articles on a topic and appraised its relevance to clinical care.
Primary Source Scholarly literature that is written by the person(s) who developed the theory or conducted the research. Primary sources include eyewitness accounts of historic events, provided by original documents, films, letters, diaries, records, artifacts, periodicals, or audio/video recordings.
Probability The probability of an event is the event’s long-run relative frequency in repeated trials under similar conditions.
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Probability Sampling A procedure that uses some form of random selection when the sample units are chosen.
Problem-Focused Triggers Those that are identified by staff through quality improvement, risk surveillance, benchmarking data, financial data, or recurrent clinical problems.
Program A list of instructions in a machine-readable language written so that a computer’s hardware can carry out an operation; software.
Prospective Study A nonexperimental study that begins with an exploration of assumed causes and then moves forward in time to the presumed effect.
Psychometrics The theory and development of measurement instruments.
Public Reporting Provides objective information to promote consumer choice, guide QI efforts, and promote accountability for performance among providers and delivery organizations. It also allows organizations to compare their performance across standard measures against their peer organizations locally and nationally.
Purpose That which encompasses the aims or objectives the investigator hopes to achieve with the research, not the question to be answered.
Purposive Sampling A nonprobability sampling strategy in which the researcher selects subjects who are considered to be representative of the population.
Q Qualitative Measurement The items or observed behaviors are
assigned to mutually exclusive categories that are representative of the kinds of behavior exhibited by the subjects.
Qualitative Research The study of research questions about human experiences. It is often conducted in natural settings and uses data that are words or text, rather than numerical, in order
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to describe the experiences that are being studied.
Quality Health Care Care that is safe, effective, patient-centered, timely, efficient, and equitable.
Quality Improvement (QI) The systematic use of data to monitor the outcomes of care processes, as well as the use of improvement methods to design and test changes in practice for the purpose of continuously improving the quality and safety of health care systems.
Quantitative Measurement The assignment of items or behaviors to categories that represent the amount of a possessed characteristic.
Quantitative Research The process of testing relationships, differences, and cause and effect interactions among and between variables. These processes are tested with either hypotheses and/or research questions.
Quasi-Experiment Research designs in which the researcher initiates an experimental treatment, but some characteristic of a true experiment is lacking.
Quasi-Experimental Design A study design in which random assignment is not used, but the independent variable is manipulated and certain mechanisms of control are used.
Questionnaires Paper-and-pencil instruments designed to gather data from individuals about knowledge, attitudes, beliefs, and feelings.
Quota Sampling A nonprobability sampling strategy that identifies the strata of the population and proportionately represents the strata in the sample.
R Random Error An error that occurs when scores vary in a random
way. Random error occurs when data collectors do not use standard procedures to collect data consistently among all subjects in a study.
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Random Selection A selection process in which each element of the population has an equal and independent chance of being included in the sample.
Randomization A sampling selection procedure in which each person or element in a population has an equal chance of being selected to either the experimental group or the control group.
Randomized Controlled Trial (RCT) A research study using a true experimental design.
Range A measure of variability; difference between the highest and lowest scores in a set of sample data.
Ratio The highest level of measurement that possesses the characteristics of categorizing, ordering, and ranking, and also has an absolute or natural zero that has empirical meaning.
Ratio Measurement Level that ranks the order of events or objects, and that has equal intervals and an absolute zero (e.g., height, weight).
Reactivity The distortion created when those who are being observed change their behavior because they know that they are being observed.
Recommendation Application of a study to practice, theory, and future research.
Refereed Journal or Peer-Reviewed Journal A scholarly journal that has a panel of external and internal reviewers or editors; the panel reviews submitted manuscripts for possible publication. The review panels use the same set of scholarly criteria to judge if the manuscripts are worthy of publication.
Relationship/Difference Studies Studies that trace the relationships or differences between variables that can provide a deeper insight into a phenomenon.
Relative Risk (RR) Risk of event after experimental treatment as a percentage of original risk.
Relative Risk Reduction (RRR) A helpful tool to indicate how
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much of the baseline risk (the control group event rate) is removed as a result of having the intervention.
Reliability The consistency or constancy of a measuring instrument.
Reliability Coefficient A number between 0 and 1 that expresses the relationship between the error variance, the true variance, and the observed score. A zero correlation indicates no relationship. The closer to 1 the coefficient is, the more reliable the tool.
Repeated Measures Studies See longitudinal study. Representative Sample A sample whose key characteristics closely
approximate those of the population.
Research The systematic, logical, and empirical inquiry into the possible relationships among particular phenomena to produce verifiable knowledge.
Research Hypothesis A statement about the expected relationship between the variables; also known as a scientific hypothesis.
Research Literature A synonym for data-based literature. Research Problem Presents the question that is to be asked in a
research study.
Research Question A key preliminary step wherein the foundation for a study is developed from the research problem and results in the research hypothesis.
Research Utilization A systematic method of implementing sound research-based innovations in clinical practice, evaluating the outcome, and sharing the knowledge through the process of research dissemination.
Research-Based Protocols Practice standards that are formulated from findings of several studies.
Respect for Persons The principle that people have the right to self-determination and to treatment as autonomous agents; that is, they have the freedom to participate or not participate in
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research.
Respondent Burden Occurs when the length of the questionnaire or interview is too long or the questions are too difficult for respondents to answer in a reasonable amount of time considering their age, health condition, or mental status.
Retrospective Data Data that have been manifested, such as scores on a standard examination.
Retrospective Study A nonexperimental research design that begins with the phenomenon of interest (dependent variable) in the present and examines its relationship to another variable (independent variable) in the past.
Review of the Literature An extensive, systematic, and critical review of the most important published scholarly literature on a particular topic. In most cases it is not considered exhaustive.
Risk Potential negative outcome(s) of participation in a research study.
Risk/Benefit Ratio The extent to which the benefits of the study are maximized and the risks are minimized such that the subjects are protected from harm during the study.
Root Cause Analysis (RCA) A structured method used to understand sources of system variation that lead to errors or mistakes, including sentinel events, with the goal of learning from mistakes and mitigating hazards that arise as a characteristic of the system design.
Run Chart A graphical data display that shows trends in a measure of interest; trends reveal what is occurring over time.
S Sample A subset of sampling units from a population. Sampling A process in which representative units of a population
are selected for study in a research investigation.
Sampling Error The tendency for statistics to fluctuate from one
896
sample to another.
Sampling Frame A list of all units of the population. Sampling Interval The standard distance between the elements
chosen for the sample.
Sampling Unit The element or set of elements used for selecting the sample.
Saturation See data saturation. Scale A self-report inventory that provides a set of response
symbols for each item. A rating or score is assigned to each response.
Scientific Approach A logical, orderly, and objective means of generating and testing ideas.
Scientific Hypothesis The researcher’s expectation about the outcome of a study; also known as the research hypothesis.
Scientific Literature A synonym for data-based literature; see data- based literature.
Scientific Observation Collecting data about the environment and subjects. Data collection has specific objectives to guide it, is systematically planned and recorded, is checked and controlled, and is related to scientific concepts and theories.
Secondary Analysis A form of research in which the researcher takes previously collected and analyzed data from one study and reanalyzes the data for a secondary purpose.
Secondary Source Scholarly material written by a person(s) other than the individual who developed the theory or conducted the research. Most are usually published. Often a secondary source represents a response to or a summary and critique of a theorist’s or researcher’s work. Examples are documents, films, letters, diaries, records, artifacts, periodicals, or tapes that provide a view of the phenomenon from another’s perspective.
Selection The generalizability of the results to other populations. Selection Bias The internal validity threat that arises when
897
pretreatment differences between the experimental group and the control group are present.
Self-Report Data collection methods that require subjects to respond directly to either interviews or structured questionnaires about their experiences, behaviors, feelings, or attitudes. These are commonly used in nursing research and are most useful for collecting data on variables that cannot be directly observed or measured by physiological instruments.
Semiquartile Range A measure of variability; range of the middle 50% of the scores. Also known as semi-interquartile range.
Sensitivity The proportion of those with disease who test positive. Simple Random Sampling A probability sampling strategy in
which the population is defined, a sampling frame is listed, and a subset from which the sample will be chosen; members are randomly selected.
Situation-Specific Theories More specific theories than middle range theories, they are composed of a limited number of concepts. They are narrow in scope, explain a small aspect of phenomena and processes of interest to nurses, and are usually limited to specific populations or field of practice.
Snowball Effect Sampling (Network Sampling) A strategy used for locating samples difficult to locate. It uses the social network and the fact that friends tend to have characteristics in common; subjects who meet the eligibility criteria are asked for assistance in getting in touch with others who meet the same criteria.
Solomon Four-Group Design An experimental design with four randomly assigned groups: the pretest–posttest intervention group, the pretest–posttest control group, a treatment or intervention group with only posttest measurement, and a control group with only posttest measurement.
Specificity The proportion of those without disease who test negative. It measures how well the test rules out disease when it is really absent; a specific test has few false positive results.
Split-Half Reliability An index of the comparison between the
898
scores on one half of a test with those on the other half to determine the consistency in response to items that reflect specific content.
Stability An instrument’s ability to produce the same results with repeated testing.
Standard Deviation (SD) A measure of variability; measure of average deviation of scores from the mean.
Statistic A descriptive index for a sample such as a sample mean or a standard deviation.
Statistical Hypothesis States that there is no relationship between the independent and dependent variables. The statistical hypothesis is also known as the null hypothesis.
Stratified Random Sampling A probability sampling strategy in which the population is divided into strata or subgroups. An appropriate number of elements from each subgroup are randomly selected based on their proportion in the population.
Survey Studies Descriptive, exploratory, or comparative studies that collect detailed descriptions of existing variables and use the data to justify and assess current conditions and practices, or to make more plans for improving health care practices.
Survival Curve A graph that shows the probability that a patient “survives” in a given state for at least a specified time (or longer).
Systematic Data collection carried out in the same manner with all subjects.
Systematic Error Attributable to lasting characteristics of the subject that do not tend to fluctuate from one time to another. Also called constant error.
Systematic Review The process whereby investigators find all relevant studies, published and unpublished, on the topic or question; at least two members of the review team independently assess the quality of each study, include or exclude studies based on preestablished criteria, statistically
899
combine the results of individual studies, and present a balanced and impartial evidence summary of the findings that represents a “state of the science” conclusion about the evidence, supporting benefits and risks of a given health care practice.
Systematic Sampling A probability sampling strategy that involves the selection of subjects randomly drawn from a population list at fixed intervals.
T t Statistic Commonly used in research; it tests whether two group
means are more different than would be expected by chance. Groups may be related or independent.
Target Population A population or group of individuals that meet the sampling criteria.
Test A self-report inventory that provides for one response to each item that the examiner assigns a rating or score. Inferences are made from the total score about the degree to which a subject possesses whatever trait, emotion, attitude, or behavior the test is supposed to measure.
Test–Retest Reliability Administration of the same instrument twice to the same subjects under the same conditions within a prescribed time interval, with a comparison of the paired scores to determine the stability of the measure.
Testability Variables of proposed study that lend themselves to observation, measurement, and analysis.
Testing The effects of taking a pretest on the scores of a posttest. Text Data in a contextual form; that is, narrative or words that are
written and transcribed.
Theme A label that represents a way of describing large quantities of data in a condensed format.
Theoretical Framework Theoretical rationale for the development of hypotheses.
900
Theoretical Literature A synonym for conceptual literature; see conceptual literature.
Theory Set of interrelated concepts, definitions, and propositions that present a systematic view of phenomena for the purpose of explaining and making predictions about those phenomena.
Time Series Design A quasi-experimental design used to determine trends before and after an experimental treatment. Measurements are taken several times before the introduction of the experimental treatment; the treatment is introduced, and measurements are taken again at specified times afterward.
Transferability See fittingness. Treatment Effect The impact of the independent
variable/intervention on the dependent variable.
Triangulation The expansion of research methods in a single study or multiple studies to enhance diversity, enrich understanding, and accomplish specific goals.
True (Classic) Experiment Also known as the pretest–posttest control group design. In this design, subjects are randomly assigned to an experimental or control group, pretest measurements are performed, an intervention or treatment occurs in the experimental group, and posttest measurements are performed.
Trustworthiness The rigor of the research in a qualitative research study.
Type I Error The rejection of a null hypothesis that is actually true. Type II Error The acceptance of a null hypothesis that is actually
false.
V Validity The determination of whether a measurement instrument
actually measures what it is purported to measure.
Variable A defined concept.
901
W Web Browser Software program used to connect to or “read” the
World Wide Web.
902
Index
A
A priori frameworks, 97–98
Absolute risk reduction, 498–499
Abstract, 15–16, 16b
Abstract databases, 52t, 55, 56t
Accessible population, 213
Accountable Care Organization (ACO), 412b
Accreditation, quality strategy levers and, 410, 411b
Active coping,
of cancer survivors, 492
for parents of cancer survivors, 488–489, 489t
for siblings of cancer survivors, 489, 489t, 490–491 After-only design,
experimental design, 171f, 172, 172b
nonequivalent control group design, 174f, 175 Agency for Healthcare Research and Quality (AHRQ), 207
Quality Indicators, 410b
website of, 56t
903
Aims, of research, 32, 32b
Alpha level, 293
Alternate form reliability, 272
Ambivalence, analgesic administration, 476–477
American Medical Association, Code of Ethics, 232–233
American Nurses Association (ANA),
Code of Ethics, 7
human rights protection, 235 American Nurses’ Credentialing Center Magnet Recognition
Program, 411b
Amity, 439–440
Analgesic administration,
NRS scores and, 472t, 476–478, 479
side effects of, 477 Analysis of covariance (ANCOVA), 297
structures, 189–190 Analysis of variance (ANOVA), 296–297, 297b, 298b
reported statistical results of, 307t Anecdotes, 250
Anonymity, 236–237t, 239
Antecedent variables, 175
Anticipatory guidance, 98–99
Antiplatelet therapy, in NLC group, 501, 502f
Applicability to nursing practice, critiquing of, 328t, 357
Appraisal of Guidelines Research and Evaluation II (AGREE II), 208, 208b
904
Article’s findings, appraisal for, in evidence-based practice, 368–379
diagnosis articles in, 371–376, 374t, 375t, 376t
harm articles in, 377, 378t
meta-analysis in, 377–379, 379b
prognosis articles in, 376–377, 377b, 377t
therapy category in, 368–371, 368t, 369t, 371–373f Article’s text, tables and figures in, 309, 309t, 310t
Asian American/Pacific Islander (AA/PI) ethnicity, vaccine noncompletion and, 449
Assent, of child, 242
Associated causal analysis techniques, 189
Attention-control, 168b
Attrition, internal validity and, 227
Audit, and feedback, 398
Auditability, in qualitative research, 119–120, 119t, 141
Avoidant coping,
for parents, 488, 489t, 490
for siblings of cancer survivors, 489, 489t, 491
B
Background and significance, critiquing of, 328t
Bar charts, 423, 424f
“Bearable” pain, 479
“unbearable” vs., 473 Beck Depression Inventory (BDI-II), 458
Bell curve, 423
905
Belmont Report, 234–235
Benchmarking, 414–415
Beneficence, 234–235, 235b, 236–237t
Benefit increase, 369t
Benefits designs, quality strategy levers and, 410
Bias, 150
bracketing of, 106, 111b
credibility and, 155–156
dependability and, 155–156
external validity and, 159
internal validity and, 156
interviewer, 255–256
in nonexperimental designs, 181
in sampling, 217t
selection, 158
systematic error and, 264
in systematic reviews, 201 Bibliographic databases, 52t, 55, 56t
Biological measurement, 248, 256–257
Blobbogram, 203, 378–379
Books, print and electronic, literature search and, 55
Boolean operator, 59, 59b
Bracketing, 137–138
researcher’s perspective, 106
906
Brief Symptom Inventory (BSI), 443–444, 487
Browser, 56
Bundled payments initiative, 412b
C
California Nursing Outcomes Coalition (CalNOC), 414
Capitation, 412b
Cardiovascular diseases, nurse-led clinic impact on mortality and morbidity in, 496–507
implications for clinical practice and research, 505, 505b
limitations, 505
method of, 497–499
data abstraction, 498
eligibility criteria, 497
quality of included studies, 498
search strategy, 498
statistical analysis, 498–499
study identification, 498
results in, 499–501
meta-analysis, 501, 502f, 503f, 505b
methodological quality, 501, 503f, 504t
search results and study description, 499–501, 499f, 500t
907
Caregiver Reaction Assessment (CRA) scale, 345
Case control study, 187–189
Case study method, 113–115, 115b
data analysis in, 115
data gathering in, 114
describing findings in, 115
identifying the phenomenon in, 113
research question in, 113–114
researcher’s perspective in, 114
sample selection in, 114
structuring the study in, 113–114 Categorical variable, 284
Causal modeling, 189
Causal relationship, 33–34
Causal-comparative studies, 187
Causality, in nonexperimental designs, 189–190
Cause and effect diagrams, 424–425
Center for Epidemiologic Studies Depression Scale (CES-D), 345, 443–444
Center for Evidence Based Medicine (CEBM), 206
Certification, quality strategy levers and, 410, 411b
Chance (random) errors, 263–264
Change champions, 397
Change ideas, 426–427
Change topics, 426–427
908
Charts, 423, 423f
Check sheets, 419, 421
Children, as subjects, in research, 242–243
Chi-square (x2), 297
reported statistical results of, 307t CI., See Confidence interval
CINAHL (Cumulative Index to Nursing and Allied Health Literature), 50, 52t, 55, 57b, 58–59
Citation management software, 58
Classic test theory, vs. item response theory, 275
Clinical categories, 365–366, 368
Clinical experience, research question and, 25t
Clinical guidelines, 19–20
consensus, 19–20
evidence-based, 19–20 Clinical Microsystems model, 417t
Clinical practice guidelines, 206–207
definition of, 206–207
evaluation of, 207–209, 207b, 208b
evidence-based, 207
expert-based, 207
systematic reviews and, 199–211 Clinical questions, 23–44, 40b
comparison intervention and, 39b
components of, 39, 39b
909
developing and refining, 38–40, 40b
diagnosis category in, 366
elements of, 37t
focused, in evidence-based practice, 365–366
harm category in, 366
intervention and, 39b
in literature review, 49
outcome and, 39b
PICO format for, 49, 365, 365t
prognosis category in, 366
significance of, 39–40
therapy category in, 365 Clinical significance, 294, 295t
in research findings, 311 Clinical trial, 167
Closed-ended questions, 253, 253b, 255b
Cluster sampling, 217t, 223–224
Cochrane Collaboration, 204–205, 204b
website of, 56t Cochrane Library, 50, 204–205, 205b
Cochrane Report, 204–205
Cochrane Review, 204–205, 204b
Cochrane risk of bias tool, 498
Coercion, 236–237t
910
Cohort studies, 186–187
Collection methods, in research articles, 18
Common cause variation, 421
Community-based participatory research (CBPR), 102, 115–116, 117b
Comparative research question, 30t
Comparative studies, 187
Comparison intervention, clinical questions and, 39b
Competency, informed consent and, 242–243
Complex hypothesis, 34b
Comprehensive health seeking and coping paradigm, 438, 438f
Computer networks, recruitment from, 220
Computer software, citation management, 58
Concealment, in observation, 250, 251b, 251f
Concept, 69, 69b
Conceptual definition, 69b, 70t
Conceptual framework, 69b. See also Theoretical frameworks
Conclusions,
critiquing of, 328t, 340, 356–357
in qualitative research, 125–126t, 141–144 Concurrent validity, 266, 267b
Confidence interval (CI), 311, 369, 370, 371–373f, 378–379
Confidentiality, 236–237t, 239
Confirmation, from professionals, NRS score assigning and, 475
Consensus guidelines, 19. See also Clinical practice guidelines
Consent, 239. See also Informed consent
Consistency, in data collection, 248
911
Constancy, in data collection, 154
Constant comparative method, 109–110
Constant error, 264
Construct validity, 266–269, 267b, 277
Constructs, 69, 69b, 263
Consumer incentives, quality strategy levers and, 410
Content analysis, 253
Content validity, 265–266, 266b
Content validity index, 265b, 266
Context dependent experience, 89
Continuous variables, 284b, 368, 368t
Contrasted-groups approach, for assessing validity, 268, 268b
Control,
constancy and, 154
in experimental designs, 167, 168b
flexibility and, 155
manipulation of independent variable and, 154
in nonexperimental designs, 181
in quantitative research, 152–155
randomization and, 155
in research design, 150 Control chart, 423, 423f
Control group, 154
Controlled vocabulary, 58
Convenience sampling, 217–218, 217t, 221b. See also Nonprobability
912
sampling
Convergent validity, 267b, 268, 268b
COPE, for cancer survivors, 487–488
Coping, in parents and siblings of adolescent cancer survivors, 483– 495, 491b
implications for nursing, 492
methods in, 485–488, 486t
data analysis, 488
measures, 487–488
procedure, 486–487
sample, 485–486
results in, 488–490, 489t, 490t Coping strategy, after infant’s/child’s death,
gender differences and, 463
spirituality/religion as, 456–457 Correlation,
definition of, 297–298
perfect negative, 298
perfect positive, 298 Correlation coefficients, 298
Correlational research question, 30t
Correlational studies, 184–185, 185b
Covert data collection, 236–237t
Credibility,
913
bias and, 155–156
in qualitative research, 119–120, 119t, 140 Criteria, for research findings, 314b
Criterion-related validity, 266, 267b, 277
Critical appraisal, 7. See also Critiquing
definition of, 317, 321
guidelines for, 328t
of qualitative research, 124–125, 125–126t, 127b
abstract in, 136–137
authenticity in, 141
conclusions in, 141–144
data analysis in, 140–141
data generation in, 140
discussion in, 133–134
ethical consideration in, 139
findings in, 141–144
implications in, 141–144
introduction in, 137–138
method in, 128–130
purpose in, 139
recommendations, 141–144
results in, 130–133, 131t
914
sample in, 139–140
trustworthiness in, 141
of scientific literature, 25t
stylistic considerations in, 320–321
in systematic review, 206 Critical decision tree, 427, 428f
Critical reading skills, 10, 10b, 11b. See also Critiquing
Critical Thinking Decision Path,
for assessing study results, 307b, 307f
for consumer of research literature review, 249b, 249f
for descriptive statistics, 282, 283b, 283f
for electronic database, 54b, 54f
for experimental and quasi-experimental designs, 166b, 166f
for inferential statistics, 290b, 291b, 291f
for levels of measurement, 282, 283b, 283f
for literature search, 54b
for nonexperimental designs, 182b, 182f
for qualitative research, 91b, 91f, 105b, 105f
for quantitative research, 91b, 91f
for risk-benefit ratio, 242b, 242f
for sampling, 224b, 224f
for systematic reviews, 201b, 201f
915
for threats to validity, 159b, 159f
for validity and reliability, 269b Critique, 10–12
Critiquing,
of applicability to nursing practice, 328t, 357
of background and significance, 328t
of conclusions, 328t, 340, 356–357
criteria for, 12
of data analysis, 328t, 339, 356
of data collection, 259, 259–260b, 328t
of descriptive and inferential statistics, 300b
of external validity, 328t
guidelines for, 328t
of hypothesis, 40–42, 41–42b, 328t
of implications, 328t, 340, 356–357
of instruments, 339, 356
of internal validity, 328t
of legal-ethical issues, 244, 244b, 328t, 339, 356
of literature review, 61, 62, 63b, 328t, 338, 354–355
of methods, 328t, 356
of nonexperimental designs, 194, 195b
of qualitative research, 120, 120–121b, 136–144
916
of quantitative research, 161, 162b, 321–357, 326f, 329t, 330t, 333f, 348t, 349t, 350t
of recommendations, 328t, 340, 356–357
of reliability, 276b, 328t, 356
of research design, 328t, 338, 355
of research questions, 40–42, 41–42b, 328t, 338, 355
of research studies, 10–12
of sampling, 227, 228b, 328t, 338, 355
strategies for, 12
stylistic considerations in, 320–321
of systematic review, 206
of theoretical frameworks, 78–79, 78b
of validity, 276b, 328t, 356 Cronbach’s alpha, 273, 273t
Cross-sectional studies, 185–186
Culture,
in ethnographic research, 111
pain and, 479 Cumulative Index to Nursing and Allied Health Literature
(CINAHL), 52t, 55, 57b, 58–59
Custody, level of, vaccination completion affected by, 437
D
Data,
917
demographic, 254
physiological, 248, 256–257 Data analysis, 281–304
in case study method, 115
critiquing of, 328t, 339, 356
in ethnographic method, 112
in grounded theory method, 109–110
in phenomenological method, 107
in qualitative research, 95–96, 125–126t, 140–141
in research articles, 18 Data collection,
anecdotes in, 250
bias in, 255–256
consistency in, 248
constancy in, 154
covert, 236–237t
Critical Thinking Decision Path, 249f
critiquing of, 259, 259–260b, 328t
data saturation in, 94
demographic data in, 254
ethical issues in, 236–237t
existing data in, 248, 257, 257b
918
fidelity in, 247, 248
field notes in, 250
instrument development for, 190, 258
Internet-based, 256
interviews for, 94–95, 253–256, 255b
measurement error in, 249
methods of, 247–257, 249b
in mixed methods, 193
observation in, 248, 250–252, 252b
physiological data in, 248, 256–257
pilot testing in, 258
in qualitative research, 93–94, 95b, 125–126t
questionnaires in, 253–256, 255b
random error in, 249
scale in, 254
secondary analysis and, 257
self-report in, 248, 252–253
steps in, 248
systematic, 247
systematic error in, 249 Data gathering,
in case study method, 114
919
in ethnographic method, 112
in grounded theory method, 109
in phenomenological method, 107 Data saturation, 94, 107, 139, 225
Databases., See Electronic databases
Debriefing, 250–251
Deception, 236–237t
Decision-making process, 479
Deductive research, 75
Definitions,
conceptual, 69b, 70t
operational, 69b, 70t, 248 Degrees of freedom, 296
Delimitations, 214
Demographic data, 254
Demographic variables, 27
Dependability, bias and, 155–156
Dependent variables, 29
control and, 150
in experimental and/or quasi-experimental designs, 166. See also Variables
Depression, measurement of, 458
Descriptive statistics, 281–289, 283b, 283f, 285b, 288b, 289b, 300–302
critical appraisal criteria of, 300b, 301
frequency distribution of, 285, 286f, 286t
920
measures of central tendency, 285–287, 287b
measures of variability, interpreting, 288–289, 289b
normal distribution of, 287–288, 288f
tests of relationships, 297–299 Design., See Research designs
Developmental studies, 185–189, 185b
Diagnosis articles, 371–376, 374t, 375t, 376t
Diagnosis category, in clinical question, 366
Diagnostic tests., See Test(s)
Dichotomous variable, 284
Diffusion, quality strategy levers and, 412
Dignity, 236–237t
Directional hypothesis, 36–37
Discomfort, protection from, 236–237t
Discrete variables, 368, 368t
Discriminant validity, 267b, 268
Discussion,
in research articles, 18
of research findings, 310–313, 313b
clinical significance in, 311
confidence interval in, 311
generalizability in, 312
limitations in, 310–311, 312
purpose of, 312
921
recommendations in, 310–311, 313, 313b
statistical significance in, 311 Dissemination, 383–384
Distribution,
frequency, 285, 286f, 286t
normal, 287–288, 288f Divergent validity, 267b, 268, 268b
Domains, 112
in ethnographic research, 112 Dyad characteristics, 347t
E
EBSCO, 52t
Education Source with ERIC (EBSCO), 52t
Effect size, 169, 203
80-20 Rule, 423
Elderly, as subjects, in research, 243
Electronic databases, 53–54, 366
abstract, 52t, 55, 56t
bibliographic, 52t, 55, 56t
Critical Thinking Decision Path for, 54b
for evidence-based practice, 56t
for nursing, 52t
search engines for, 56–60, 56b, 57b, 58b, 60b
922
search strategy for, 498. See also Literature search
secondary or summary, 56 Electronic indexes, 55, 366
Electronic search, 53–54
Elements, of sample, 215–216
Eligibility criteria, 214
Emic view, 110
Emotion-focused coping, for parents of cancer survivors, 488, 489t, 490–491
Equivalence, reliability and, 274–275
Error,
measurement., See Measurement error
sampling, 292
type I and type II, 292–294, 293f Error variance, 263
Ethical issues, 232–246
anonymity, 236–237t, 239
assent, of child, 242
beneficence, 234–235, 235b, 236–237t
confidentiality, 236–237t, 239
covert data collection, 236–237t
critiquing of, 244, 244b, 328t, 339, 356
dignity, 236–237t
HIPAA Privacy Rule, 239, 240, 240b
923
historical perspective on, 232–243, 233–234t
informed consent, 233–234t, 235–240, 236. See also Informed consent
institutional review boards and, 240–241, 241b
justice, 234–235, 235b, 236–237t
in observation, 252
privacy, 236–237t, 239
protection of human rights, 235, 236–237t
protection of vulnerable groups, 241–243, 243b
in qualitative research, 118, 118t, 125–126t, 139
respect for persons, 234–235, 235b, 236–237t
self-determination, 236–237t
in unethical research studies, 233–234t, 233–234
US Department of Health and Human Services (USDHHS) and, 235
Ethical research standards, institutional review boards and, 228–229
Ethics, code of, 232–233
American Medical Association, 232–233 Ethnographic method, 110–113, 113b
data analysis in, 112
data gathering in, 112
describing the findings in, 112–113
emic view in, 110
924
etic view in, 110
identifying the phenomenon in, 111
research question in, 111
researcher’s perspective in, 111
sample selection in, 111
structuring the study in, 111 Ethnography, 110
Etic view, 110
Evaluation, in evidence-based practice, 400–402, 400b, 401t, 402b
Evaluation research, 194b
Evidence hierarchy model, 13–14
Evidence-based guidelines, 19–20
Evidence-based practice, 5–8, 13–15, 383–405
appraisal for, 40–42
clinical guidelines in, 19–20
conduct of research in, 384
critique and synthesis of research, 392–394, 392b, 393t, 394b
decision to change practice, 394
development of, 394–395, 395b
evaluation, 400–402, 400b, 401t, 402b
outcome data in, 400–401, 401t
process data in, 400, 401t
925
evidence retrieval, 388–389
experimental and/or quasi-experimental designs in, 176–177, 177b
forming a team, 388
future directions, 402
grading evidence in, 389–392, 390–391t, 391t
implementing the practice change, 395–399
innovation,
nature of, 395–396, 396f
users of, 398
level of evidence of, 13–14, 13f
literature, qualitative research on, 125–127
methods of communication, 396–398, 397b
models of, 385–387
Iowa model, 385–387, 386f
overview of, 384–387, 384f
process steps, 14, 14f
quality improvement in, 20
question, 389t
selection of a topic, 387, 387b
setting forth, recommendations, 394, 394b
social system, 398–399
926
steps of, 387–402
strategies and tools for development of, 364–382
applying the findings in, 380
article’s findings in, appraisal for, 368–379
clinical question in, 365–366, 365t
diagnosis articles in, 371–376, 374t, 375t, 376t, 377b, 377t
findings in, screening, 367, 367b
harm articles in, 377, 378t
literature, searching, 366–367, 367b
meta-analysis in, 377–379, 379b. See also Meta-analysis
therapy category in, 368–371, 368t, 369t, 371–373f Evidence-based practice guidelines, 385
clinical practice guidelines in, 207 Evidenced-Based Practice Centers, 388–389
Ex post facto study, 187–189, 187t
Exclusion criteria, 92–93, 214–215, 215f
Existing data, 248, 257, 257b
Experimental designs, 167–173, 167b
Critical Thinking Decision Path for, 166b, 166f
in evidence-based practice, 176–177
appraisal for, 177–178, 177b
strengths and weaknesses of, 172–173
927
types of, 170–172, 171f
after-only design, 172
Solomon four-group design in, 170–172 Experimental group, 154
Experimental research question, 30t
Expert-based guidelines, 207
clinical guidelines in, 209–210, 209b
systematic reviews in, 209–210, 209b Expert-developed guidelines, 19–20
External validity, 159–160
critiquing of, 328t
threats to, 156b, 339, 356
Critical Thinking Decision Path for, 159b, 159f
measurement effects, 160–161
reactive effects, 160
in sampling, 227
selection effects, 160 Extraneous variable, 153
F
Face validity, 266
Factor analysis, 267b, 268–269, 299
Fasting plasma glucose (FPG) test, 422
Fathers, bereaved,
928
spiritual activities and, 461, 462t, 463
personal growth in, 461–462, 463 Feedback, quality strategy levers and, 410, 410b
Fetuses, as subjects, in research, 243
Fidelity,
in data collection, 247, 248
intervention, 150–151, 152–155, 169
elements of, 154 Field notes, 250
Figures, in results, of research findings, 309
Findings., See Research findings
Fishbone diagram, 424, 425f
Fisher exact probability test, 297
Fittingness, in qualitative research, 119–120, 119t
Five Whys method, 424–425
Flowchart, 425–426, 426f
Flowcharting, 425–426
Focus group, 94
Forest plot, 203, 203f
Frequency distribution, 285, 286f, 286t
Frequency polygon, 285, 286f
G
Gelsinger, Jesse, 238–239
Generalizability, 312
external validity and, 159, 160b
929
in sampling, 153, 227
selection and, 160 Google, 56
Google Scholar, 53, 56
Grand nursing theories, 71–72, 72b, 74t
Grand tour question, 94–95
Graphs, 423
bar charts, 423, 424f
of frequency distributions, 285, 286f
frequency polygons, 286f
histograms, 286f
pie charts, 423, 424f
tree diagram, 424–425 Grey literature, 55
Grief,
coping with, gender differences and, 463
defined, 457–458
measurement of, 458
and mental health, 461, 461t
of parent, after infant’s/child’s death, 455–466 Grounded theory method, 108–110, 110b, 469
data analysis in, 109–110
data gathering in, 109
930
describing the findings in, 110
identifying the phenomenon in, 108
open coding in, 109–110
research question in, 109
researcher’s perspective in, 109
sample selection in, 109
structuring the study in, 109
theoretical sampling in, 109
H
Harm, protection from, 236–237t
Harm articles, 377, 378t
Harm category, in clinical question, 366
Hawthorne effect, 160, 251, 252
Health information technology, quality strategy levers and, 410
Health seeking and coping paradigm, 438
Healthcare Effectiveness Data and Information Set (HEDIS), 411b
Healthcare professionals,
in analgesic administration, 479
confirmation from, NRS score assigning and, 475
expectations of, pain score and, 476
judgements by, in NRS scores, 472t, 475–476, 479, 480– 481
pain assessment and, 478, 479
931
in postoperative pain management, 480 Healthcare providers, in young cancer survivors, 491b, 492
Hepatitis A vaccine, in homeless men released on parole,
administration of, 442
completion of, 443
factors in, 438–439
rates for, by intervention condition, 446
eligibility for, 440, 441f
measures in, 443–444
noncompletion of, 444–445, 446–448, 447t, 448t
peer coaching-nurse case management and, 440–442
randomized clinical trial for, 435–454
data analysis for, 444–445
design of, 439
discussion for, 448–451
interventions in, 440–442
limitations of, 450
methods for, 439–445
procedures for, 442–443
purpose of, 439
results in, 445–446t, 445–448
sample and site for, 439–440
932
theoretical framework for, 438–439, 438f
tracking of, 443
usual care in, 442 Hepatitis A virus, 436
Hepatitis B vaccine, in homeless men released on parole,
administration of, 442
completion of, 443
factors in, 438–439
rates for, by intervention condition, 446
eligibility for, 440, 441f
measures in, 443–444
noncompletion of, 444–445, 446–448, 447t, 448t
peer coaching-nurse case management and, 440–442
randomized clinical trial for, 435–454
data analysis for, 444–445
design of, 439
discussion for, 448–451
interventions in, 440–442
limitations of, 450
methods for, 439–445
procedures for, 442–443
purpose of, 439
933
results in, 445–446t, 445–448
sample and site for, 439–440
theoretical framework for, 438–439, 438f
tracking of, 443
usual care in, 442 Hepatitis B virus, 436
Heterogeneity, of treatment, in NLC, 498–499, 501, 503–505
Hierarchical linear modeling (HLM), 189–190
HIPAA Privacy Rule, 239, 240, 240b
Histograms, 285, 286f, 423, 424f
History, internal validity and, 156
Hogan Grief Reaction Checklist, 458
Home Health Compare, 411b
Homelessness, incarcerated populations and, 436–439
Homogeneity, 153
reliability and, 270, 272–274, 272b Homogeneous sampling, 153–154, 153b
Hospital Compare, 411b
Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS), 411b
Hostility,
measurement of, 443–444
vaccine noncompletion and, 449 Human rights, protection of, 235, 236t. See also Ethical issues
Human subjects’ committee, 240
934
Hyman vs. Jewish Chronic Disease Hospital case, 233–234t, 236– 237t
Hypothesis, 23–44, 38b
complex, 34b
critiquing of, 40–42, 41–42b, 328t
developing, 32–37, 33b, 33f
directional, 36–37
discussion and, 310–311
literature review and, 48
nondirectional, 36–37
null, 291–292, 298
relationship statement in, 33–34
research, 36, 291–292
research design and, 37–38, 37b
research question and, 16. See also Research questions
results and, 306
statistical, 36, 36t
testability of, 34
theory base of, 34
wording of, 35, 35t Hypothesis testing,
inferential statistics in, 291–292, 291b, 292b
validity and, 267b, 268
935
I
Impact of Events Scale-Revised, 458–459
Inclusion criteria, 92–93, 214–215, 215f
Independent variables, 29. See also Variables
in experimental design, 167–168
manipulation of, 154–155, 155b
in nonexperimental designs, 181 Indexes,
electronic, 55, 366. See also Electronic indexes
print, 55 Individually identifiable health information (IIHI), 239, 240b
Inductive research, 74
Inferential statistics, 281–299, 290f, 291f, 300–302
clinical significance and, 294
commonly used, 295, 296b, 297b
Critical Thinking Decision Paths for, 290b, 291b
critiquing of, 300b, 301
in hypothesis testing, 291–292, 291b, 292b
level of significance and, 293–294, 294b
nonparametric, 294–297
parametric, 294–297
probability and, 292
probability sampling and, 290
936
sampling error and, 292
statistical significance and, 294
type I and type II errors and, 292–294 Information literacy, 366
Informed consent, 235–240, 239b
assent and, 242
for children, 242
competency and, 242–243
definition of, 238
for elderly, 243
elements of, 238b
for fetuses, 243
for individually identifiable health information, use and disclose of, 239
for neonates, 243
not obtained, 233–234t
for pregnant women, 243
for prisoners, 243
in qualitative research, 118 Innovation, quality strategy levers and, 412
Institutional review boards (IRBs), 240–241, 241b
Instrument(s)., See also Data collection
construction of new, 258
937
critiquing of, 339, 356
development of, 190
constructs in, 263
reliability, 263, 270. See also Reliability
validity of, 264. See also Validity Instrumental case study, 113
Instrumentation, internal validity and, 157–158
Integrative reviews, 19, 200–201, 205, 205b
Internal consistency reliability, 271b, 275
Internal validity, 156
critiquing of, 328t
threats to, 156b, 157t, 158b, 339, 355
Critical Thinking Decision Path for, 159b, 159f
history, 156
instrumentation, 157–158
maturation, 157
mortality, 158
in sampling, 227
selection bias, 158
testing, 157 Internet search engines, 56–60, 56b, 57b, 58b, 60b
Internet-based self-report data collection, 256
Interrater reliability, 270–271, 271b, 274–275, 275b
938
Interval measurement, 283b, 284
Intervening variables, 153, 176
Intervention,
clinical questions and, 39b
in observation, 250, 251b, 251f Intervention articles, 166
Intervention fidelity, 150–151, 152–155, 153b, 169
elements of, 154 Intervention group, 154
Interview(s), 253–256
advantages of, 255
bias, 255–256
online, 256
open-ended or closed-ended questions in, 253, 253b, 255b
respondent burden and, 253, 254
topic guide for, 470t Interview guide, 253b
Interview questions, 94–95
Interviewer bias, 255–256
Intrapersonal patient factors, rating pain, 472f, 472t, 474–475
Intrinsic case study, 113
Introduction, in research articles, 16
Iowa model of Evidence-Based Practice, 385–387, 386f
Item response theory, vs. classic test theory, 275
939
Item to total correlations, reliability, 271b, 273, 273t
J
Jewish Chronic Disease Hospital case, 233–234t, 236–237t
Joanna Briggs Institute (JBI), website of, 56t
Joint Commission, 411b
Journal,
electronic, 55
in literature review., See Literature review
print, 55
refereed, 55
searching., See Literature search Judgements, by healthcare professionals, NRS score and, 472t, 475–
476, 479
Justice, 234–235, 235b, 236–237t
K
Kappa, 271b
Kendall’s tau, 298–299
Key informants, 111
Knowledge of improvement, 430
Knowledge-focused triggers, 387
Known-groups approach, for assessing validity, 268
Kolmogorov-Smirnov test, 297
Kuder-Richardson (KR-20) coefficient, 268–269, 270–271, 271b, 274, 274b
940
L
Law of the Few, 423
Leadership support, 399
Lean, 417t
Leapfrog Group, 411b
Learning, quality strategy levers and, 410
Legal issues, 232–246. See also Ethical issues
critiquing of, 244, 244b
HIPAA Privacy Rule, 239, 240, 240b
historical perspective on, 232–243, 233–234t
protection of human rights, 235, 236–237t
protection of vulnerable groups, 241–243 Legal-ethical issues, critiquing of, 328t, 339, 356
Level of evidence, 13–14, 13f
Level of significance, 293–294, 294b
Levels of measurement, 282–285, 283t
Life satisfaction,
measurement of, 487
for parents of cancer survivors, 488, 489t, 490
for siblings of cancer survivors, 489, 489t, 491 Likelihood ratio (LR), 375, 376t
Likert scale, 273, 273f, 284–285
Likert-type scales, 254, 284–285
Limitations, of research findings, 308
discussion in, 310–311
941
Linear structural relations analysis (LISREL), 299
Lipid-lowering medication, in NLC group, 501, 502f
Literature,
gaps in, 25t
gathering and appraising, 45–65
review of, in qualitative research, 90–92, 137–138
searching, in evidence-based practice, 366–367, 367b Literature review, 46. See also Research articles
characteristics of well-written, 61b
for clinical questions, 49
consumer of, Critical Thinking Decision Path for, 249b, 249f
critiquing of, 61, 62, 63b, 328t, 338, 354–355
EBP perspective of, 49–50, 50b
format for, 60–61, 61b
hypothesis and, 48
in methodological research, 191
primary and secondary sources in, 47, 48t
purposes of, 46b
in qualitative research, 48–49
in quantitative research, 47–48, 47f, 50b
in research articles, 16, 16b
research design and, 48
942
research questions in, 27, 27b, 48
researcher’s perspective of, 46–49
searching for evidence in, 50. See also Literature search
theoretical or conceptual framework and, 47 Literature search, 50–54
Boolean operator in, 59, 59b
citation management software for, 58
controlled vocabulary search in, 58
Critical Thinking Decision Path for, 54b
electronic database in, 53. See also Electronic databases
keyword search in, 59
PICO format and, 49
preappraised literature for, 52, 52b
primary sources in, 52–53, 53b
search history in, 58, 58b
strategies for, 51t Lived experience, in phenomenological method, 105
Longitudinal studies, 186–187
LR., See Likelihood ratio
M
Manipulation, in experimental designs, 167–169, 168b
943
Mann-Whitney U test, for independent groups, 297
MANOVA (multiple analysis of variance), 297
Maturation, internal validity and, 157
Mean, 287
reported statistical results of, 307t Measurement, 248. See also Data collection
definition of, 282
interval, 283b, 284
levels of, 282–285, 283t
nominal, 284
ordinal, 283b, 284
quality strategy levers and, 410, 410b
ratio, 285 Measurement effects, external validity and, 160–161
Measurement error, 249
chance (random), 263–264
systematic (constant), 264 Measurement instruments, development of, 190–191, 192t, 263
Measures of central tendency, 285–287, 287b
Measures of variability, interpreting, 288–289, 289b
Median, 286t, 287
Median test, 297
Mediating variable, 153
MEDLINE, 52t
Mental health,
944
grief and, 461, 461t
of parent, after infant’s/child’s death, 457 Mental pain, basic mistrust as, 476
Meta-analysis, 19, 200, 200b, 203b, 202–204. See also Systematic reviews
in Cochrane Collaboration, 204–205, 204b
in Cochrane Library, 204–205, 205b
definition of, 202
effect size in, 203
in evidence-based practice, 377–379, 379b
forest plot in, 203, 203f
phases of, 202
reporting guidelines of, 205–206 Meta-summary, 19
qualitative, 117 Meta-synthesis, 19
qualitative, 116–117 Methodological research, 190–191, 192t
Methods,
critiquing of, 328t, 356
in qualitative research, 125–126t, 128–130 Microrange nursing theories, 72–73
Middle range nursing theories, 72, 73b, 74t
Mistrust,
945
basic, on NRS scores, 476, 479
as mental pain, 476 Mixed methods research, 116, 120b, 193–194
Modality, 287
Mode, 286t, 287
Model, 69b
testing of, 189 Mortality,
in experimental designs, 170
internal validity and, 158 Mothers, bereaved, spiritual activities and, 461, 462t, 463
personal growth in, 461–462, 463 Movement, pain level at, 474
Multiple analysis of variance (MANOVA), 297
Multiple regression, 299
Multistage (cluster) sampling, 217t, 223–224
Multivariate statistics, 299
Myocardial infarction, in NLC group, 501, 502f
N
Narrative format, for qualitative study, 124–125
Narrative reviews, 19
National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 234–235
National Committee for Quality Assurance Accreditation for Health Plans (NCQA), 411b
946
National Database of Nursing Quality Indicators, 414
National Guideline Clearinghouse, 207, 388–389
website of, 56t National Quality Aims, 408b
National Quality Forum (NQF), 410b
National Research Act, 240
Naturalistic setting, for qualitative research, 93–94, 118, 118t
Necrotizing enterocolitis (NEC), 388
Needs assessments, 194b
Negative likelihood ratio, 374t, 376, 376t
Negative predictive value (NPV), 373, 374, 374t
Neonates, as subjects, in research, 243
Network sampling, 220–221
NNT., See Number needed to treat
Nominal measurement, 284
Nondirectional hypothesis, 36–37
Nonequivalent control group design, 174f, 175
after-only, 175 Nonexperimental designs, 180–198, 181b, 181t, 182b, 189b, 190b,
194b
causality in, 189–190
continuum of, 181f
Critical Thinking Decision Path for, 182b, 182f
evidence-based practice, appraisal for, 194–195, 195b
key points in, 195–196
947
prediction in, 189–190
relationship and difference studies in, 184–189, 188b, 189b
case control/retrospective/ex post facto studies, 187– 189
cohort/prospective/longitudinal/repeated measures studies, 186–187
correlational studies, 184–185
cross-sectional studies, 185–186
developmental studies, 185–189
survey studies in, 182–183, 183b Nonparametric statistics, 295b, 297
Nonprobability sampling, 216, 217–221
convenience, 217–218, 217t, 221b
purposive, 217t, 219–220, 220b, 221b
quota, 217t, 218–219, 219t
sample size in, 225b
strategies for, 217t Nonviolent communication, 440–441
Normal curve, 287–288
Normal distribution, 287–288, 288f
NPV., See Negative predictive value
Null (statistical) hypothesis, 291–292, 298. See also Hypothesis
Null value, 370
948
Number needed to treat (NNT), 369
Numeric Rating Scale (NRS) score, 479
analgesic administration and, 477
assigning, consequences of, 472f, 472t, 475–478
avoiding high extreme rating of pain, 473
cut-off points, 479, 480
pain, underlying process of rating, 472, 472f
patients’ standards about pain scale, 475, 479
stages of, 478 Nuremberg Code, 233–234
Nurse Response Time to Patient Call Light Requests, 416, 419–420b
Nurse-led clinics (NLCs), impact on mortality and morbidity of patients with cardiovascular diseases, 496–507
implications for clinical practice and research, 505, 505b
limitations, 505
method of, 497–499
data abstraction, 498
eligibility criteria, 497
quality of included studies, 498
search strategy, 498
statistical analysis, 498–499
study identification, 498
949
results in, 499–501
meta-analysis, 501, 502f, 503f, 505b
methodological quality, 501, 503f, 504t
search results and study description, 499–501, 499f, 500t
Nurses, point of view of, in pain, 477
Nursing, databases for, 52t
Nursing care quality, measurement of, 412–414
Nursing case management, in homeless men released on parole, 435–454
Nursing Home Compare, 411b
Nursing practice,
applicability to, critiquing of, 328t, 357
implications for, 313, 313b
links with theory and research, 68, 68f Nursing research., See Research
Nursing science, qualitative research and, 103–104, 104f
Nursing theories, 70. See also Theory(ies)
grand, 71–72, 72b, 74t
middle range, 72, 73b, 74t
in practice and research, 71, 71b
from related disciplines, 70, 71t
situation-specific, 72–73, 74t Nursing-centered intervention measures, 413t
Nursing-sensitive quality indicators, 412–414
950
O
Objective, of research, 32, 32b
Observation, 248, 250–252
advantage, and disadvantages of, 252
anecdotes in, 250
concealment in, 250, 251b, 251f
debriefing in, 250–251
ethical issues in, 252
field notes in, 250
intervention in, 250, 251b, 251f
participant, 250
reactivity in, 251
scientific, 250
structured or unstructured, 250 Observed test score, 263–264, 263f
Odds ratio (OR), 369t, 376, 377t
One-group (pretest-posttest) design, 174f, 175
Online computer networks, recruitment from, 218, 220
Online databases., See Electronic databases
Open coding, 109–110
Open-ended questions, 253, 253b, 255b
Operational definition, 69b, 70t, 248
Opinion leaders, 397
Opinion leadership, 397
951
Opioid administration, timing of, 477
OR., See Odds ratio
Ordinal measurement, 283b, 284
Outcome, clinical questions and, 39b
Outcomes research, 194b
P
Pain, 468
assessment of, 480–481
gold standard for, 478
“bearable” vs. “unbearable, ” 473
level at rest and movement, 474
postoperative management,
NRS cut-off scores in, 480
principles in, 480
threshold, 474
treatment of, adequacy of, 468 Pain experience,
previous, 474, 478–479
unique, 472–473, 478 Pain rating, postoperative patient’s perspectives on, qualitative
study, 467–482
methods for, 469–471
data analysis, 470–471
952
data collection, 469–470, 470t
participants, 469
study design, 469
trustworthiness, 471
relevance to clinical practice, 480–481
results, 471–478, 471t, 472f, 472t
intrapersonal patient factors, 474–475
NRS score and, 475–478
score-related factors, 472–474 Paradigm, 90b
Parallel form reliability, 272, 272b, 275
Parameter,
populations and, 289
vs. statistics, 289 Parametric statistics, 294–295, 295b
Parents,
of adolescent cancer survivors,
active coping of, 488–489, 489t
avoidant coping of, 488, 489t, 490
emotion-focused coping of, 488, 489t, 490–491
life satisfaction of, 488, 489t, 490
post-traumatic growth of, 491
psychological distress of, 488, 489t, 490, 491, 492
953
on Satisfaction With Life Scale (SWLS), 487
spirituality, grief and mental health of, after infant’s/child’s death, 455–466
clinical relevance of, 464–465
conceptual framework in, 457–458
data analysis for, 459–460
dependent variables in, measures of, 458–459
discussion of, 462–465
future research in, 465
independent variables in, measures of, 459
limitations of, 464
methods in, 458
procedure for, 459
results for, 460, 460t, 461t, 462t Pareto principle, 423
Participant observation, 250
Path analysis, 189–190, 299
Patient Safety Systems, 418t
Patient-centered outcome measures, 413t
Pay for performance, 412b
Payment, quality strategy levers and, 410, 412b
Pearson correlation, reported statistical results of, 307t
Pearson correlation coefficient, 298
Pearson product moment correlation coefficient, 298
954
Pearson r, 298
Peer coaching, in homeless men released on parole, 435–454
Peer-reviewed journals, 55
Percentile, 289
Performance gap assessment (PGA), 398
Performance measurement, for quality improvement, 410, 410b
Personal factors, HAV/HAB vaccine series completion and, 438– 439, 443–444
Personal growth, in bereaved parents, 457, 461–462, 463
PGA (performance gap assessment), 398
Phenomena, in qualitative research, 125
Phenomenological method, 104–108, 107b
bracketing personal bias in, 106
data analysis in, 107
data gathering in, 107
describing the findings in, 107–108
identifying the phenomenon in, 105
research question in, 106
researcher’s perspective in, 106
sample selection in, 106
structuring the study in, 105–106 Phenomenology, 127, 138
Phenomenology research question, 30t
Phi coefficient, 298–299
Photovoice, 116
955
Physician Quality Reporting Initiative, 411b
Physiological data, 248, 256–257
PICO format, 49
focused clinical question using, 365, 365t PICO question, 388, 389t
Pie charts, 423, 424f
Pilot studies,
definition of, 225
in quantitative research, 152 Pilot testing, of instruments, 258
Plan-Do-Study-Act (PDSA) Improvement Cycle, 427, 429–430t
Point-biserial correlation, 298–299
Population, 213–214, 215b, 226b
accessible, 213
clinical questions and, 39b
parameter and, 289
research questions and, 30, 30b, 31t
sample size and, 225b
target, 213 Positive likelihood ratio, 374t, 375, 376t
Positive predictive value (PPV), 373, 374, 374t
Post-traumatic growth, in parents and siblings of adolescent cancer survivors, 483–495, 491b
implications for nursing, 492
methods in, 485–488, 486t
956
data analysis, 488
measures, 487–488
procedure, 486–487
sample, 485–486
results in, 488–490, 489t, 490t Post-traumatic stress disorder (PTSD), measurement of, 458–459
Power analysis, 169
sample size and, 225–226 PPV., See Positive predictive value
Practice implications, 313, 313b
critiquing of, 328t, 340, 356–357
in research articles, 18 Practice nursing theories, 72–73
Practice-theory-research links, 68, 68f
Preappraised literature, 52, 52b
Preappraised synopses, 52
Prediction, in nonexperimental designs, 189–190
Predictive validity, 266, 267b
Prefiltered evidence, 367b
Pregnant women, as subjects, in research, 243
Prescriptive nursing theories, 72–73
Pretesting, measurement effects and, 160–161
Pretest-posttest design, 174f, 175
Primary sources,
in literature review, 47, 48t
957
in literature search, 52–53, 53b Print indexes, 55
Prisoners, as subjects, in research, 243
Privacy, 236–237t, 238b, 239
Privacy Act (1974), 236–237t
Probability, 292, 292b
definition of, 292
inferential statistics and, 292 Probability sampling, 216, 221–224
inferential statistics and, 290
multistage (cluster), 217t, 223–224
random selection in, 216, 221
sample size in, 225b
simple random, 217t, 221–222
strategies for, 217t
stratified random, 217t, 222–223 Problem-focused triggers, 387
Professional knowledge, 430
Prognosis articles, 376–377, 377b, 377t
Prognosis category, in clinical question, 366
Prospective studies, 186–187
Psychological distress,
in cancer survivors, 491
measurement of, 487
958
for parents of cancer survivors, 488, 489t, 490, 491, 492
for siblings of cancer survivors, 489, 489t, 491 Psychological functioning, in parents and siblings of adolescent
cancer survivors, 483–495, 491b
implications for nursing, 492
methods in, 485–488, 486t
data analysis, 488
measures, 487–488
procedure, 486–487
sample, 485–486
results in, 488–490, 489t, 490t Psychometrics, 190–191, 192t
PsycINFO, 52t, 59–60
PTG Inventory (PTGI), for cancer survivors, 487
Public reporting, quality strategy levers and, 410, 411b
PubMed, 52t
Purpose,
in qualitative research, 125–126t, 139
of research, 32, 32b Purposive sampling, 217t, 219–220, 220b, 221b. See
also Nonprobability sampling
Q
Qualitative meta-summary, 117
Qualitative meta-synthesis, 116–117
959
Qualitative research, 8–9, 8t, 88–101, 102–123, 106b
application of, 97, 98b, 99t, 125–127
auditability in, 119–120, 119t
components of, 90–96
context dependent, 89
credibility in, 119–120, 119t
critical appraisal of, 124–125, 125–126t, 127b
abstract in, 136–137
auditability in, 141
conclusions in, 141–144
data analysis in, 129–130, 140–141
data generation in, 140
ethical consideration in, 139
findings in, 141–144
implications in, 141–144
introduction in, 137–138
method in, 128–130
procedure in, 129
purpose in, 139
recommendations, 141–144
results in, 130–133, 131t
sample in, 139–140
960
trustworthiness in, 141
Critical Thinking Decision Path for, 91b, 91f, 105b, 105f
critiquing of, 120, 120–121b, 127–144
data analysis in, 95b
data collection in, 93–94, 95b
definition of, 89
emic view in, 110
ethical issues in, 118, 118t
etic view in, 110
in evidence-based practice, 125–127
findings in, 96, 96b
typology of, 97, 98t
fittingness in, 119–120, 119t
foundation of, 100
hypothesis/research question in, 16–17
inductive, 89
informed consent in, 118
interview questions in, 94–95
literature review in, 48–49, 90. See also Literature review
meta-synthesis in, 116–117
961
methodology for, 90–91
methods of, 104. See also specific methods
case study, 113–115, 115b
community-based participatory research, 115–116, 117b
ethnographic, 110–113, 113b
grounded theory, 108–110, 110b
mixed research, 120b
phenomenological, 104–108, 107b
selection of, 105b, 105f
naturalistic setting in, 118, 118t
nature of design in, 118–119, 118t
nursing science and, 103–104, 104f
phenomena in, 125
principles for evaluating, 125–127
process of, 90, 90b, 91b, 91f
recruitment for, 93–94, 94b
research design for, 17
research question in, 30t, 90–91, 94–95
researcher as instrument in, 118t, 119
researcher-participant interaction in, 118t
sample in, 92–93
962
setting for, 93–94
software for, 95–96
study design in, 92
themes in, 95, 124–125, 131t
theory application in, 76–77, 77b
trustworthiness of, 124–125, 141 Quality assurance (QA), 194b, 418t
Quality health care, 406–407, 407b
defined, 20 Quality improvement, 5–8, 406–434
challenge and leading, 427–430
continuous, 406–407, 407b
models for, 415, 416t, 417t
national goals and strategies for health care, 408, 408b, 409t
nurses’ role in health care, 407–408
perspectives, 415
principles of, 407
quality strategy levers, 410–415
benchmarking, 414–415
nursing care quality measurement, 412–414, 413t, 414b
steps and tools for, 415–427, 418t
analysis, 421–426
963
assessment, 421, 421b
develop a plan for, 426–427
lead team formation in, 416–420, 420b
testing and implementation, 427, 431f Quantitative methods,
methodological research, 190–191
mixed methods, 193–194
secondary analysis, 191–193 Quantitative research, 8–9, 9t, 149–164
accuracy in, 152
appraisal for evidence-based practice, 161–162, 162b
appraising, 317–358
bias in, 150
constancy in, 154
control in, 152–155, 155. See also Control
Critical Thinking Decision Path for, 91b, 91f
critique of, 321–357, 326f, 329t, 330t, 333f, 348t, 349t, 350t
external validity in, 159–160
hypothesis/research question in, 16–17
internal validity in, 156
intervention fidelity and, 152–155
964
key points in, 163
literature review in, 47–48, 47f, 50b. See also Literature review
manipulation of independent variable in, 154–155
purpose of, 150–151
randomization in, 155
research question,
conceptualization of, objectivity in, 151–152
feasibility of, 151t
research question in, 30t
stylistic considerations in, 320–321 Quasi-experimental designs, 167b, 173–176, 173b
Critical Thinking Decision Path for, 166b, 166f
in evidence-based practice, 176–177
appraisal for, 177–178, 177b
strengths and weaknesses of, 176, 176b
types of, 174–176, 174f
after-only nonequivalent control group design, 175
nonequivalent control group design, 175
one-group (pretest-posttest) design, 175
time series design, 175–176 Questionnaires, 253–256
965
advantages of, 255–256
bias, 255–256
online, 256
randomization and, 155
respondent burden and, 253, 254 Questions,
clinical., See Clinical questions
closed-ended, 253, 253b, 255b
interview, 94–95
in qualitative research, 94–95
Likert-type, 254, 255b, 255t
open-ended, 253, 253b, 255b
research., See Research questions Quota sampling, 217t, 218–219, 219t. See also Nonprobability
sampling
R
Random error, 249, 263–264
Random sampling., See also Sampling
multistage (cluster), 217t, 223–224
simple, 217t, 221–222
stratified, 217t, 222–223 Random selection,
in probability sampling, 216, 221
966
vs. random assignment, 221 Randomization,
in experimental designs, 167, 168b, 176b
of subjects, 155
vs. random selection, 221 Randomized controlled trial, 167, 170b. See also True experimental
design
Range, 289
Ranking,
interval measurement in, 283t
ordinal measurement in, 284
ratio measurement in, 285 Ratio measurement, 285
Reactive effects, external validity and, 160
Reactivity,
definition of, 160
967
in observation, 251 Reading skills, critical, 10, 10b, 11b
Realignment, vaccine completion and, 450
Recommendations,
critiquing of, 328t, 340, 356–357
in research articles, 18
in research findings, 310–311, 312, 313, 313b Recruitment,
convenience sampling and, 218
data saturation in, 94
from online computer networks, 218, 220
in qualitative research, 93–94, 94b Refereed journals, 55
References, in research articles, 18
Regression, multiple, 299
Regulation, quality strategy levers and, 410, 411b
Relationship and difference studies, 184–189, 188b189b. See also Nonexperimental designs
case control/retrospective/ex post facto studies, 187– 189
cohort/prospective/longitudinal/repeated measures studies, 186–187, 188b
correlational studies, 184–185, 185b
cross-sectional studies, 185–186
968
developmental studies, 185–189, 185b Relative risk (risk ratio), 369t
Relative risk reduction, 369t
Reliability, 264b, 265b, 266b, 270–275
appraisal for evidence-based practice of, 276–278
classic test theory and, 275
Critical Thinking Decision Path for, 269b
critiquing of, 328t, 356
criteria for, 276b
definition of, 263, 270
determining appropriate type of, 269f
equivalence and, 270
examples of reported, 271b
homogeneity and, 270, 272–274, 272b
internal consistency, 272–274, 272b
interrater, 270–271, 271b, 274–275, 275b
item to total correlations, 273, 273t
Kuder-Richardson (KR-20) coefficient and, 268–269, 270–271, 271b, 274, 274b
parallel (alternate) form, 272, 272b, 275
reported, 275
of research articles, 17–18
split-half, 271b, 274
969
stability and, 270b, 271–272
test, measures used to, 270b
test-retest, 271b, 272 Reliability coefficient interpretation, 270–271
Religion, as coping strategy, 456–457
use of, 461, 461t Repeated measures studies, 186–187
Representative sample, 216, 216b
Research, 5–22, 6. See also Research studies
conduct of, 384
deductive, 75
definition of, 6–8
ethnographic., See Ethnographic method
evaluation, 194b
inductive, 74, 89
qualitative research as, 89
links with theory and practice, 68, 68f
methodological, 190–191, 192t
nonexperimental designs, 180–198. See also Nonexperimental designs
outcomes, 194b
qualitative, 8–9, 8t, 88–101, 102–123, 106b. See also Qualitative research
970
quantitative, 8–9, 9t, 145–164. See also Quantitative research
quasi-experimental designs, 173, 167b, 173b. See also Quasi-experimental designs
study purpose, aims, or objectives of, 32, 32b
theoretical frameworks for, 74–75, 74b, 77. See also Theoretical frameworks
theory-generating, 74
theory-testing, 75, 77–78
translation into practice, 383–384
types of, 8–9 Research articles., See also Research studies
abstract as, 15–16, 16b
collection methods in, 18
communicating results in, 19, 19b
data analysis/results in, 18
definition of purpose of study in, 16
discussion in, 18
format and style of, 15–19, 320–321
hypothesis/research question in, 16–17
implications in, 18
integrative reviews of, 19
introduction in, 16
971
journal type and, 320–321
legal and ethical issues in, 233–234t, 233–234
literature review, 16, 16b
meta-analyses of, 19
meta-syntheses of, 19
procedures in, 18
recommendations in, 18
references in, 18
reliability of, 17–18
research design of, 17
sampling section in, 17, 212, 225b
sections of, 320–321
systematic reviews of, 19
theoretical framework in, 16, 16b
validity of, 17–18 Research designs,
critiquing of, 328t, 338, 355
experimental, 167. See also Experimental designs
hypothesis and, 37–38, 37b
literature review and, 48
in qualitative research, 17. See also Qualitative research
972
in quantitative research, 150f, 150. See also Quantitative research
quasi-experimental, 173b, 173. See also Quasi- experimental designs
of research articles, 17 Research findings, 305–316, 306b
clinical significance in, 311
criteria for, 314b
definition of, 306
discussion in, 310–313, 313b
in evidence-based practice,
applying, 380
appraisal for, 368–379
screening, 367, 367b
evidence-based practice, appraisal for, 313–315
generalizability in, definition of, 312
practice implications of, 313b
in qualitative research, 125–126t, 141–144
recommendations in, 310–311, 312, 313, 313b
results in, 306–310, 308b, 310b, 311b
assessing, Critical Thinking Decision Path, 307b, 307f
section, examples of, 309b
973
statistical, 307t
tables in, 309, 309t, 310, 310t
statistical significance in, 311
statistical tests in, 314 Research hypothesis, 36, 291. See also Hypothesis
Research methods, critiquing of, 328t, 356
Research questions, 23–44, 38b, 94–95
in case study method, 113–114
clinical experience and, 25t
comparative, 30t
conceptualization of, objectivity in, 151–152
correlational, 30t
critiquing of, 40–42, 41–42b, 328t, 338, 355
definition of, 24–27, 27b
development of, 24–28, 26f
elements of, 25t
in ethnographic method, 111
experimental, 30t
feasibility of, 151t
fully developed, 28–31
grand tour, 94–95
in grounded theory method, 109
974
hypothesis and, 16–17, 40. See also Hypothesis
literature review and, 27, 27b, 48
in phenomenological method, 106
phenomenology, 30t
population and, 30, 30b, 31t
in qualitative research, 90–91
refining, 24–28
significance of, 28, 28b
testability of, 31, 31b, 31t
variables and, 29–30, 31t Research recommendations, 313b
Research studies., See also research
critiquing, 10. See also Critiquing
risk-benefit ratio, 240, 242b, 242f
unethical, 233–234, 233t. See also Ethical issues Research subjects,
children as, 242–243
consent of., See Informed consent
elderly as, 243
fetuses as, 243
neonates as, 243
pregnant women as, 243
975
prisoners as, 243 Research vignette, journey from description to biobehavioral
intervention, 84–86
Respect for persons, 234–235, 235b, 236–237t
Respondent burden, 253, 254
Rest, pain level at, 474
Results,
communicating, in research articles, 19, 19b
discussion of, in qualitative research, 97–99, 98b, 98t
in research articles, 18
in research findings, 306–310, 308b, 310b, 311b
assessing, Critical Thinking Decision Path, 307b, 307f
section, examples of, 309b
statistical, 307t
tables in, 309, 309t, 310t Retrospective study, 187–189
Revascularization, in NLC group, 501, 502f
Review boards, 227f, 228–229, 240–241, 241b
Risk ratio (relative risk), 369t
Risk/benefit ratio, for research studies, 240
Critical Thinking Decision Path, 242b, 242f Root cause analyses (RCAs), 424
Run chart, 422, 422f, 423b
S
976
Samples,
convenience, 217
definition of, 215–216
elements of, 215–216
inclusion and exclusion criteria in, 92–93
in qualitative research, 92–93, 125–126t, 139–140
recruitment for, 93–94, 94b
representative, 216, 216b
size of, 224–226, 225b, 227f
statistic and, 289
types of, 216–224, 216b, 217t, 222b, 223b, 224b, 224f, 226b
vs. population, 289 Sampling, 212–231
bias in, 217t. See also Bias
in case study method, 114
concepts, 213–216
convenience, 217–218, 217t, 221b. See also Nonprobability sampling
Critical Thinking Decision Path, 224b, 224f
critiquing of, 227, 228b, 328t, 338, 355
data saturation in, 225
definition of, 213
977
in ethnographic method, 111
generalizability in, 153, 227
in grounded theory method, 109
homogeneous, 153–154
inclusion/exclusion criteria in, 214–215, 215f
in “methods” section, of research article, 212
mortality in, 227
multistage (cluster), 217t, 223–224
network, 220–221
nonprobability, 216, 217–221, 217t. See also Nonprobability sampling
overview of, 213
in phenomenological method, 106
populations in, 213–214, 215b, 226b. See also Population
power analysis in, 225–226
probability, 216, 217t, 221. See also Probability sampling
purpose of, 215–216
purposive, 217t, 219–220, 220b, 221b. See also Nonprobability sampling
quota, 217t, 218–219, 219t
recruitment in, convenience sampling and, 218
978
in research articles, 17
sample size in, 224–226, 225b, 227f
samples and, 215–216, 216b
snowballing in, 220 Sampling error, 292
Sampling frame, 221
Sampling units, in multistage (cluster) sampling, 223
San Antonio Contraceptive Study, 233–234t, 236–237t
Satisfaction With Life Scale (SWLS), for cancer survivors, 487
Scale, 254
Scientific observation, 250
Scientific (research) hypothesis, 291–292
Score-related factors, rating pain, 472–474, 472f, 472t
Search engines, 56–60, 56b, 57b, 58b, 60b
Search history, 58, 58b
Secondary analysis, 191–193, 257
Secondary databases, 56
Secondary sources, in literature review, 47, 48t
Selection, definition of, 160
Selection bias, 158
Selection effects, 160
Self-determination, 236–237t
Self-report, in data collection, 248, 252–253
Sensitivity, 373, 374, 374t
Siblings, of adolescent cancer survivors, 488, 491
active coping of, 489, 489t, 490–491
979
avoidant coping of, 489, 489t, 491
coping strategies of, 491
life satisfaction of, 489, 489t, 491
psychological distress of, 489, 489t, 491
on Students’ Life Satisfaction Scale (SLSS), 488 Sign test, 297
Signed rank test for related groups, 297
Simple random sampling, 217t, 221–222
Situational factors, HAV/HAB vaccine series completion and, 438– 439, 443
Situation-specific nursing theories, 72–73, 74t
Six Sigma, 417t
Snowballing, 220
Social desirability, self-report and, 252–253
Social factors, HAV/HAB vaccine series completion and, 444
Social networks, 220
Social support, vaccine completion and, 449
Sociodemographic characteristics, 346
Sociodemographic factors, HAV/HAB vaccine series completion and, 438–439, 443
Software, for qualitative research, 95–96
Solomon four-group design, 170–172, 171f
Spearman rho, 298–299
Special cause variation, 421
Specificity, 373, 374, 374t
Spiritual coping, after infant’s/child’s death, 463
980
measurement of, 459 Spiritual Coping Strategies Scale (SCS), 459
Spirituality,
as coping strategy, 456–457
use of, 461, 461t
of parent, after infant’s/child’s death, 455–466 Split-half reliability, 271b, 274
SQUIRE Guidelines, 427, 429–430t
Stability, reliability and, 271–272
Stakeholder, 388
Standard deviation (SD), 288f, 289
reported statistical results of, 307t Statistical decision making, outcome of, 293f
Statistical hypothesis, 36, 36t
Statistical (null) hypothesis, 291–292, 298
Statistical results, reported, examples of, 307t
Statistical significance, 294, 294b, 295t, 311
Statistical tests, 314
of differences, 295t, 296–297
of relationships, 297–299, 298b Statistics, 295b, 301b
advanced, 299
descriptive, 281–289, 283b, 283f, 285b, 289b
inferential, 281–299, 290f, 291f
981
multivariate, 299
nonparametric, 294–297, 295b
parametric, 294–297
vs. parameters, 289 Stoicism, 479
Stratified random sampling, 217t, 222–223
Structural equation modeling (SEM), 189–190, 299
Structure-Process-Outcome Framework, 415, 418t
Students’ Life Satisfaction Scale (SLSS), for cancer survivors, 487
Studies,
limitations of, 308
tables and figures in, 309, 309t, 310t Study design, of qualitative research, 92
Subject mortality, internal validity and, 227
Summary databases, 56
Survey studies, 182–183, 183b
Systematic (constant) error, 249, 264
Systematic reviews, 19, 201. See also Meta-analysis
bias in, 201
clinical guidelines and, 199–211
components of, 202
critical appraisal in, 206
Critical Thinking Decision Path for, 201b, 201f
definition of, 200
982
in expert-based guidelines, 209–210, 209b
integrative reviews and, 200–201
purpose of, 202
reporting guidelines of, 205–206
tools for, 206
types of, 200–201, 200b System-centered measures, 413t
T
t test/t statistic, 296
reported statistical results of, 307t Tables, in results, of research findings, 309, 309t, 310, 310t
Target population, 213
Task force approach, 388
Technical assistance, quality strategy levers and, 410
Testability,
of hypothesis, 34
of research questions, 31, 31b, 31t Testing,
in experimental designs, 170
internal validity and, 157 Test-retest reliability, 271b, 272
Test(s),
of associations, 296t
983
of differences, 295t, 296–297
of relationships, 297–299, 298b, 299b Themes,
for improvement, 426–427
in qualitative research, 95, 124–125, 131t Theoretical frameworks, 66–82
conceptual, 69b
critiquing, 78–79, 78b
definition of, 69b
literature review and, 47
in research articles, 16, 16b Theoretical sampling, 109
Theory-generating research, 74
Theory(ies), 24
definition of, 68, 69b
as framework for nursing research, 74–75, 74b, 77
generated from nursing research, 74
links with practice and research, 68, 68f
nursing, 70–73
grand, 71–72, 72b, 74t
middle range, 72, 73b, 74t
in practice and research, 71, 71b
situation-specific, 72–73, 74t
984
overview of, 68–69
in qualitative research, 76–77, 77b
from related disciplines, 70, 71t
tested by nursing research, 75
untested, 25t
use in nursing research, 70–75, 71t
in theory generation, 74
in theory-testing, 75, 77–78 Theory-testing nursing research, 75, 75b, 77–78
Therapy articles, 166
Therapy category,
in article’s findings, 368–371, 368t, 369t, 371–373f
in clinical question, 365 Threshold, pain, 474
Time series design, 174f, 175–176
Total Quality Management/Continuous Quality Improvement (TQM/CQI), 415, 417t, 418t. See also Quality improvement
Tough, intrapersonal patient factors, in pain, 474
Training, treatment fidelity and, 325
Translation of research into practice (TRIP), 383–384
website of, 56t Translation science, 385
Treatment effect, 169, 293
Treatment fidelity, training and, 325
Tree diagram, 424–425
985
True experimental design, 173
Trustworthiness, of qualitative research, 124–125, 125–126t, 141
Tuskegee Syphilis Study, 233–234t, 236–237t
Twinrix, 437
accelerated dose series for, 437
administration of, 442 Type I and type II error, 292–294, 293f
Typology, of qualitative research, 97, 98t
U
UCLA Schizophrenia Medication Study, 233–234t
“Unbearable” pain, “bearable” vs., 473
Untested theory, interest in, 25t
US Department of Health and Human Services (USDHHS), 235
V
Validity, 152b, 155–161, 155b, 264–269
appraisal for evidence-based practice of, 276–278
assessment of,
contrasted-groups approach in, 268, 268b
factor analytical approach in, 268–269
hypothesis testing in, 267b
concurrent, 266, 267b
construct, 266–269, 267b
content, 265–266
986
convergent, 267b, 268
criterion-related, 266, 267b
Critical Thinking Decision Path for, 269b
critiquing of, 328t, 356
criteria for, 276b
definition of, 264–265
determining appropriate type of, 269f
divergent (discriminant), 268
external, 159–160
face, 266
internal, 156
predictive, 266, 267b
reported, 275
of research articles, 17–18
threats to, 156b, 161b
Critical Thinking Decision Path for, 159b, 159f Value-based health care purchasing, 412b
Variability, measures, 288–289, 289b
Variables,
antecedent, 175
categorical, 284
continuous, 284b
987
definition of, 29
demographic, 27
dependent, 29, 166
control and, 150
in experimental and/or quasi-experimental designs, 166
dichotomous, 284
discrete, 368, 368t
extraneous, 153
hypothesis and, 33–34
independent, 29, 166. See also Independent variables
of interest, measurement of, 248–249
intervening, 153, 176
mediating, 153
nominal-level, 284
research questions and, 29–30, 31t Veterans Affairs Nursing Outcomes Database, 414
Virginia Henderson International Nursing Library, website of, 56t
W
Web browser, 56
Wilcoxon matched pairs test, 297
Willowbrook Hospital Study, 233–234t, 236–237t
Workforce development, quality strategy levers and, 412
988
World Health Organization, on CVD, 497
989
Special features
These Special Features can be found on the pages listed.
Appraisal for evidence-based practice
Pages: 40, 100, 120, 161, 177, 194, 209, 227, 244, 258, 276, 300, 313
Critical thinking challenges
Pages: 21, 43, 64, 79, 100, 122, 163, 178, 196, 210, 230, 245, 261, 278, 304, 315, 357, 381, 402, 432
Critical thinking decision path
Pages: 38, 54, 91, 105, 159, 166, 182, 201, 224, 242, 249, 269, 283, 290, 291, 307
Critique of a research study
Pages: 127, 321, 340
Critical appraisal criteria
Pages: 41, 63, 78, 120, 127, 162, 177, 195, 208, 209
Research vignette
Pages: 2, 84, 146, 360
990
Table of Contents
Title page 2 Table of Contents 4 Copyright 9 About the authors 12 Contributors 15 Reviewers 18 To the faculty 19 To the student 27 Acknowledgments 29 I. Overview of Research and Evidence-Based Practice 31
Introduction 33 References 36
1. Integrating research, evidence-based practice, and quality improvement processes 39
References 66 2. Research questions, hypotheses, and clinical questions 68
References 100 3. Gathering and appraising the literature 104
References 138 4. Theoretical frameworks for research 140
References 164 II. Processes and Evidence Related to Qualitative Research 169
Introduction 170 References 175
5. Introduction to qualitative research 176 References 197
6. Qualitative approaches to research 198 References 232
7. Appraising qualitative research 235
991
Critique of a qualitative research study 239 References 264 References 268
III. Processes and Evidence Related to Quantitative Research 270
Introduction 272 References 275
8. Introduction to quantitative research 277 References 302
9. Experimental and quasi-experimental designs 304 References 329
10. Nonexperimental designs 331 References 359
11. Systematic reviews and clinical practice guidelines 362 References 383
12. Sampling 386 References 417
13. Legal and ethical issues 419 References 441
14. Data collection methods 443 References 470
15. Reliability and validity 471 References 500
16. Data analysis: Descriptive and inferential statistics 503 References 539
17. Understanding research findings 541 References 559
18. Appraising quantitative research 561 Critique of a quantitative research study 565 Critique of a quantitative research study 590 References 613 References 619 References 622
IV. Application of Research: Evidence-Based Practice 623
992
Introduction 624 References 629
19. Strategies and tools for developing an evidence-based practice 632 References 659
20. Developing an evidence-based practice 661 References 693
21. Quality improvement 700 References 747
Example of a randomized clinical trial (Nyamathi et al., 2015) Nursing case management peer coaching and hepatitis A and B vaccine completion among homeless men recently released on parole
751
Example of a longitudinal/Cohort study (Hawthorne et al., 2016) Parent spirituality grief and mental health at 1 and 3 months after their infant schild s death in an intensive care unit
783
Example of a qualitative study (van dijk et al., 2015) Postoperative patients perspectives on rating pain A qualitative study
802
Example of a correlational study (Turner et al., 2016) Psychological functioning post traumatic growth and coping in parents and siblings of adolescent cancer survivors
831
Example of a systematic review/Meta analysis (Al- mallah et al., 2015) The impact of nurse led clinics on the mortality and morbidity of patients with cardiovascular diseases
852
Glossary 869 Index 903 Special features 990
993
Models of Health Throughout history
/in Nursing /by adminModels of Health Throughout history, society has entertained a variety of concepts of health (David, 2000). Smith (1983) describes four distinct models of health in her classic work: Clinical Model In the clinical model, health is defined by the absence and illness by the conspicuous presence of signs and symptoms of disease. People who use this model may not seek preventive health services or they may wait until they are very ill to seek care. The clinical model is the conventional model of the discipline of medicine. Role Performance Model The role performance model of health defines health in terms of individuals’ ability to perform social roles. Role performance includes work, family, and social roles, with performance based on societal expectations. Illness would be the failure to perform roles at the level of others in society. This model is the basis for occupational health evaluations, school physical examinations, and physician-excused absences. The idea of the “sick role,” which excuses people from performing their social functions, is a vital component of the role performance model. It is argued that the sick role is still relevant in health care today (Davis et al., 2011; Shilling, 2002). Adaptive Model In the adaptive model of health, people’s ability to adjust positively to social, mental, and physiological change is the measure of their health. Illness occurs when the person fails to adapt or becomes maladaptive to these changes. As the concept of adaptation has entered other aspects of American culture, this model of health has become more accepted. For example, spirituality can be useful in adapting to a decreased level of functioning in older adults (Haley et al., 2001).
Eudaimonistic Model In the eudaimonistic model exuberant well-being indicates optimal health. This model emphasizes the interactions between physical, social, psychological, and spiritual aspects of life and the environment that contribute to goal attainment and create meaning. Illness is reflected by a denervation or languishing, a lack of involvement with life. Although these ideas may appear to be new when compared with the clinical model of health, aspects of the eudaimonistic model predate the clinical model of health. This model is also more congruent with integrative modes of therapy (National Institutes of Health, National Center for Complementary and Alternative Medicine [NIH/NCCAM], 2011), which are used increasingly by people of all ages in the United States and the world. In this eudaimonistic model, a person dying of cancer may still be healthy if that person is finding meaning in life at this stage of development.
Obesity In Adults
/in Nursing /by adminTask 1: Social Media Campaign
Introduction:
Part of cultural competency is advocating for sensitive patient populations with regard to health issues or needed improvements in the community. A big part of advocacy is uncovering effective stories discovered in your community assessment. Equally important is understanding how to broadcast your discoveries to the larger community. In our society today, social media is a powerful leveraging tool to get a story out, build support, and demonstrate advocacy.
Requirements:
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Part 1: Field Experience Project Submission
Note: Your timelog must be submitted with your assessment. If both are not submitted at the same time, your task may be returned to you without evaluation.
A. Submit a completed “Community Health Field Experience Timelog” by doing the following:
1. Include the date of each activity.
2. Include a brief description of each activity.
3. Include the name of the contact person, a working phone number, and a full physical address.
Note: If an email address is available for the contact person, you may choose to include it.
4. Include the number of hours spent on each activity (not including preparation time).
5. Describe how each activity relates to your selected Field Experience topic.
6. Record a total of 90 hours that meet each of the following requirements:
● 65 student planned activity hours based on the attached “Field Experience Activities List”
● a maximum of five individual interview hours (i.e., no more than five interviews, no more than one hour per interview)
● no prep time hours (i.e., prep time is not to be included in reported hours)
Note: If your timelog is returned from evaluation, you are required to do an addendum. Please use the link below to access the DocuSign addendum document. Both the original timelog and the addendum timelog must be submitted with the task.
Note: Random audits and verification of time log activities do occur. Violation of the WGU Code of Student Conduct or the Academic Authenticity Policy could result in disciplinary action.
Part 2: Social Media Campaign
Note: The “CDCynergy” web link provided in the web links section below may be useful in completing your social media campaign. The use of this web link is optional, i.e., not required.
B. Write your community health nursing diagnosis statement.
1. Explain how the health concern from your community health nursing diagnostic statement is linked to a health inequity or health disparity within the target population.
a. Discuss the primary community resources and primary prevention resources currently in place to address the health concern.
b. Discuss the underlying causes of the health concern.
2. Discuss the evidence-based practice associated with the Field Experience topic.
a. Identify data about the selected Field Experience topic from the local (e.g., county), state- Florida, and/or national level.
C. Develop a community health nursing social media campaign strategy that will convey your health message and address the Field Experience topic by doing the following:
1. Describe your social media campaign objective.
2. Recommend two population-focused social marketing interventions and justify how each would improve the health message related to your selected Field Experience topic.
3. Describe a social media platform you would use that is appropriate for communicating with the target population-Adults
a. Discuss the benefits of the selected social media platform in supporting preventative healthcare.
4. Discuss how the target population will benefit from your health message.
D. Describe best practices for implementing social media tools for health marketing.
E. Create a social media campaign implementation plan by doing the following:
1. Describe stakeholder roles and responsibilities in implementing the plan.
2. Discuss potential public and private partnerships that could be formed to aid in the implementation of your campaign.
3. Create a specific timeline for implementing your campaign.
4. Explain how you will evaluate the effectiveness of the campaign.
5. Discuss the costs of implementing your campaign.
F. Reflect on how social media marketing supports the community health nurse’s efforts to promote healthier populations.
1. Reflect on how your social media campaign could apply to your future nursing practice.
G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
H. Demonstrate professional communication in the content and presentation of your submission.