Doing A Literature Review In Health And Social Care: A Practical Guide

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Nurse education delivered today influences and shapes nurses of the future. Nurses are the cornerstone of healthcare and play a significant role in the delivery of equitable healthcare. Nurse academics have a duty of care to inform and highlight health inequities in nursing and ultimately to enhance equity in care. Published here Open Access on RADAR Hyslop J, Aveyard H, Abreu G, Appleton JV, 'How do peer networks support people with personal budgets? A review of the research evidence from the UK' Haggman Laitila A, Rompannen J. Outcomes of interventions for nurse leaders’ well being at work. A quantitative systematic review. J Adv Nurs. 2018;74:34–44.

Sibeoni J, Orri M, Colin S, Valentin M, Pradere J, Revah-Levy A. The lived experience of anorexia nervosa in adolescence, comparison of parents’ view of adolescence, parents and professionals: a meta-synthesis. Int J Nurs Stud. 2017;65:25–34. Booth A, Papaioannou D, Sutton A. Systematic appproaches to a successful literature review Sage London; 2012.

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Results: When a patient refuses nursing care, nurses respond by giving information until the patient finally accedes to the procedure. Nurses will go to great lengths to achieve patients" agreement to the procedure, but the extent to which the agreement remains voluntary cannot be ascertained by the data collected in this study. If the patient does not eventually agree to a procedure, there is evidence that nurses will administer the care in the absence of consent. Data sources. Pubmed, Cumulative Index to Nursing and Allied Health Literature, Magonline (internurse), and the Cochrane library. Articles used were published in English during 1990- 2017. Review method. Appraisal and thematic analysis. Results. Sixteen articles are included. Eight themes emerged from the literature: care in the Emergency Department is about living not dying, staff perceive that death is a failure, staff feel underprepared to care for the dying patient and family in this environment, there is limited time for safe standards of care, staff stress and distress, staff use of distancing behaviours, the care of the dying role is devolved from medics to nurses at the end of life, and patients and staff perceive that the Emergency Department is not the preferred place of death. Conclusion. There are areas of concern about end of life care in the Emergency Department. To improve practice and to ensure that a good death occurs, further research is needed. There is a need to understand more about the experience of caregivers when a relative or friend dies in the Emergency Department. Published here Open Access on RADAR

Bettany-Saltikov J. How to do a systematic literature review in nursing: a step-by-step guide. Maidenhead: Open University Press; 2012.

Other pages on systematic reviews

Walczak A, Mcdonald F, Patterson P, Dobinson K, Kimberley A. How does parental cancer affect adolescent and young adult offspring. A systematic review. Int J Nurs Stud. 2018;77:54–80. Doing a Literature Review in Health and Social Care is essential reading for anyone new to reviewing and presenting evidence in a review. -- Provided by publisher. Published here Studies examined within this review included patient participants that informed the analysis and interpretation of data. Published here Open Access on RADAR Sinclair S, Raffin Bouchal S, Venturato L, Milsonic-Kondejewski J, Smith Macdonald L. Compassion fatigue: a meta-narrative review of the health care literature. Int J Nurs Stud. 2017;69:9–24.

Tong A, Flemming K, McInnes E, Oliver S, Craig J. Enhancing transparency in the reporting in the synthesis of qualitative research. BMC Med Res Methodol. 2012;12(1):181. Helen Aveyard is a Principal Lecturer at Oxford Brookes University, in the subject of Adult Nursing where she is involved in the teaching at undergraduate and postgraduate level. This is the book for anyone who has ever wondered what evidence based practice is or how to relate it to practice. Fully updated in this brand new edition, this book is simple and easy to understand - and designed to help those new to the topic to apply the concept to their practice and learning with ease. Nightingale S, Spiby H, Sheen K, Slade P. The impact of emotional intelligence in long term health care professionals on caring behaviours towards patients in clinical and long term settings. Integrative review. Int J Nurs Stud. 2018;80:106–17. Practical solutions to the challenges of using more and better evidence in busy practice settings and in academic workThe book provides a step by step guide to what we mean by evidence based practice and how to apply it. This new edition features: Aveyard H, Edwards S J, West S, 'Core topics of health care ethics: The identification of core topics for interprofessional education' or post analysis, and when or if the data was amalgamated. Implications for research/practice: There is a clear need for evidence-based guidance on the reporting of translation, transcription and analysis of focus group data from countries with linguistic difficulties.

A Beginner's Guide to Evidence Based Practice in Health and Social Care is key reading for everyone involved in looking at and applying evidence in healthcare. -- Provided by publisher. Published here The review should be based on a peer-reviewed protocol (plan) which describes the review question, a rationale for the proposed methods and details of how different types of studies will be located, appraised andsynthesised.

The aim of this paper is to report on qualitative data concerning nurses" use of sedation which were obtained as part of a larger study to explore the way in which nurses obtain consent prior to nursing care procedures. Aim. To use a focused mapping approach to explore the recruitment to studies of grieving and bereaved people. Updated guidance on following a clear search strategy for relevant literature using the appropriate technology Objectives: The aim of this paper is to examine the way in which nurses manage patients who refuse nursing care procedures. Classroom learning was predominately framed through a white lens with white normativity being strongly reinforced through teaching and learning activities. This reinforcement of white normativity was evidenced through two main themes: (i) dominance of whiteness in the teaching and learning of pressure injuries in undergraduate nurse education and (ii) the impact and implications for student nurses of whiteness as the norm in pressure injury teaching. Conclusion