This new edition of Ann Bowling's well-known and highly respected text has been thoroughly revised and updated to reflect key methodological developments in health research. It is a comprehensive, easy to read, guide to the range of methods used to study and evaluate health and health services. It describes the concepts and methods used by the main disciplines involved in health research, including: demography, epidemiology, health economics, psychology and sociology.The research methods described cover the assessment of health needs, morbidity and mortality trends and rates, costing health services, sampling for survey research, cross-sectional and longitudinal survey design, experimental methods and techniques of group assignment, questionnaire design, interviewing techniques, coding and analysis of quantitative data, methods and analysis of qualitative observational studies, and types of unstructured interviewing. With new material on topics such as cluster randomization, utility analyses, patients' preferences, and perception of risk, the text is aimed at students and researchers of health and health services. It has also been designed for health professionals and policy makers who have responsibility for applying research findings in practice, and who need to know how to judge the value of that research.

Research Methods in Health. Investigating health and health services

Transcultural Health Care: A Culturally Competent Approach

Culture Care Diversity and Universality: A Theory of Nursing edited by Madeleine M. Leininger, PhD, RN, FAAN; Sudbury, MA: Jones and Bartlett, 2001; 448 pages, $34.95 This new release of a book published 10 years ago by the National League for Nursing is said to be the definitive and comprehensive source for Leininger's culture care theory. It is presented in three parts: Part I is a description of the theory and its underpinnings by Leininger. Part II, in nine chapters, describes the research method to study culture care, by Leininger, followed by research by various authors who have used the theory and method. Part III, in three chapters, all by Leininger, focuses on findings from research that have used the theory and the method and use of the theory in education and administration. A final chapter addresses the relevance of the culture care theory in projecting the future of nursing. The reissue of this book is both timely and welcome. Leininger has almost single-handedly transformed our thinking about the need for culture care in all domains, whether it be in nursing care, in educational programs, or administration of patient care services. As our country has become more and more multicultural, and as we have come to see the impact of events in other parts of the world on our daily lives, the theory of "culture care diversity and universality" assumes an importance not previously felt or understood. The author makes some attempt to place her culture care theory within the framework of the broader theory development enterprise in nursing and the different approaches used to develop theory. She concludes that culture care theory does not fit well with existing thinking on theory development approaches, and that theories in nursing have been conceptualized within the logical positivist and quantitative paradigm. Culture care theory, on the other hand, was "conceptualized within the qualitative discovery paradigm with largely inductive emic (people-centered) views and not from the researcher's a priori hypotheses" (p. 24). The central issue of concern to this reviewer is not with the utility and elegance of this theory, for it has both. It is rather, that it claims too much for itself and does not recognize the place, utility, co-existence, or indeed, complementarity, of other theoretical approaches, especially if they are developed within the positivist paradigm, and worse yet, if they demand quantitative approaches for verification of hypotheses derived from them. The book appears to claim that culture care theory and knowledge are sufficient to address all dimensions of nursing. …

Culture Care Diversity and Universality: A Theory of Nursing

How does one decolonize and reclaim the meanings of research and researcher, particularly in the context of Western research? Indigenous communities have long experienced oppression by Western researchers. Is it possible to build a collaborative research knowledge that is culturally appropriate, respectful, honoring, and careful of the Indigenous community? What are the challenges in Western research, researchers, and Western university methodology research training? How have ‘studies’ – critical anti-racist theory and practice, cross-cultural research methodology, critical perspectives on environmental justice, and land-based education – been incorporated into the university to disallow dissent? What can be done against this disallowance? According to Eve Tuck and K Wayne Yang’s (2012) suggestion, this article did not use the concept of decolonization as a substitute for ‘human rights’ or ‘social justice’, but as a demand of an Indigenous framework and a centering of Indigenous land, Indigenous sovereign...

https://journals.sagepub.com/doi/pdf/10.1177/1747016117733296

Decolonizing Both Researcher and Research and Its Effectiveness in Indigenous Research.

Ensuring an informed and effective dementia workforce is of international concern; however, there remains limited understanding of how this can be achieved. This review aimed to identify features of effective dementia educational programs. Critical interpretive synthesis underpinned by Kirkpatrick’s return on investment model was applied. One hundred and fifty-two papers of variable quality were included. Common features of more efficacious educational programs included the need for educational programs to be relevant to participants’ role and experience, involve active face-to-face participation, underpin practice-based learning with theory, be delivered by an experienced facilitator, have a total duration of at least 8 hours with individual sessions of 90 minutes or more, support application of learning in practice, and provide a structured tool or guideline to guide care practice. Further robust research is required to develop the evidence base; however, the findings of this review have relevance for all working in workforce education.

Effective dementia education and training for the health and social care workforce: A systematic review of the literature

This text is primarily for pre-registration nursing students and emphasizes the centrality of the client at all levels of decision making. An anti-discriminatory stance is adopted, which recognizes the different forms that discrimination may take, and cultural diversity is seen as enriching.

Transcultural care: a guide for health care professionals.

A new framework for critiquing health-related research is presented in this article. More commonly used existing frameworks tend to have been formulated within the quantitative research paradigm. While frameworks for critiquing qualitative research exist, they are often complex and more suited to the needs of students engaged in advanced levels of study. The framework presented in this article addresses both quantitative and qualitative research within one list of questions. It is argued that this assists the ‘novice’ student of nursing and health-related research with learning about the two approaches to research by giving consideration to aspects of the research process that are common to both approaches and also that differ between quantitative and qualitative research.

/pdf/developing-a-framework-for-critiquing-health-research-3p8cpwgwx9.pdf

Developing a framework for critiquing health research

This paper presents the results of a needs analysis carried out during a 2-year European Union-funded project titled ‘Intercultural education of nurses and health professionals in Europe’.

Aims: The study aimed to explore the perceived learning and teaching needs of students and practitioners of health-care professions in relation to preparation for working in another European country and/or in a multicultural environment. The participating countries were: Belgium, Bulgaria, Germany, Romania and the UK.

Methods: Questionnaires, consisting of open questions, were completed by a total of 118 participants. Data analysis adopted both a priori and inductive approaches. The predetermined constructs of cultural awareness, cultural knowledge, cultural sensitivity and cultural competence were used to structure suggestions for theoretical input and practical activities and experiences. Inductive analysis revealed other emergent themes that underpin all four of these constructs.

Results: Practical experiences form a fundamental part of preparation for labour mobility and/or for practice within a multicultural environment. However, health-care practitioners need to be adequately prepared for such experiences and value the opportunity to learn about culture, to explore values and beliefs, and to practise intercultural skills within the safe environment of an educational establishment, facilitated by skilled teachers.

Intercultural education of nurses and health professionals in Europe (IENE).

Cultural knowledge (the second stage) can be gained in a number of ways. Meaningful contact with people from different ethnic groups can enhance knowledge around their health beliefs and behaviours as well as raise understanding around the problems they face. Through sociological study the students can be encouraged to learn about power, such as professional power and control, or make links between personal position and structural inequalities.

Papadopoulos, Tilki and Taylor Model for developing cultural competence.

The involvement of patients and the public in the planning of health care is high on the political agenda. However, user involvement in health care remains under-researched and there are few models on which to draw. This case study examined a Patient Participation Group attached to one primary care practice in North London at a time when the transition was being made to Primary Care Groups and Trusts. A combined approach using both quantitative and qualitative research was used to evaluate the work of the
group. The usual problems with representativeness were identified, together with the difficulty of attracting
new members to the group. The Patient Participation Group members felt that they functioned better when the practice was fund-holding and had difficulty identifying with the concept of the Primary Care Group with its wider remit.

/pdf/user-involvement-in-primary-care-a-case-study-examining-the-4aweuutiva.pdf

User Involvement in Primary Care: A case study examining the work of one Patient Participation Group attached to a primary care practice in North London

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