000			03916cam a2200241 4500
001			9781136703331
008			140717t2013 xxu||||| |||| 00| 0 eng d
020			_a9781136703331
100			_aBeck, Cheryl Tatano
245		0	_aRoutledge International Handbook of Qualitative Nursing Research _h[electronic resource]
260			_aHoboken : _bTaylor and Francis, _c2013
300			_a1 online resource (1710 p.)
500			_aDescription based upon print version of record.
505			_aCover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; List of figures; List of tables; About the editor; Notes on contributors; Acknowledgments; 1. Introduction to qualitative nursing research; Qualitative nursing research: a subdiscipline; Emergence of qualitative nursing research; Part I: What does qualitative nursing research do?; Part II: Qualitative research methods; Part III: Contemporary issues in qualitative nursing research methods; Part IV: International qualitative nursing research: state of the science; References
505			_aPart I: What does qualitative nursing research do?2. The development of qualitative nursing research; What is qualitative nursing research?; The development of qualitative research; The first phase (1900-1960): The development of qualitative methods; The second phase: Recognition of the essentialness of nursing concepts, 1950-present; The third phase (1960-1985): The emergence of qualitative health research; The fourth phase: qualitative nursing methods: Coming of age, 1990-present; Global dissemination for qualitative methods for nursing
505			_aThe international dispersal of qualitative methods in nursingNurses' contributions to the development of qualitative methods; The implementation failure of qualitative nursing research?; What does qualitative research contribute to nursing knowledge?; The collectiveness of qualitative knowledge; Developing qualitative knowledge: the example of caring; Patterns of researcher programs in qualitative nursing research; Identifying phenomena (Level 1); Delineating the concept of fatigue (Level 2); Working horizontally in Levels 2-6; Metasynthesizing (Level 5); Identifying interventions (Level 8)
505			_aWorking vertically through most of the levelsAcknowledgments; References; 3. Building on ""grab,"" attending to ""fit,"" and being prepared to ""modify"": how grounded theory ""works"" to guide a health intervention for abused women; Background; The theory of Strengthening Capacity to Limit Intrusion (SCLI); Processes and challenges in developing the intervention; Theoretical sensitivity, constant comparison and emergent fit: naming underlying philosophical assumptions and principles of practice; Principles of practice; Modifying the theory in the process of developing the intervention components
505			_aFrom theoretical process to practice componentPutting the intervention into practice; Final thoughts; Acknowledgments; Notes; References; 4. The power of qualitative inquiry: traumatic experiences of marginalized groups; Introduction; Finding and understanding hidden populations; Taking on the next question; Illuminating the edges of experience; Powerful paradigm shifts; Generalizability? You have to be kidding; Prediction; Causality in qualitative research; The social environment as the field; Clinical relevance; Costs and funding; Advocacy and social justice
505			_aQualitative research can be harmful
520			_a[electronic resource].
520			_aQualitative research, once on the fringes, now plays a central part in advancing nursing and midwifery knowledge, contributing to the development of the evidence base for healthcare practice. Divided into four parts, this authoritative handbook contains over forty chapters on the state of the art and science of qualitative research in nursing."
856			_u#gotoholdings _yAccess resource
999			_c58427 _d58427