Bailey's Research For The Health Professional 3rd Edition, (Ebook PDF) Full Chapter Instant Download
Bailey's Research For The Health Professional 3rd Edition, (Ebook PDF) Full Chapter Instant Download
Bailey's Research For The Health Professional 3rd Edition, (Ebook PDF) Full Chapter Instant Download
https://ebookmass.com/product/gerontology-for-the-health-care-
professional-4th-edition-ebook-pdf/
https://ebookmass.com/product/nutrition-for-dental-health-a-
guide-the-professional-third-edition/
https://ebookmass.com/product/accounting-fundamentals-for-health-
care-management-3rd-edition-ebook-pdf/
https://ebookmass.com/product/health-services-research-
methods-2nd-edition-ebook-pdf/
Ethics for the Legal Professional 8th Edition, (Ebook
PDF)
https://ebookmass.com/product/ethics-for-the-legal-
professional-8th-edition-ebook-pdf/
https://ebookmass.com/product/sourcebook-for-research-in-music-
crabtree/
https://ebookmass.com/product/the-practice-of-qualitative-
research-engaging-students-in-the-research-process-3rd-edition-
ebook-pdf/
https://ebookmass.com/product/public-health-leadership-3rd-
edition-ebook-pdf/
https://ebookmass.com/product/research-methods-in-kinesiology-
and-the-health-sciences-first-edition-ebook-pdf/
3916_FM_i-xx 21/10/14 11:29 AM Page i
Bailey's
Research for
the Health
Professional
THIRD EDITION
3916_FM_i-xx 21/10/14 11:29 AM Page ii
3916_FM_i-xx 21/10/14 11:29 AM Page iii
Bailey's Research
for the Health
Professional
THIRD EDITION
F. A. Davis Company
1915 Arch Street
Philadelphia, PA 19103
www.fadavis.com
Copyright © 2015 by F. A. Davis Company. All rights reserved. This product is protected by copyright. No part of it may be reproduced,
stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,
without written permission from the publisher.
As new scientific information becomes available through basic and clinical research, recommended treatments and drug therapies
undergo changes. The author(s) and publisher have done everything possible to make this book accurate, up to date, and in accord
with accepted standards at the time of publication. The author(s), editors, and publisher are not responsible for errors or omissions
or for consequences from application of the book, and make no warranty, expressed or implied, in regard to the contents of the book.
Any practice described in this book should be applied by the reader in accordance with professional standards of care used in regard
to the unique circumstances that may apply in each situation. The reader is advised always to check product information (package
inserts) for changes and new information regarding dose and contraindications before administering any drug. Caution is especially
urged when using new or infrequently ordered drugs.
R850
610.72—dc23
2014025756
Authorization to photocopy items for internal or personal use, or the internal or personal use of specific clients, is granted by
F. A. Davis Company for users registered with the Copyright Clearance Center (CCC) Transactional Reporting Service, provided that
the fee of $.25 per copy is paid directly to CCC, 222 Rosewood Drive, Danvers, MA 01923. For those organizations that have been
granted a photocopy license by CCC, a separate system of payment has been arranged. The fee code for users of the Transactional
Reporting Service is: / + $.25.
3916_FM_i-xx 21/10/14 11:29 AM Page v
Preface
Research for the Health Professional was designed to be way. This text is appropriate for those just beginning
a practical and informative guide for research and in the research or evidence-based practice journey, but
evidence-based practice for a variety of healthcare stu- can also be an effective tool for more advanced stu-
dents and professionals. The text will guide you to: dents and practitioners or those needing a refresher
course. With these goals in mind, each chapter con-
1. Differentiate research from evidence-based
tains several features.
practice
First, Learning Outcomes define the chapter
2. Discriminate between quantitative, qualitative,
goals and let you know what you can expect to learn
and mixed methods research methodologies
in each chapter. Second, Skill-Building Tips are in-
3. Access and critically evaluate literature related to
cluded at the end of each chapter in bulleted format
your practice area
to summarize practical suggestions for understand-
4. Ignite your passion for your profession or chosen
ing and applying chapter content. These tips have
practice area to inspire participation in research
been accumulated through our experiences in con-
and evidence-based practice activities
ducting research and evidence-based practice and in
5. Apply principles of research and evidence-based
teaching others to do the same. These tips should
practice to design, implement, and evaluate
allow you to avoid some of the common pitfalls and
meaningful research studies or innovative
to move through the research process with greater
evidence-based practice projects
ease. Third, Learning Activities conclude each chap-
6. Share research and evidence-based practice
ter and provide opportunities for critical thinking
findings through a variety of methods
about the chapter content. These questions can serve
7. Engage in collaborative and self-directed learning
as a foundation for each phase of the research
activities to become researchers, evidence-based
process, by allowing you to consider chapter content
practitioners, and professional leaders
from the perspective of your clinic, practice, or re-
We have taken a straightforward, positive, and search situation. Finally, additional resources and
engaging approach to research and evidence-based templates are available within the chapters and in the
practice that draws upon our combined 25 years of online resources through DavisPlus to guide you
teaching experience, from the associate to doctoral through the research process. In addition, a variety of
levels. Understanding and engaging in research and examples from multiple disciplines have been in-
evidence-based practice can be challenging, but with cluded throughout the chapters to demystify more
use of a structured process and a passion for the cho- complex concepts.
sen topic, both can be extremely rewarding and en- Reviewing the chapters in chronological order
lightening. The philosophy of the text is to learn by reflects the approach we have found to be most effec-
“doing,” meaning that mastery of the content is facil- tive for research in traditional, online, and blended
itated via hands-on activities, engaging assignments academic settings. For those more interested in
and discussions, and collaboration with others. evidence-based practice, we recommend reviewing
Our intention was not to write a comprehensive re- sections in the following order: Section I, Section III,
search text, but rather to lead you through each phase Section II, Section IV. In either case, we hope this text
of the research process in a simplified and systematic will guide you to design and conduct a successful
vii
3916_FM_i-xx 21/10/14 11:29 AM Page viii
viii Preface
study or project, and to pursue grant writing or to healthy and fulfilling life, and we remind our stu-
present and publish to share your work with others. dents of this frequently. The chapter photos were
One final feature that we chose to include is the in- taken throughout our writing journey for this book,
spirational quotes and photos that open each chap- as we tried to stay true to our own philosophy. We
ter to set the tone for a positive and engaging learning hope you enjoy the journey and embrace the joys of
experience. Research and evidence-based practice can research and conducting evidence-based practice! The
be challenging and time-consuming, but we believe process will surely change you if you let it!
that it can also be inspiring and fun with proper life
balance. Balancing competing activities and finding Angela N. Hissong
time to enjoy the simple leisures is fundamental to a Jennifer E. Lape
3916_FM_i-xx 21/10/14 11:29 AM Page ix
Reviewers
Diana M. Bailey, OTR, EdD, FAOTA Shirley J. Jackson, MS, OTR/L, FAOTA
Professor Emerita Associate Professor and Former Chairperson
Tufts University Department of Occupational Therapy
Medford, Massachusetts Howard University
Washington, District of Columbia
Joseph A. Beckett, EdD, ATC
Chair, Department of Sports Medicine & Frances E. Kistner, PT, PhD, CEAS
CAAHEP-accredited Athletic Training Education Assistant Professor
Program Director School of Physical Therapy
University of Charleston Massachusetts College of Pharmacy and Health
Charleston, West Virginia Sciences
Worcester, Massachusetts
Nicceta Davis, PT, PhD, MSPT, MPH
Associate Professor Rosemary M. Lysaght, PhD, OTR/L
Doctor of Physical Therapy Program Assistant Professor
Loma Linda University Department of Occupational Therapy
Loma Linda, California University of Utah
Salt Lake City, Utah
Deanna C. Dye, PT, PhD
Physical Therapist Cheryl A. Manthei, NCTMB, MT, MS-IDT,
Wound Care Department BBA, AAS MSG, AAS CHEM
Eastern Idaho Regional Medical Center Program Director, Therapeutic Massage and
Idaho Falls, Idaho Bachelor of Health Services Administration
Department of Health Sciences
Vickie S. Freeman, PhD Baker College of Allen Park
Department Chair and Professor Allen Park, Michigan
Department of Clinical Laboratory Sciences
University of Texas Medical Branch Kevin C. Miller, PhD, AT, ATC
Galveston, Texas Associate Professor
Department of Athletic Training
Rita M. Heuertz, PhD, MT(ASCP) Central Michigan University
Professor, Director of Departmental Research Mount Pleasant, Michigan
Clinical Laboratory Science, Doisy College of Health
Sciences
Saint Louis University
St. Louis, Missouri
ix
3916_FM_i-xx 21/10/14 11:29 AM Page x
x Reviewers
Stanley Paul, MD, PhD, OTR/L Frank B. Underwood, PT, PhD, ECS
Associate Professor Professor
Department of Occupational Science and Therapy Department of Physical Therapy
Keuka College, New York University of Evansville
Keuka Park, New York Evansville, Indiana
Kimberly S. Peer, EdD, ATC, FNATA Janet H. Watts, PhD, OTR, CRC
Athletic Training Education Program Coordinator Associate Professor and Director of
and Associate Professor Post-Professional Graduate Studies
School of Health Sciences Department of Occupational Therapy
Kent State University Virginia Commonwealth University
Kent, Ohio Richmond, Virginia
Acknowledgments
Our deepest gratitude goes to:
Joe and Jere, for understanding our need to flee to the woods, the ocean, or
the spa in order to make this book a reality. We couldn’t have done it with-
out you.
Our family and friends, for your concern and support along the way.
Our faithful and loving canines, Chloe and Sophia, who slept on our laps as we
wrote and gently reminded us to take time to enjoy the simple things in life.
Christa, Karen, and Liz, for believing in us and guiding us throughout the
journey.
Finally, to our students—past and present—who inspired us through their
journeys of research and evidence-based practice, to write a sensible and
lighthearted book to ease the process.
A special thank you from Angela to Dr. Julie Beck for contributing to the Adult & Trans-
formative Learning Influences on the Inquiry Process dialogue in Chapter 2.
xi
3916_FM_i-xx 21/10/14 11:29 AM Page xii
3916_FM_i-xx 21/10/14 11:29 AM Page xiii
Photographs
The chapter opener photos taken during our writing journey are:
EPIGRAPH: The Cabin, Breezewood, Pennsylvania
CHAPTER 1: Harbor of Christiansen, St. Croix, U.S. Virgin Islands
CHAPTER 2: Breathe & Balance Lecture, Philadelphia, PA
CHAPTER 3: Seaside Mahoe Tree, Carambola Beach Resort, St. Croix, U.S.
Virgin Islands
CHAPTER 4: Osprey Nest, Westport, Ontario, Canada
CHAPTER 5: Grandfather Mountain, Linville, North Carolina
CHAPTER 6: Woody Pines—Whitetail Mountain Forest, Beech Creek,
Pennsylvania
CHAPTER 7: North Atlantic Ocean, Island of Bermuda
CHAPTER 8: Enchantment Resort, Sedona, Arizona
CHAPTER 9: Moais Stone Head, Valparaíso, Chile
CHAPTER 10: Cape Hatteras Lighthouse, Buxton, North Carolina
CHAPTER 11: Snowy Stream, Springwood Farm, Pennsylvania
CHAPTER 12: Butterfly, Dupont State Forest, North Carolina
CHAPTER 13: Bald Cypress Tree in the Bayou, New Orleans, Louisiana
CHAPTER 14: Wright Brothers National Memorial, Kill Devil Hills, North
Carolina
CHAPTER 15: Bee & Lily, Garrison Institute, New York
(Photos taken by Angela Hissong, Jennifer Lape, and Joe Lape.)
xiii
3916_FM_i-xx 21/10/14 11:29 AM Page xiv
3916_FM_i-xx 21/10/14 11:29 AM Page xv
Brief Contents
SECTION 1: Beginning the Journey 1 SECTION 4: Common Tasks Along the
CHAPTER 1: Concepts of Research: Journey 149
Embarking on the Journey 3 CHAPTER 11: Before Implementing Your
CHAPTER 2: Identifying a Topic: Purpose Plan: Important Steps and
Balanced With Passion 9 Considerations 151
CHAPTER 3: Reviewing the Literature for CHAPTER 12: The Art of Writing Up the Research
Research and Practice 17 Study or Evidence-Based Practice
CHAPTER 4: Refining the Topic of Interest Project 161
and Developing the Background CHAPTER 13: The Art of Presenting the Research
Story 27 Study or Evidence-Based Practice
Project 177
SECTION 2: Research Methodologies CHAPTER 14: The Art of Publishing the Research
and Designs 33 Study or Evidence-Based Practice
Project 193
CHAPTER 5: Getting Started in the Research
CHAPTER 15: Grant Funding:Insights and
Process 35 203
Approaches
CHAPTER 6: Quantitative Research
APPENDIX A Example of Mixed Quantitative–
Methodology and Design 45
Qualtitative Study 209
CHAPTER 7: Technical Aspects of Quantitative
APPENDIX B Example of Qualitative Study 221
Research 69
APPENDIX C Example of Evidence-Based
CHAPTER 8: Qualitative Research
Practice Project 233
Methodology and Design 95
APPENDIX D Outline for an Informed
CHAPTER 9: Technical Aspects of Qualitative
Consent 239
Research 115
APPENDIX E Guidelines for Informed
Consent for Human Subjects
SECTION 3: Evidence-Based Practice 123
in a Study 241
CHAPTER 10: Understanding the Triad of APPENDIX F Example of Informed
Evidence-Based Practice: Consent—Practitioner Study 245
Evidence; Practitioner Skills and APPENDIX G Example of Informed
Knowledge; and Client Goals, Consent—Student Thesis 247
Values, and Circumstances 125
xv
3916_FM_i-xx 21/10/14 11:29 AM Page xvi
Contents
SECTION 1: Beginning the Journey 1 How Long Should the Literature
Review Be? 23
CHAPTER 1: Concepts of Research: Points to Remember When Writing
Embarking on the Journey 3 the Literature Review 23
Introduction to Research 3 Chapter Summary 23
Journey of Exploration in Research 4
Estimate Time to Complete a CHAPTER 4: Refining the Topic of Interest and
Research Project 4 Developing the Background Story 27
Steps in the Research Process 5 Refine the Question and Develop
Research Process Challenges 6 the Background 27
Synopsis of This Book 6 Problem 27
Background 28
CHAPTER 2: Identifying a Topic: Purpose Purpose of the Study 29
Balanced With Passion 9 Importance of the Study 29
Identifying a Topic: Passion Within Research Question 30
One’s Profession 9 Chapter Summary 31
Adult and Transformative Learning
Influences on the Inquiry Process 10 SECTION 2: Research Methodologies
Educational Aims During the Inquiry
Process 13
and Designs 33
Developing a Topic of Interest 13 CHAPTER 5: Getting Started in the Research
Embracing and Situating the Purpose
Process 35
of the Inquiry 14
Therapeutic Intervention 15 Research Methodologies 35
Management of Healthcare Program 15 Comparison of Quantitative
Environmental and Technological and Qualitative Research 35
Adaptations for Clients 15 Purpose 35
Evaluation of Healthcare Evaluation Designs 35
Procedures 15 Subjects 36
Chapter Summary 15 Researcher’s Relationship With Subjects 36
Data Collection 36
CHAPTER 3: Reviewing the Literature for Data Generated 36
Data Analysis 36
Research and Practice 17 Outcomes 36
Reviewing the Literature 17 Potential Issues 37
How to Do a Literature Search 18 Mixed Methods Designs 37
The Electronic Catalog and Reference General Considerations for Any
Books 19 Research Study 39
U.S. Government Documents 19 Defining and Operationalizing Terms 39
Health Professional Databases, Assumptions 39
Indexes, and Abstracts 20 Scope of the Study and Guiding
Searching and Selecting Databases 21 Conceptual Framework 42
Locating Articles and Books 21 Limitations of the Study 42
Organizing the Material 22 Chapter Summary 43
xvii
3916_FM_i-xx 21/10/14 11:30 AM Page xviii
xviii Contents
Contents xix
xx Contents