This innovative nursing textbook provides a clear guide to writing a winning dissertation. It contains advice and guidance for overcoming many of the difficulties students face in this process. Written by experts in the field, each chapter provides scenarios with  effective solutions and clear principles to follow to answer the issues raised. The book guides you through the stages of finding and assessing literature to answer a clear dissertation question, and the practical skills of writing and structuring a successful dissertation. Chapters include: -          Starting your dissertation journey -          Developing a successful dissertation question -          Sourcing and accessing key literature -          Essential research principles and processes -          Critically appraising research articles -          Implementing evidence-based health care in practice -          Taking your dissertation further, including publications and conferences. Accompanied by a website featuring a range of resources including an unabridged example of a completed dissertation, How to Write Your Nursing Dissertation is essential reading not just for nursing and healthcare students completing dissertations, but all students who need to develop their critical appraisal and assignment writing skills.

Table of Contents:
List of Contributors, xiii Foreword by Professor Carl May, xvi Preface, xviii About the companion website, xix Acknowledgements, xx The scenarios, xxi Section 1 Starting your dissertation journey, 1 1 Starting your dissertation journey, 3 Sheila Reading What are dissertations? , 3 What are the features of a degree education? , 6 Features of a dissertation , 8 Planning your dissertation – essential considerations , 9 Completing your dissertation and gaining a good classification , 11 References, 12 Further reading , 13 2 Introduction to writing your evidence-based practice dissertation, 14 Alan Glasper and Colin Rees Sample guidelines for students undertaking an undergraduate healthcare dissertation , 14 Typical learning outcomes for an undergraduate evidence-based practice dissertation , 15 The dissertation , 16 Guidelines for students undertaking an undergraduate evidence-based practice dissertation , 17 Typical postgraduate evidence-based practice dissertation module learning outcomes , 18 Conclusion, 22 3 Clinical effectiveness and evidence-based practice: background and history, 23 Alan Glasper and Colin Rees Introduction , 23 Historical aspects of evidence-based practice , 24 The contribution of the nursing profession to evidence-based practice , 25 How is evidence sourced? , 26 Conclusion, 27 References, 27 4 What is evidence-based practice and clinical effectiveness?, 29 Andrée le May Clinical effectiveness , 29 Evidence-based practice , 33 Making care more effective , 34 References, 38 5 The challenges of delivering practice based on best evidence (in primary, secondary and tertiary settings), 40 Andrée le May An evidence base for practice , 40 Barriers to the use of research evidence in practice , 42 Encouraging the use of research evidence in practice , 45 Conclusion, 49 References, 49 Section 2 Sourcing and accessing evidence for your dissertation, 53 6 Sourcing the best evidence, 55 Paul Boagy, Pat Maier and Alan Glasper Exploring and refining your question , 55 Searching for research articles , 59 Devising your search strategy , 62 Accessing journal literature , 65 The Cochrane Library , 66 Websites and other resources , 69 Support from your library service , 70 RCN information literacy competencies , 72 Conclusion, 75 References, 76 7 What is grey literature and where can it be found?, 77 Alan Glasper and Colin Rees What is ‘grey literature’? , 77 Where can I find grey literature? , 78 Important websites , 79 What about Google scholar? , 79 References, 79 8 Harvard or Vancouver – getting it right all the time, 80 Alan Glasper and Colin Rees Vancouver system, 81 Harvard system, 82 Use of computer referencing packages , 84 Conclusion, 85 9 Posing an evidence-based practice question: Using the PICO and SPICE models, 86 Alan Glasper and Colin Rees What is the PICO model? , 86 Examples of PICO formulated questions , 88 What is the SPICE model? , 90 References, 92 Section 3 Developing your healthcare/evidence-based practice dissertation, 93 10 Managing your time wisely, 95 Alan Glasper and Colin Rees A dissertation as a frame of mind , 96 Conclusion, 98 References, 100 11 Developing your study skills , 101 Alan Glasper and Colin Rees Knowing yourself, 103 Being organised , 106 Organising things in terms of what goes where , 107 Consolidating your ideas and activities by talking to others about it , 107 Reference , 107 12 Getting the most from your supervisor , 108 Judith Lathlean How to get started , 108 Agreeing a working pattern , 109 Anticipating and preventing problems , 109 Good planning is the essence , 109 Supervision at a distance , 110 Additional support , 111 Resources , 112 Section 4 Preparing to use research evidence in your dissertation, 113 13 Understanding quantitative research , 115 Alan Glasper and Colin Rees Is it a quantitative study? , 115 Why quantitative? , 117 Types of quantitative studies , 117 Key elements in a quantitative study , 120 Strengths of quantitative studies , 120 Limitations , 124 Conclusion, 124 References, 124 14 Understanding qualitative research , 126 Alan Glasper and Colin Rees Why qualitative? , 127 Types of qualitative studies , 128 Key elements in a qualitative study , 129 Strengths of qualitative studies , 131 Limitations , 132 Conclusion, 132 References, 133 Section 5 Critically appraising evidence, 135 15 Selecting and using appraisal tools: How to interrogate research papers , 137 Alan Glasper and Colin Rees Introduction , 137 What is critical appraisal? What are critical appraisal tools? Why is critical appraisal of published research important? What does critical appraisal mean to nurses and other healthcare professionals? , 138 What is the best critical appraisal tool to use? , 139 Commencing your critique , 140 Is an individual paper worth adding to the short list? Preparing your initial long short list , 140 Commencing your initial read and review of an empirical journal paper , 141 Points to consider about the paper(s) before using any critiquing tool , 143 Applying a critiquing framework tool of your choice to your selected papers , 145 Critiquing models, 147 Conclusion, 156 References, 157 16 Critically reviewing qualitative papers using a CASP critiquing tool, 158 Di Carpenter Screening questions , 159 The CASP qualitative questions , 160 Data analysis , 163 Research findings, 163 The value of the research , 164 Reflection , 164 References, 165 17 Critically reviewing quantitative papers using a CASP critiquing tool , 166 Steve George Question 1 ‘Did the study ask a clearly-focused question?’ , 167 Question 2 ‘Was this a randomised controlled trial (RCT) and was it appropriately so?’ , 168 Question 3 ‘Were participants appropriately allocated to intervention and control groups?’ , 171 Question 4 ‘Were participants, staff and study personnel ‘blind’ to participants study group?’ , 171 Question 5 ‘Were all of the participants who entered the trial accounted for at its conclusion?’ , 173 Question 6 ‘Were the participants in all groups followed up and data collected in the same way?’ , 173 Question 7 ‘Did the study have enough participants to minimise the play of chance?’ , 174 Question 8 ‘How are the results presented and what is the main result?’ , 174 Question 9 ‘How precise are these results?’ , 176 Question 10 ‘Were all important outcomes considered so the results can be applied?’ , 176 18 Critically reviewing a journal paper using the Parahoo model , 177 Kader Parahoo and Irene Heuter Introduction , 177 Framework for appraisal , 178 Conclusion, 186 References, 186 19 Critically reviewing a journal paper using the Rees model , 187 Alan Glasper and Colin Rees Conclusion, 192 References, 193 Section 6 How evidence-based healthcare is implemented in practice, 195 20 Using evidence in practice , 197 Tracey Harding, Lisa Harding and Alan Glasper Introduction , 197 Applying research findings to practice: using and applying evidence in practice , 198 Potential barriers to the implementation of change , 205 Change management strategies , 209 Review and evaluation of effectiveness of change , 212 Leadership of change , 214 Using Government policy guidance to help implement evidence-based practice , 216 Can high impact nursing actions result in enhanced patient care? , 219 Conclusion, 223 References, 223 Section 7 Taking your dissertation further: disseminating evidence, knowledge transfer; writing as a professional skill, 227 21 Publishing your dissertation: In a journal or at a conference , 229 John Fowler and Colin Rees Your dissertation is complete: what next? , 229 Motivation , 230 Conference abstract and presentation , 231 Writing a paper for publication , 235 What will you do with your dissertation? , 241 22 Reflecting on your dissertation journey , 242 Wendy Wigley Reflection , 242 Frameworks for reflection , 244 Some final points on reflection , 248 References, 249 23 Building the architecture of your dissertation , 250 Alan Glasper and Colin Rees Writing your evidence-based practice thesis , 250 Reference , 255 24 Glossary of common research and statistical terms , 256 Colin Rees and Peter Nicholls Section 8 Bonus chapters (Website only) www.wiley.com/go/glasper/nursingdissertation, 273 25 Developing a public health evidence-based practice dissertation Palo Almond 26 Using historical literature Di Carpenter 27 Managing a learning difference Michelle Cowen 28 Interpreting statistics Peter Nicholls 29 Research governance in practice Vikki Yule and Martina Prude 30 Developing mechanisms to change clinical practice in the light of evidence: A case study Valerie Wilson 31 Clinical standards, audit and inspection Alan Glasper and Colin Rees Index, 275 There is a companion website for this book: www.wiley.com/go/glasper/nursingdissertation