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Doing a literature review in health and social care : a practical guide

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Doing A Literature Review In Health And Social Care: A Practical Guide 3rd Edition

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• ISBN-10 0335263070
• ISBN-13 978-0335263073
• Edition 3rd
• Publisher Open University Press
• Publication date January 1, 2014
• Part of series UK Higher Education OUP Humanities & Social Sciences Health & Social Welfare
• Language English
• Dimensions 5.31 x 0.47 x 8.5 inches
• Print length 208 pages
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• Publisher ‏ : ‎ Open University Press; 3rd edition (January 1, 2014)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 208 pages
• ISBN-10 ‏ : ‎ 0335263070
• ISBN-13 ‏ : ‎ 978-0335263073
• Item Weight ‏ : ‎ 9.6 ounces
• Dimensions ‏ : ‎ 5.31 x 0.47 x 8.5 inches
• #246 in Encyclopedias (Books)
• #975 in Medical Research (Books)
• #1,074 in Health Care Delivery (Books)

About the author

Helen aveyard.

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Dr Helen Aveyard

Principal Lecturer - Student Experience

Oxford School of Nursing and Midwifery

• [email protected]

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.

Prior to this she held a research scholarship in Health Care Ethics at King's College University of London where she undertook a doctoral study examining the ways in which informed consent is addressed by nurses prior to nursing care procedures.

Helen is a registered nurse and has had several years clinical experience caring for people with HIV/AIDS. She has presented and published widely on nursing ethics and health care research, including a series of books; ‘ Doing a Literature Review in Health and Social Care ’ (now in its 4th Edition which was nominated for a British Medical Associated award in 2015), ‘ A Beginner’s Guide to Evidence Based Practice ’ (2nd Edition) with Pam Sharp and ‘ A Beginner’s Guide to Critical Thinking and Writing ’ with Pam Sharp and Mary Woolliams which was nominated for a British Medical Association Award in 2012. A postgraduate text ‘ A post-graduate’s guide to doing a literature review ’ was published in early 2016, written with co-authors Sheila Payne and Nancy Preston. She has also co-authored the 3rd edition of an established textbook ' Nursing Research ' with Pam Moule and Margaret Goodman which was also published in 2016.

Teaching/Research interests

• The application of /understanding of evidence based practice at novice /beginner level
• Informed consent prior to nursing care procedures
• The generalisability and diversity of qualitative research methods
• Methods for doing a literature review at different levels of study

Teaching and supervision

• Nursing (Adult) (BSc (Hons))

Modules taught

• Dissertation modules at undergraduate and postgraduate level study

Supervision

Currently supervising several doctoral students, whose topics include patients experiences of readmission in the acute trust, patients' experiences and perceptions of prompting nurses to wash their hands, managaing end of life in the emergency setting, sexuality and young people with IBS.

Research Students

• Teaching and Learning Projects
• A synthesis of the evidence for effective parenting support
• Critical friends project
• Evaluation of student engagement with an online undergraduate research methods module in healthcare
• Paradigms in nursing research
• Publication standards in literature reviews

Publications

Journal articles, book chapters.

Aim: to develop and explore the validity of a Patient Reported Experience Measure (PREM) for adult inpatient diabetes care. Method: 27 in-depth interviews were conducted to inform the development of the 42-item PREM which was cognitively tested with ten people. A refined 38-item PREM was piloted with 228 respondents completing a paper (n=198) or online (n=30) version. The performance of the PREM was evaluated by exploring (i) uptake/number of responses, and (ii) survey validity by investigating whether the PREM data were of adequate quality and delivered useful information. Results: the PREM had low drop-out or missing data rates suggesting it was appropriately constructed. Analysis of item frequencies and variances, and problem score calculations concluded that questions provided sufficient score differentiation. Conclusions: This new PREM allows for experiences of inpatient diabetes care to be measured, understood and reported on to help identify priority areas for improving care quality. 

• Smith G, Aveyard H, Noyes J, Penny K, 'Improving the conduct and reporting of meta-analysis' Journal of Advanced Nursing 79 (9) (2023) pp.3186-3188 ISSN: 0309-2402 eISSN: 1365-2648 Published here  --> Open Access on RADAR 

Background: To date, there is a wealth of evidence that patients have been invited to take an active role in prompting handwashing of hospital staff, but there is insufficient evidence on what happens in practice and whether this is acceptable to both staff and patients. Objective: To understand the role of patient involvement in the promotion of hand hygiene among nurses in the hospital setting. Methods: This qualitative interpretive study comprised of focus group discussions conducted with nurses (n = 36) and interviews with patients (n = 21). Data from nurses were analysed using inductive thematic analysis. Data from patients were analysed by critical incident analysis. Results: Experiences from nurses and patients can be summarised into 4 themes (1) both nurses and patients acknowledged the patients’ right to ask, (2) both groups reported concerns that asking about hand hygiene could have an adverse impact on the nurse-patient relationship, (3) patients reported negative reactions from nurses when promoting handwashing, and (4) patients reported that the promotion of hand hygiene was not only offensive and upsetting for nurses, but also embarrassing for patients. Conclusions: Findings from this study suggest that patients are expected to adopt a passive role in infection control and remain silent when observing non-compliance to hand hygiene within the hospital setting, to avoid being embarrassed, offensive and upsetting to nurses.

Aim.  To explore how nurses' use of electronic health records impacts on the quality of nurse–patient interactions and communication.

Design.  An integrative review.

Data sources.  MEDLINE®, CINAHL®, PscyINFO, PubMed, BNI and Cochrane Library databases were searched for papers published between January 2005 and April 2022.

Review methods.  Following a comprehensive search, the studies were appraised using a tool appropriate to the study design. Data were extracted from the studies that met the inclusion criteria relating to sample characteristics, methods and the strength of evidence. Included empirical studies had to examine interactions or communication between a nurse and patient while electronic health records were being used in any healthcare setting. Findings were synthesized using a thematic approach.

Results.  One thousand nine hundred and twenty articles were initially identified but only eight met the inclusion criteria of this review. Thematic analysis revealed four key themes, indicating that EHR: impedes on face-to-face communication, promotes task-orientated and formulaic communication and impacts on types of communication patterns.

Conclusion.  Research examining nurse–patient interactions and communication when nurses' use electronic health records is limited but evidence suggests that closed nurse–patient communications, reflecting a task-driven approach, were predominantly used when nurses used electronic health records, although some nurses were able to overcome logistical barriers and communicate more openly. Nurses' use of electronic health records impacts on the flow, nature and quality of communication between a nurse and patient.

Impact.  The move to electronic health records has taken place largely without consideration of the impact that this might have on nurse–patient interaction and communication. There is evidence of impact but also evidence of how this might be mitigated. Nurses must focus future research on examining the impact that these systems have, and to develop strategies and practice that continue to promote the importance of nurse–patient interactions and communication.

Patient or Public contribution.  Studies examined within this review included patient participants that informed the analysis and interpretation of data.

Background:  Informed consent prior to nursing care procedures is an established principle which acknowledges the right of the patient to authorise what is done to him or her; consent prior to nursing care should not be assumed. Nursing care procedures have the potential to be unwanted by the patient and hence require an appropriate form of authorisation that takes into consideration the relationship between the nurse and patient and the ongoing nature of care delivery.

Research question:  How do nurses obtain consent from patients prior to nursing care?.

Design:  Critical incident technique and the collection of critical happenings.

Participants:  17 participants who were all qualified nurses took part in in-depth interviews.

Ethical considerations:  Ethical approval was obtained from the university ethics committee.

Findings:  Information giving is a key component prior to nursing care procedures. Nurses provide information to patients as a routine aspect of care delivery, and do so even when the patient is unable to communicate themselves. Whilst some participants described how information giving might be rushed or overlooked at times, it is clearly an established part of nursing care and is provided to ensure the patient knows what to expect when care is delivered. What is less clear is the extent to which information is given in order to seek the consent - rather than merely inform the patient - about nursing care.

Conclusion:  Implied consent is often an appropriate way in which consent is obtained prior to nursing care procedures. It takes into account the ongoing care provision and the relationship that exists between the nurse and patient. However implied consent should not be assumed. Nurses need to ensure that information is given not only to inform the patient about a procedure but to enable the patient to give his or her consent and to find an alternative way forward if the patient withholds their consent.

Antimicrobial stewardship (AMS) has traditionally been the domain of doctors and pharmacists but there is a growing recognition that successful stewardship incorporates a multidisciplinary approach that includes nursing staff. This literature review explores nurses’ perceptions of their role in antimicrobial stewardship within the hospital environment and provides new insights to inform future practice.

Methodology

An integrative literature review was undertaken. Five academic databases were searched, which identified six relevant studies. Whittemore and Knafl's method for conducting an integrative review was followed. ENTREQ guidelines have been adhered to.

Two themes were identified: nurses’ working in partnership with other professionals and engagement in education.

Antimicrobial stewardship illustrates the role of the nurse within the wider multidisciplinary team regarding wider patient safety issues and the need for education to enhance this role.

Relevance to clinical practice

Nurses have a clear role to play in antimicrobial stewardship but need to be fully cognisant of the issues involved. Further clarity on how nurses should enact this role in their complex working environments is required. It is essential that both student and qualified nurses are able to speak up in order to maximise patient safety, fulfil their professional duty and promote the overall effectiveness of AMS if they witness poor antibiotic management practices.

To, firstly, explore student and academic nurse perceptions of classroom content about the assessment and identification of pressure injuries across skin tone diversity and, secondly, to describe the impact of classroom content on student nurse understanding of pressure injury in people with dark skin tones.

Qualitative case study employing focus groups and semi-structured interviews.

Five higher education institutions in the United Kingdom were purposively chosen. At each of the five-case sites, one focus group with student nurses and one semi-structured interview with a nurse academic were conducted between May 2018 and April 2019. The participants’ narratives were transcribed verbatim and analysed via thematic analysis.

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.

Nurses responsible for the design and delivery of teaching and learning experiences for nursing students need to ensure meaningful teaching and learning experiences. This learning should assist future nurses to interrogate their complicity in a system of white dominance.

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.

Literature reviews generally analyse and synthesis the evidence (or lack thereof) in a particular topic area and they are an increasingly popular form of scholarly activity. The scoping review is a popular literature review approach that has been adopted across the social and health sciences over the last fifteen years. With this upsurge in use, differences of opinion about how to analyse and report scoping reviews has also grown. Drawing on work carrying out a scoping review on oral health and child maltreatment, we put forward a structured approach to analysis and reporting of such reviews: the PAGER (Patterns, Advances, Gaps, Evidence for practice and Research recommendations) framework. In this article, we reflect on the strengths and limitations of the framework, drawing on examples, laying out the methodological processes, and making suggestions as to how it might improve reporting. The article makes a contribution to efforts that seek to improve the reporting and utility of scoping reviews in health and social research.

• Alzyood M, Jackson D, Aveyard H, Brooke J, 'COVID‐19 reinforces the importance of handwashing' Journal of Clinical Nursing 29 (15/16) (2020) pp.2760-2761 ISSN: 0962-1067 eISSN: 1365-2702 Published here  -->

Background: Focus group discussions for data collection in nursing research has increased. Data from focus groups provides rich in-depth understanding of a phenomenon, which can inform clinical practice. Guidance on facilitating focus groups has been developed, however there is a lack of guidance on techniques of translating, analysing and presenting focus group data from countries with linguistic differences. Aim: To explore contemporary examples of translating, analysing and presenting focus group data from countries with linguistic differences and provide an in-depth example of the decision making process from one study with focus group data from two countries. Methods: A discussion paper to guide recommendations for focus group data analysis from countries with linguistic differences. Discussion: The experience from undertaking focus groups across two countries and contemporary nursing research has highlighted the need for a clear rationale and transparency in the reporting of translating, analysing and presentation of data. Detailed and transparent reporting needs to include not only the translation process, but when this occurred, either pre 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.

• Fourie S, Aveyard H, Jackson D, 'Older adolescents participating in sensitive research: the voices we can’t hear' Journal of Clinical Nursing 29 (23/24) (2020) pp.4418-4420 ISSN: 0962-1067 eISSN: 1365-2702 Published here  --> Open Access on RADAR 

Stories enable us to explore hidden experiences (East et al 2010) or ‘unknown unknowns’ and are a way for people who have been through illness to share their experiences (Frank 2016). Much research is dependent on human memory (Barusch 2011) and qualitative research in particular relies on people telling stories or accounts to describe their experiences (Palacios et al 2015). Nursing research especially focuses on people's experiences of health and illness (Bonis 2008). Qualitative research can inform and facilitate positive change in health research (Streubert & Carpenter 2011) and focuses on the “meaning rather than the measurement” (Holloway & Biley 2011 p.968). One of the ways meaning can be explored is through asking people about their experiences. Participants are often invited to share their stories with researchers via interviews, focus groups or other means, and their memory is crucial to communicating these. The nature of much nursing research can be described as sensitive (Dempsey et al 2016). Here again memory plays a role, participants are asked to draw on memories of experiences that may be distressing or that may raise unanticipated issues for them. These can have serious consequences and remembering these events can trigger thoughts and emotions which can lead to Post-Traumatic Stress Disorder (PTSD) (McNally 2010). As a concept, memory is rarely discussed or described within qualitative nursing research. Rather, it is taken for granted and there is little acknowledgement that memory is much more complex than a simple storage and retrieval system. A discussion of the implications of this for qualitative nursing research is therefore timely. Furthermore, specific considerations on how to support participants recalling negative or traumatic events are pertinent. 

Background. Nursing research is dedicated to improving care, but research into end of life care can be challenging because of a possible reluctance by researchers to invite bereaved people to take part in studies.

Aim. To use a focused mapping approach to explore the recruitment to studies of grieving and bereaved people.

Discussion. There is no ‘gold standard’ method of recruitment and no best way to approach participants. The outcome of each method, measured by the percentage of potential participants recruited, appears to be unrelated to the approach used.

Conclusion. There is no evidence that participation in research harms those who have recently been bereaved, but there is evidence of benefits from participating.

Implications for practice. Researchers should not feel they need to protect the bereaved from participating in research and can invite bereaved individuals to join a study without worrying about causing them harm.

In this paper we discuss the emergence of many different methods for doing a literature review. Referring back to the early days, when there were essentially two types of review; a Cochrane systematic review and a narrative review, we identify how the term systematic review is now widely used to describe a variety of review types and how the number of available methods for doing a literature review has increased dramatically. This led us to undertake a review of current practice of those doing a literature review and the terms used to describe them.

We undertook a focused mapping review and synthesis. Literature reviews; defined as papers with the terms review or synthesis in the title, published in five nursing journals between January 2017–June 2018 were identified. We recorded the type of review and how these were undertaken.

We identified more than 35 terms used to describe a literature review. Some terms reflected established methods for doing a review whilst others could not be traced to established methods and/or the description of method in the paper was limited. We also found inconsistency in how the terms were used.

We have identified a proliferation of terms used to describe doing a literature review; although it is not clear how many distinct methods are being used. Our review indicates a move from an era when the term narrative review was used to describe all ‘non Cochrane’ reviews; to a time of expansion when alternative systematic approaches were developed to enhance rigour of such narrative reviews; to the current situation in which these approaches have proliferated to the extent so that the academic discipline of doing a literature review has become muddled and confusing. We argue that an ‘era of consolidation’ is needed in which those undertaking reviews are explicit about the method used and ensure that their processes can be traced back to a well described, original primary source.

This literature review was conducted to describe the range of organisations and informal groups providing peer support to personal budget users in the UK between the launch of direct payments in 1997 and 2016. Forty-five research reports included relevant evidence. This has been aggregated to show how peer networks supported individual users, as well as to describe their wider role in policy development and implementation. Despite their diversity, the support they provided often had common characteristics. Peer networks fostered collaboration, enhanced communication, built confidence amongst people who were entitled to a personal budget, and applied specialist knowledge that was often derived from the lived experience of network members. None of these characteristic was exclusive to peer networks. However, they may have been more deeply culturally embedded here than in other settings, which perhaps accounts for the positive experiences of support reported in the research literature.

Background. Assistant practitioners have knowledge and skills beyond the level of traditional support workers, and work in many clinical settings. However, some assistant practitioners lack a clearly defined role and may be under-used due to issues around accountability and uncertainty about their purpose. This paper explores the assistant practitioner role from the perspectives of assistant practitioners and registered nurses. Methods. This study aimed to explore the role of the assistant practitioner from the perspectives of assistant practitioners and registered nurses in two NHS hospital trusts in Oxfordshire, United Kingdom. Six qualitative focus groups were undertaken between February–March 2017. Ethical approval was obtained (FREC 2016/05) and written consent was provided by participants. Data was analysed thematically analysed using the Framework method. Results. Nineteen participants (assistant practitioners, n = 12; registered nurses, n = 7) were recruited using convenience sampling. Emerging themes related to ‘fluctuating roles and responsibilities of assistant practitioners’, ‘role differences between registered nurses and assistant practitioners’, ‘working relationships’, ‘supervision’ and ‘redefining nursing pathways’. The Results and Discussion sections highlight a lack of role clarity and blurring of boundaries between the roles of assistant practitioners and registered nurses, with many tasks undertaken by both. This lack of ownership of ‘nurse-specific’ roles by registered nurses was evident and clear differences were only encountered with regard to accountability. The development of the Nursing Associate role provides managers with the opportunity to redefine staff banding hierarchies to ensure that clinical staff are aware of their role capabilities and limitations and are practicing safely, whilst promoting career development and progression pathways. Conclusion. Addressing issues around role clarity can benefit professional development, satisfaction, role identity and ownership for registered nurses and assistant practitioners, by recognising the individual and collective value they bring to the clinical team. The findings can help inform the development of the Nursing Associate role.

Background. Inflammatory Bowel Disease is a chronic, untreatable condition represented by two illnesses, Crohn's and Ulcerative Colitis. Despite high incidence in well-developed industrialised countries, and the significant impact of symptoms on patient's quality of life, little is known about living with Inflammatory Bowel Disease.

Aim. To explore the patients' experiences of living with Inflammatory Bowel Disease.

Design. A qualitative systematic review.

Data sources. CINAHL, Medline, British Nursing Index and PsycINFO were searched using the following keywords: Inflammatory Bowel Disease AND experiences. We have limited the search to studies published in English from 2000 to 2017.

Review method. Thematic synthesis.

Results. Data from 23 studies, identified that fatigue, incontinence and uncertainty about future, body image, and lack of information from healthcare professionals dominated the experiences of those living with Inflammatory Bowel Disease. Also, patients living with Inflammatory Bowel Disease were reluctant to disclose their illness due to lack of public awareness and stigma surrounding symptoms. From these, an overarching theme has been identified: Living in isolation and exclusion.

Conclusion. Patients with Inflammatory Bowel Disease face a variety of problems, often their priorities and those of healthcare professionals differ greatly. Healthcare professionals have little evidence needed to provide adequate, holistic care to this group. With a rise in the Inflammatory Bowel Disease population in newly industrialised countries it is estimated that the condition is turning into a global disease, potentially making long term care unsustainable. More evidence is needed to understand the concerns of this group.

• Kay Joanne McCallum, MSc; Debra Jackson, PhD; Helen Walthall, PhD; Helen Aveyard, PhD, 'Exploring the quality of the dying and death experience in the Emergency Department: an integrative literature review.' International Journal of Nursing Studies 85 (September 2018) (2018) pp.106-117 ISSN: 0020-7489 eISSN: 1873-491X Abstract --> Aim. The aim of this integrative literature review was to explore the quality of the dying and death experience in the Emergency Department from the perspective of staff and carers. Background. Death in the Emergency Department is common. Understanding the quality of the death and dying experience of patients and their family members is crucial to building knowledge and improving care. Design. Systematic integrative literature review reported following the PRISMA guidelines. 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 
• Henshall C, Allin L, Aveyard H, 'A systematic review and narrative synthesis to explore the effectiveness of exercise based interventions in improving fatigue, dyspnoea and depression in lung cancer survivors' Cancer Nursing 42 (4) (2018) pp.295-306 ISSN: 0162-220X eISSN: 1538-9804 Abstract --> Background. Lung cancer survival rates are increasing; however, lung cancer survivors' mental and physical well-being can suffer from experiencing symptoms of fatigue, dyspnea, and depression. Exercise can improve these symptoms. However, no studies have examined the effects of different exercise interventions on these symptoms. Objective. This review aims to examine the evidence on the effects of exercise interventions on fatigue, dyspnea, and depression in lung cancer survivors. Methods. PRISMA guidelines were followed. CINAHL, MEDLINE, EMBASE, and Cochrane databases were searched between 2000 and May 2017. Gray literature was searched. All identified studies were screened for inclusion. Quantitative data were narratively synthesized. Results. From 852 records retrieved and screened, 10 full-text articles were included. Seven studies had a high risk of bias, 2 had an unclear risk, and 1 study had a low risk, limiting the robustness of findings. Exercise interventions included pulmonary rehabilitation, aerobic exercise, resistance training, exercise and balance programs, and medical qigong. Six studies reported statistically significant reductions in fatigue; 2 reported significant improvements in dyspnea, and one a significant reduction in depression postintervention. Conclusions. Exercise interventions may be effective and are unlikely to cause harm for lung cancer survivors. However, evidence quality is limited. More rigorous study designs are required to provide guidance about which interventions may help lung cancer survivors self-manage these symptoms. Implications for practice. Health professionals should provide comprehensive, customized exercise screening and treatment plans to lung cancer survivors to complement their lifestyle needs and ensure appropriate recommendations aimed at improving symptom control are communicated to them. Published here  --> Open Access on RADAR 
• Blakey EP, Jackson D, Walthall H, Aveyard H, 'What is the experience of being readmitted to hospital for people 65 years and over? : A review of the literature' Contemporary Nurse: Healthcare Across the Lifespan 53 (6) (2018) pp.698-712 ISSN: 1037-6178 eISSN: 1839-3535 Abstract --> Aim: To explore the experience of readmissions to hospital from the perspective of older adults. Methods: A systematic review with an interpretative approach was conducted. CINAHL, Embase, and Medline were consulted in October 2016. Results: Six studies with data collection between 2004 and 2013 fit the relevant criteria and included a total of 68 older adults. Two overarching themes were developed with relevant subthemes: Experience during initial hospital stay distinguished by exclusion (Feeling powerless; Feeling disregarded; Perception of readiness for discharge); Patients experience uncertainty following discharge (Perception that community-based services are not available or adequate; Perception that hospital is the only safe place; Difficulty in adapting to a “new normal”). Conclusions: A cycle of exclusion exists during the initial hospital stay and beyond. The experience of being readmitted to hospital is challenging, mostly perceived as negative, and, existential, emotional and psychological well-being is not satisfactorily addressed by healthcare professionals. Published here  --> Open Access on RADAR 
• Alzyood M, Jackson D, Brooke J, Aveyard H,, 'An integrative review exploring the perceptions of patients and healthcare professionals towards patient involvement in promoting hand hygiene compliance in the hospital setting' Journal of Clinical Nursing 27 (7/8) (2018) pp.1329-1345 ISSN: 0962-1067 eISSN: 1365-2702 Abstract --> Aims and objectives: To review patients' and healthcare professionals’ perceptions of patient involvement in promoting hand hygiene compliance in the hospital setting. Background: Initiatives continue to emphasise the importance of involving patients in their safety at the point of care. A patient-centred care approach aims to empower patients to become active members of the healthcare team. However, understanding the perceptions of patients and healthcare professionals of patient involvement in promoting hand hygiene compliance among healthcare professionals has yet to be fully explored. Design: Integrative literature review. Methods: A five-stage review process informed by Whittemore and Knafl's methodology was conducted. MEDLINE and CINAHL were searched for papers published between January 2009 and July 2017. Data were extracted manually, organised using NVivo 11, and analysed using a thematic analysis. Results: From an identified 240 papers, 19 papers were included in this review. Thematic analysis revealed two main themes, with three related sub-themes. Patients were willing to remind healthcare professionals, especially nurses, to wash their hands. The perception of healthcare professionals toward patients’ involvement varied from one study to another. However, an overall positive attitude toward patient involvement was related to how patients requested, and how healthcare professionals responded, to being asked. Conclusion: There is limited evidence regarding patients’ actual intention to ask healthcare professionals to wash their hands, and also some evidence that patients are reluctant to do so. Further research is required to understand this area thoroughly, including the situations in which patients would feel more empowered to speak up. Relevance to clinical practice: Simple messages promoting patient involvement may lead to complex reactions in both patients and healthcare professionals. It is unclear yet how patients and staff react to such messages in clinical practice. There is a need for a deeper understanding of how they can work together to support harm-free care. Published here  --> Open Access on RADAR 
• Blakey E, Aveyard H, 'Student nurses' competence in sexual health care: a literature review' Journal of Clinical Nursing 26 (23/24) (2017) pp.3906-3916 ISSN: 0962-1067 eISSN: 1365-2702 Abstract --> Aims and objectives. To explore the way in which sexual health care is perceived and experienced by students in clinical practice. Background. Student nurses understand the need to learn about sexual health but report a variety of learning needs and experience challenges acquiring skills to deliver such care in part due to varied clinical experience. Furthermore, there is a paucity of data exploring clinical competence of sexual health care among student nurses. Design and methods. A literature review of the published literature was conducted following a search of online databases. Articles were selected for analysis according to inclusion and exclusion criteria. Eight articles were critically appraised and thematically analysed. Results. The following themes were identified: student nurses report having a positive attitude towards sexual health care; however, many felt uncomfortable about addressing sexual health and are reluctant to initiate a conversation; many student nurses lack knowledge about sexual health; they also lack role models at university and on clinical placement. Student nurse caregiving in relation to sexual health was also noted. Conclusions. It is encouraging that student nurses have some knowledge, but their knowledge assessed is narrow. Their attitude is generally positive although many feel uncomfortable discussing issues of sexual health and sexuality. Very few student nurses report delivering sexual health care. There is a lack of positive role models both on clinical placement and at university. Published here  --> Open Access on RADAR 
• Aveyard H, Woolliams M, 'In whose best interests? Nurses' experiences of the administration of sedation in general medical wards in England: An application of the critical incident technique ' International Journal of Nursing Studies 43 (8) (2006) pp.929-939 ISSN: 0020-7489 Abstract --> Background: Despite concern expressed in recent government documents in the UK about the inappropriate use of sedation when a patient is agitated or confused and cannot consent, there is little nursing literature on the topic. The general legal and ethical principles apply that a patient who is unable to consent should be given care that is in his or her"best interests" . Aim: 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. Method: A purposive sample of 30 qualified nurses in two teaching hospitals in England was obtained. One hundred critical incidents were collected through 30 in-depth interviews as a means of focusing on specific incidents concerning informed consent prior to nursing care procedures in clinical practice. Findings: The administration of sedation to patients who cannot consent was a major theme to emerge. Sedation was sometimes given in the interests of other patients or staff rather than the patient and before alternative strategies had been considered. Nurses were uneasy about the use of sedation in such circumstances, and lacked knowledge as to when it may be appropriate to do so. Conclusions: Nurses need to be familiar with the relevant ethical and legal principles and professional guidance in their own countries for caring for people who cannot consent, and need to be confident in their understanding and application of these principles to ensure that sedation is administered appropriately. Published here  -->
• Aveyard H, 'Informed consent prior to nursing care procedures' Nursing Ethics 12 (1) (2005) pp.19-29 ISSN: 0969-7330 Abstract --> It is largely undisputed that nurses should obtain consent prior to nursing care procedures. This article reports on a qualitative study examining the way in which nurses obtain such informed consent. Data were collected through focus group discussion and by using a critical incident technique in order to explore the way in which nurses approach consent prior to nursing care procedures. Qualified nurses in two teaching hospitals in England participated in the study. An analysis of the data provides evidence that consent was often not obtained by those who participated in the study and that refusals of care were often ignored. In addition, participants were often uncertain how to proceed with care when the patient was unable to consent. Consent prior to nursing care procedures is an essential but undeveloped concept, for which a new ethos is required. Published here  -->
• Aveyard H, Edwards S J, West S, 'Core topics of health care ethics: The identification of core topics for interprofessional education' Journal of Interprofessional Care 19 (1) (2005) pp.63-69 ISSN: 1356-1820 Abstract --> Objectives: The aim of this project was to identify core topics of health care ethics that could be taught through an inter-professional approach to undergraduate education. Design: Five nominal group technique workshops. Setting and participants: Teaching staff from different professional disciplines in our university (nursing branches, occupational therapy and physiotherapy). Results: Seven core topics of health care ethics that are common across all disciplines were identified. However participants in all workshops identified the need for case studies used in teaching and learning to be specific to the clinical setting encountered by the student. Conclusion: Despite the identification of core topics that apply to all disciplines, caution should be taken when seeking to integrate these into an inter-professional undergraduate programme. There is evidence from other studies that students have difficulty in transferring knowledge from one context to another. In view of this, an inter-professional approach to health care ethics teaching to a group, members of which do not encounter shared clinical ethical problems may be inappropriate. It is suggested that inter-professional learning in undergraduate health care ethics should focus on facilitating learning in the clinical area with students who share similar ethical encounters, in which case the learning will be truly inter-professional. Published here  -->
• Aveyard H, 'The patient who refuses nursing care' Journal of Medical Ethics 30 (4) (2004) pp.346-350 ISSN: 0306-6800 Abstract --> Objectives: The aim of this paper is to examine the way in which nurses manage patients who refuse nursing care procedures. Design: This paper reports on a qualitative study which was undertaken to explore the way in which nurses obtain consent prior to nursing care procedures. Focus groups were carried out to obtain background data concerning how consent is obtained. Critical incidents were collected through in depth interviews as a means of focusing on specific incidents in clinical practice. Setting: Two teaching hospitals in England. Participants: Purposive sample of qualified nurses. 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. Conclusions: Nurses are concerned to obtain the patient" s consent prior to the administration of nursing care but if this cannot be achieved do not regard obtaining consent as an absolute requirement. Consent is preferred, but not considered essential. Nurses have some understanding of the principles of informed consent but do not apply them to everyday clinical nursing practice. Published here  -->
• Aveyard H, 'The patient who is unable to consent to nursing care' International Journal of Nursing Studies 40 (7) (2003) pp.697-705 ISSN: 0020-7489 Abstract --> The aim of this paper is to examine the way in which nurses manage patients who are unable to consent to nursing care procedures. This paper reports on a qualitative study using focus groups and critical incidents collected through in-depth interviews to explore the way in which nurses obtain consent prior to nursing care procedures. The finding indicate that nurses are uneasy about administering care to a patient who cannot consent. When complicating factors are present this unease is exacerbated and sometimes the appropriate delivery of care is withheld. Published here  -->
• Aveyard H, 'Implied Consent Prior to Nursing Care Procedures' Journal of Advanced Nursing 39 (2002) pp.201-207 ISSN: 0309-2402 eISSN: 1365-2648
• Aveyard H, 'The Requirement for Informed Consent Prior to Nursing Care Procedures' Journal of Advanced Nursing 37 (2002) pp.243-249 ISSN: 0309-2402 eISSN: 1365-2648
• Aveyard H, 'Is There a Concept of Autonomy That Can Usefully Inform Nursing Practice?' Journal of Advanced Nursing 32 (2000) pp.352-358 ISSN: 0309-2402 eISSN: 1365-2648
• Aveyard H, 'Illicit drug use: Information-giving strategies requested by students in higher education' Health Education Journal 58 (3) (1999) pp.239-248 ISSN: 0017-8969 Abstract --> This study forms part of a two-year project at a UK university in which the provision of information to students about illicit drugs was explored alongside the development of supportive systems and policies within the university. A questionriaire and focus-group study was undertaken to identify students' perceived need for information and support. Students rejected the traditional 'one-off' campaigning strategy in favour of an on-going process of information- giving which occurs unobtrusively in the course of everyday life. Specifically, this information should focus on the confidential nature of help available and the implications of drug-taking while at university. Published here  -->
• Aveyard H, 'Assessment of patient competence to consent to nursing procedures ' Journal of Cancer Nursing 1 (2) (1997) pp.99-100 ISSN: 1364-9825 Published here  -->
• Aveyard H, 'Is it ever permissible to discharge an illicit drug user from hospital?' British Journal of Nursing 5 (4) (1996) pp.234-236 ISSN: 0966-0461 Abstract --> The management of a patient who uses illicit, non-prescribed drugs while on hospital premises presents an increasing challenge to health-care staff, particularly when these patients are admitted to hospital with human immunodeficiency virus (HIV)-related conditions. Effective management of the problem raises various issues: 1. The patient is acting illegally 2. The patient may endanger other patients by his/her actions 3. The patient is engaging in health-threatening behaviour.
• Aveyard H, Greenway K, Parsons L, A beginner's guide to evidence based practice (4th ed.) , Open University Press (2023)
• Helen Aveyard, Doing a literature review in health and social care (5th edition) , Open University Press (2023)

This text is a comprehensive, highly readable guide to how to undertake a literature review in health and social care, tailored specifically for postgraduate study. Essential reading for all those undertaking any study at post-graduate level,  the book provides clarity and a step by step approach to doing a literature review from start to finish which will enable you to:

• Identify which type of review is appropriate for your study • Select the literature that you need to include in your review • Search for, appraise and analyse relevant literature • Write up your review

Crucially the book explores the common features of a broad range of types of literature review, which serve different functions – including the literature review that is a pre-requisite prior to a larger empirical study, and the literature review that is a study in its own right.

With real-life examples of written research and succinct summaries at the end of each chapter, A Post-Graduate’s Guide to Doing a Literature Review in Health and Social Care is the ideal text for students wanting to get the very most from their study. -- Provided by publisher.

This best-selling book is a step-by-step guide to doing a literature review for students in all areas of health and social care. It is vital reading for all those doing their undergraduate dissertation or any study that involves doing a literature review.

This book provides a practical guide to doing a literature review from start to finish. This fourth edition includes:

• A broad range of real life examples of how to overcome challenges in the process • How to get your question right • Updated guidance on following a clear search strategy for relevant literature using the appropriate technology • Expanded guide to using a range of critical appraisal tools • Increased emphasis on presenting your findings or using them in practice • Tips and coverage on how to write up your review

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.

Have you heard of 'evidence-based practice' but don't know what it means?

Are you struggling with relating evidence to your practice?

Do you want a straight forward, clearly written and practical guide to evidence-based practice?

This is the book for anyone who has ever wondered what evidence-based practice is, how to relate it to practice or use it in academic work. Fully updated in this brand new edition, this book uses simple and easy to understand language to help those new to the topic. It provides a step by step guide to what we mean by evidence-based practice and how to apply this concept to your practice and learning.

This new edition features:

• Additional explanations with examples from health and social care practice, using a wider range of reviews and research • Inclusion of contemporary issues such as predatory journals, use of social media and rapid reviews • Practical solutions to the challenges of using more and better evidence in busy practice settings and in academic work • Revised and expanded useful web links highlighted throughout the book • Clearer explanations of difficult research terms and an updated glossary • New end-of-chapter quizzes to help assess how much you have learned

A Beginner's Guide to Evidence-Based Practice in Health and Social Care, 3rd Edition is key reading for both students and professionals who need to search for, appraise and apply evidence in nursing, allied health care or social care. -- Provided by publisher.

• Aveyard H, Payne S, Preston N, A postgraduate's guide to doing a literature review in health and social care , Open University Press (2016) ISBN: 9780335263684
• Aveyard H, Sharp P, Woolliams M, A beginner's guide to critical thinking and writing in health and social care (2nd ed.) , Open University Press (2015) ISBN: 9780335264346 eISBN: 9780335264353 Published here  -->

This bestselling book is a step-by-step guide to doing a literature review in health and social care. It is vital reading for all those undertaking their undergraduate or postgraduate dissertation or any research module which involves a literature review.

The book provides a practical guide to doing a literature review from start to finish. This third edition includes:

* Even more examples of real life research scenarios

* More emphasis on how to ask the right question

* New and updated advice on following a clear search strategy

* Expanded guide to using a range of critical appraisal tools

* More coverage of how to write up your results

Doing a Literature Review in Health and Social Care, 3rd Edition is essential reading for students at all levels within the health and social care field and a useful text for anyone new to reviewing and appraising evidence. -- Provided by publisher.

Have you heard of 'evidence based practice' but don't know what it means? Are you having trouble relating evidence to your practice?

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.

The book provides a step by step guide to what we mean by evidence based practice and how to apply it. This new edition features:

* Additional material on literature reviews and searching for literature

* Even more examples for health and social care practice

* Extra material on qualitative research and evidence based practice

* Expanded section on hierarchies of evidence and how to use them

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.

• Aveyard H, Sharp P, Woolliams, A beginner's guide to critical thinking and writing in health and social care , Open University Press (2011) ISBN: 9780335243662 eISBN: 9780335243679 Published here  -->
• Aveyard H, Doing a literature review in health and social care: A practical guide (2nd ed.) , Open University Press (2010) ISBN: 9780335238859 Abstract --> This bestselling book is a step-by-step guide to doing a literature review in health and social care. It is vital reading for all those undertaking their undergraduate or postgraduate dissertation or any research module which involves a literature review. The new edition has been fully updated and provides a practical guide to the different types of literature that you may come across when undertaking a literature review. It includes: -Examples of commonly occurring real life scenarios encountered by students. -Emphasis on the importance of setting a question at the very start of the project. -Advice on how to follow a clearly defined search strategy. -Details of a wide range of critical appraisal tools. Doing a Literature Review in Health and Social Care 2/e is essential reading for students at all levels within the health and social care field - and a useful text for anyone new to reviewing and appraising evidence.
• Aveyard H, Sharp P, A beginner's guide to evidence-based practice in health and social care , Open University Press (2009) ISBN: 9780335236039 Abstract --> Have you heard of 'evidence based practice' but don't know what it means? Are you having trouble relating evidence to your practice? This is the book for anyone who has ever wondered what evidence based practice is or how to relate it to practice. This accessible book presents the topic in a simple, easy to understand way, enabling those unfamiliar with evidence based practice to apply the concept to their practice and learning. Using everyday language, this book provides a step by step guide to what we mean by evidence based practice and how to apply it. It also: -Provides an easy to follow guide to searching for evidence. -Explains how to work out if the evidence is relevant or not. -Explores how evidence can be applied in the practice setting. -Outlines how evidence can be incorporated into your academic writing. 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 - students, practice educators, mentors and practising health and social care professionals.
• Aveyard H, Doing a literature review in health and social care: A practical guide , Open University Press (2007) eISBN: 9786611330736
• Aveyard H, Neale J, 'Critical Incident Technique' in Research methods for health and social care , Palgrave Macmillan (2008) ISBN: 9780230500785 eISBN: 2.30500781E8 Abstract --> Part IV Published here  -->
• Aveyard H, Hawley G, 'How to do ethical health care research' in Ethics in clinical practice: An inter-professional approach , Pearson education (2007) ISBN: 9780132018272 eISBN: 1.32018276E8
• Aveyard H, review of Ethics in Nursing Education, Research and Management. Perspectives From Europe International Journal of Nursing Studies 40 (2003) pp.795-796 ISSN: 0020-7489 eISSN: 1873-491X Published here  -->
• Aveyard H, review of Ethics, Power and Policy. the Future of Nursing in the Nhs International Journal of Nursing Studies 40 (2003) pp.911-911 ISSN: 0020-7489 eISSN: 1873-491X Published here  -->
• Aveyard H, review of Patients Autonomy, Privacy and Informed Consent International Journal of Nursing Studies 39 (2002) pp.669-669 ISSN: 0020-7489 eISSN: 1873-491X

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• Nursing and Midwifery Council

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Doing a Literature Review in Health and Social Care Helen Aveyard Doing a Literature Review in Health and Social Care OUP: McGraw-Hill Education £163;17.99 184pp 9780335238859 0335238858 [Formula: see text]

• PMID: 27759508
• DOI: 10.7748/nop.23.1.9.s11

WRITTEN IN simple and easy to understand language, this book provides practical and useful guidance for health and social care students. each chapter is well organised and summarised. The book is well illustrated with real-life scenarios and examples encountered by students. It can help students devise their research question and develop a clear literature search strategy. It also provides detailed information about various critical appraisal tools that can be used to approach different types of studies.