• The Assessment of the Mother-Newborn Interaction 

      Grace, Jeanne T.
      This study investigated the relationship between individual differences in mother-newborn interactional contingency and individual differences in three month postpartum measures of infant competence, perceived maternal ...
    • Essential skills for evidence-based practice appraising clinical practice guidelines 

      Grace, Jeanne T. (Mahidol University, Thailand, 2013-07)
      Evidence-based clinical practice guidelines allow generalist nurses to benefit from the scholarship and clinical expertise of others. Guidelines summarize the available evidence about a clinical problem and make recommendations ...
    • Essential skills for evidence-based practice: Appraising evidence for therapy questions 

      Grace, Jeanne T. (Mahidol University, Thailand, 2012-01)
      Evidence to support the effectiveness of therapies commonly compares the outcomes between a group of individuals who received the therapy and a group of individuals who did not. Nurses must be able to determine how well ...
    • Essential skills for evidence-based practice: Appraising qualitative research 

      Grace, Jeanne T. (Mahidol University, Thailand, 2014-04)
      Research from qualitative traditions is often ignored as a resource for evidence-based practice. Findings from qualitative research, however, are of particular benefit to generalist nurses. Human responses to health concerns ...
    • Essential skills for evidence-based practice: Evidence access tools 

      Grace, Jeanne T. (Mahidol University, Thailand, 2009-09)
      In an efficient search for evidence to address clinical questions, clinicians consult trustworthy collections of critically evaluated evidence when those resources exist. The “5S” hierarchy organizes these resources in ...
    • Essential skills for evidence-based practice: How to ask a clinical question 

      Grace, Jeanne T. (Mahidol University, Thailand, 2009-01)
      Nurses who wish to apply evidence to practice must be able to ask questions about clinical problems in a format that allows those questions to be answered with evidence. This article contains a discussion of the nature of ...
    • Essential skills for evidence-based practice: Statistics for therapy questions 

      Grace, Jeanne T. (Mahidol University, Thailand, 2010-01)
      Evidence to support the effectiveness of therapies commonly compares the outcomes between a group of individuals who received the therapy and a group of individuals who did not. Nurses must be able to interpret the statistics ...
    • Essential skills for evidence-based practice: Strength of evidence 

      Grace, Jeanne T. (Mahidol University, Thailand, 2009-05)
      The strength of the evidence to answer any clinical question depends on the quantity and quality of the evidence and the consistency of findings across studies. The nature of the clinical question determines what study ...
    • Essential skills for evidence-based practice: Understanding and using systematic reviews 

      Grace, Jeanne T. (Mahidol University, Thailand, 2010-10)
      Systematic reviews are comprehensive reviews of quantitative research literature conducted according to explicit guidelines established in advance. The strengths of systematic reviews as sources of evidence for practice ...
    • A model for applying evidence to nursing practice 

      Grace, Jeanne T. (Mahidol University, Thailand, 2012-04)
      All clinicians who wish to apply evidence to practice should consider how to do so most effectively and how to incorporate patient preferences into their decision-making. Because nursing practice is commonly embedded in ...
    • Research Fables: No. 01 Snow White and the 7 Threats to Validity 

      Grace, Jeanne T.
      I started writing the fables in 1996, when I took over teaching the undergraduate research course. At first, they were "buried treasures" hidden in the on-line course materials (it was a hybrid course, and we were trying ...
    • Research Fables: No. 02 The Hunch-test of Notre Dame 

      Grace, Jeanne T.
      I started writing the fables in 1996, when I took over teaching the undergraduate research course. At first, they were "buried treasures" hidden in the on-line course materials (it was a hybrid course, and we were trying ...
    • Research Fables: No. 03 Goldilocks and the 3 Levels of Data 

      Grace, Jeanne T.
      I started writing the fables in 1996, when I took over teaching the undergraduate research course. At first, they were "buried treasures" hidden in the on-line course materials (it was a hybrid course, and we were trying ...
    • Research Fables: No. 04 Report to the Great Pumpkin 

      Grace, Jeanne T.
      I started writing the fables in 1996, when I took over teaching the undergraduate research course. At first, they were "buried treasures" hidden in the on-line course materials (it was a hybrid course, and we were trying ...
    • Research Fables: No. 05 The Princess and the P-value 

      Grace, Jeanne T.
      I started writing the fables in 1996, when I took over teaching the undergraduate research course. At first, they were "buried treasures" hidden in the on-line course materials (it was a hybrid course, and we were trying ...
    • Research Fables: No. 06 The Triads of Little Pigs 

      Grace, Jeanne T.
      I started writing the fables in 1996, when I took over teaching the undergraduate research course. At first, they were "buried treasures" hidden in the on-line course materials (it was a hybrid course, and we were trying ...
    • Research Fables: No. 07, Cinderella...or the Measurement of True Love 

      Grace, Jeanne T.
      I started writing the fables in 1996, when I took over teaching the undergraduate research course. At first, they were "buried treasures" hidden in the on-line course materials (it was a hybrid course, and we were trying ...
    • Research Fables: No. 08 Little Red Research Student 

      Grace, Jeanne T.
      I started writing the fables in 1996, when I took over teaching the undergraduate research course. At first, they were "buried treasures" hidden in the on-line course materials (it was a hybrid course, and we were trying ...
    • Research Fables: No. 09 Sleeping Beauty 

      Grace, Jeanne T.
      I started writing the fables in 1996, when I took over teaching the undergraduate research course. At first, they were "buried treasures" hidden in the on-line course materials (it was a hybrid course, and we were trying ...
    • Research Fables: No. 10 Wizard of IRB 

      Grace, Jeanne T.
      I started writing the fables in 1996, when I took over teaching the undergraduate research course. At first, they were "buried treasures" hidden in the on-line course materials (it was a hybrid course, and we were trying ...

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