{"product_id":"how-to-write-your-nursing-dissertation-isbn-9781119757733","title":"How to Write Your Nursing Dissertation","description":"\u003cb\u003ehow to write your nursing dissertation\u003c\/b\u003e \u003cp\u003e\u003ci\u003eHow to Write Your Nursing Dissertation\u003c\/i\u003e provides nursing and healthcare students with authoritative information on developing, writing, and presenting an evidence-based practice healthcare dissertation, project or evidence-informed decision-making assignment. Written by experienced healthcare professionals, this comprehensive textbook offers clear and straightforward guidance on sourcing, accessing, and critically appraising evidence, helping students develop their clinical research and writing skills. The authors address the common difficulties encountered throughout the process of writing a dissertation, project or evidence-informed decision-making assignment, and offer expert tips and practical advice for managing time, developing study skills, interpreting statistics, publishing aspects of the work in a journal or at a conference, and more.\u003c\/p\u003e\u003cp\u003eNow in its second edition, this bestselling guide presents relatable and engaging scenarios to illustrate the setting of standards, explore legal and ethical frameworks, examine auditing and benchmarking, and demonstrate how evidence is applied to real-world problems. Covering the entire dissertation, project or evidence-informed decision-making assignment process from a nursing and healthcare perspective, this innovative textbook:\u003c\/p\u003e\u003cli\u003e\u003cbl\u003eHelps students develop and appropriately answer a clear dissertation, project or evidence-informed decision-making assignment\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003eAddresses the fundamental aspects of evidence-based practice in an accessible and readable style\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003eFeatures new and updated content on mini dissertations, final assessments, and evidence-informed decision-making projects that many healthcare institutions now require\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003ePresents up-to-date information that meets the needs of new healthcare roles, such as the Nursing Associate and Healthcare Assistant\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003eIncludes access to a companion website containing downloadable information, an unabridged dissertation sample, and links to additional resources\u003c\/bl\u003e\u003c\/li\u003e\u003cp\u003e\u003ci\u003eHow to Write Your Nursing Dissertation\u003c\/i\u003e is a must-have guide for nursing and healthcare students, trainees, other healthcare students required to complete an evidence-based practice project, and anyone looking to strengthen their critical appraisal and assignment writing skills. \u003c\/p\u003e\u003cp\u003eList of contributors xiii\u003c\/p\u003e \u003cp\u003eForeword xvii\u003c\/p\u003e \u003cp\u003ePreface xx\u003c\/p\u003e \u003cp\u003eAbout the companion website xxii\u003c\/p\u003e \u003cp\u003eThe Scenarios xxiiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 1 Starting your dissertation journey 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Starting the journey of your final-year project 3\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMegan Bonner-Janes\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat is a final-year project? 3\u003c\/p\u003e \u003cp\u003eWhy do nurses need to do a research-based project? 5\u003c\/p\u003e \u003cp\u003eUndergraduate versus postgraduate projects 6\u003c\/p\u003e \u003cp\u003eWhat are the features of a degree education? 7\u003c\/p\u003e \u003cp\u003eFeatures of a final-year project 8\u003c\/p\u003e \u003cp\u003ePlanning your final-year project: essential considerations 9\u003c\/p\u003e \u003cp\u003eCompleting your final-year project and gaining a good classification 11\u003c\/p\u003e \u003cp\u003eDon’t panic! 13\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Introduction to writing your evidence-based practice dissertation\/project 14\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAlan Glasper, and Diane Carpenter\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSample guidelines for students undertaking a nursing associate project, an undergraduate healthcare project\/dissertation or a master’s degree project 14\u003c\/p\u003e \u003cp\u003eTypical learning outcomes for a nursing associate course 2000-word literature review 15\u003c\/p\u003e \u003cp\u003eTypical learning outcomes for an undergraduate evidence-based practice dissertation\/project 15\u003c\/p\u003e \u003cp\u003eTypical learning outcomes for a postgraduate evidence-based practice dissertation\/project 16\u003c\/p\u003e \u003cp\u003eThe dissertation\/project\/assignment 17\u003c\/p\u003e \u003cp\u003eGuidelines for students undertaking a nursing associate evidence-based practice assignment 18\u003c\/p\u003e \u003cp\u003eGuidelines for students undertaking an undergraduate evidence-based practice final project 19\u003c\/p\u003e \u003cp\u003eGuidelines for students undertaking an undergraduate evidence-based practice dissertation 20\u003c\/p\u003e \u003cp\u003eGuidelines for a typical postgraduate evidence-based practice dissertation\/project module learning outcomes 22\u003c\/p\u003e \u003cp\u003eConclusion 23\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Clinical effectiveness and evidence-based practice: background and history 24\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMary O’Toole and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 24\u003c\/p\u003e \u003cp\u003eHistorical aspects of evidence-based practice 25\u003c\/p\u003e \u003cp\u003eThe contribution of the nursing profession to evidence-based practice 27\u003c\/p\u003e \u003cp\u003eHow is evidence sourced? 27\u003c\/p\u003e \u003cp\u003eConclusion 29\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 What is evidence-based practice and clinical effectiveness? 31\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAndrée le May\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eClinical effectiveness 31\u003c\/p\u003e \u003cp\u003eEvidence-based practice 35\u003c\/p\u003e \u003cp\u003eMaking care more effective 38\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 The challenges of delivering practice based on best evidence (in primary, secondary and tertiary settings) 43\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAndrée le May\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAn evidence base for practice 43\u003c\/p\u003e \u003cp\u003eBarriers to the use of research evidence in practice 45\u003c\/p\u003e \u003cp\u003eEncouraging the use of research evidence in practice 48\u003c\/p\u003e \u003cp\u003eConclusion 53\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 2 Sourcing and accessing evidence for your dissertation 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Sourcing the best evidence 59\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eExploring and refining your question 59\u003c\/p\u003e \u003cp\u003eSearching for research articles 62\u003c\/p\u003e \u003cp\u003eDevising your search strategy 66\u003c\/p\u003e \u003cp\u003eAccessing journal literature 69\u003c\/p\u003e \u003cp\u003eThe Cochrane Library 70\u003c\/p\u003e \u003cp\u003eWebsites and other resources 74\u003c\/p\u003e \u003cp\u003eSupport from your library service 75\u003c\/p\u003e \u003cp\u003eConclusion 78\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 What is grey literature and where can it be found? 80\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat is ‘grey literature’? 80\u003c\/p\u003e \u003cp\u003eWhere can I find grey literature? 81\u003c\/p\u003e \u003cp\u003eImportant websites 82\u003c\/p\u003e \u003cp\u003eWhat about Google scholar? 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Harvard or Vancouver: getting it right all the time 83\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eVancouver system 84\u003c\/p\u003e \u003cp\u003eHarvard system 85\u003c\/p\u003e \u003cp\u003eUse of computer referencing packages 87\u003c\/p\u003e \u003cp\u003eConclusion 88\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Posing an evidence-based practice question: using the PICO and SPICE models 89\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAlan Glasper and Diane Carpenter\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat is the PICO model? 90\u003c\/p\u003e \u003cp\u003eExamples of PICO formulated questions 91\u003c\/p\u003e \u003cp\u003eWhat is the SPICE model? 94\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 3 Developing your healthcare\/evidence-based practice dissertation 97\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Managing your time wisely 99\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAn evidence-based practice healthcare dissertation\/final project or evidence-informed decision-making assignment as a frame of mind 100\u003c\/p\u003e \u003cp\u003eConclusion 104\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Developing your study skills 106\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter, and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eKnowing yourself 108\u003c\/p\u003e \u003cp\u003eBeing organised 111\u003c\/p\u003e \u003cp\u003eOrganising things in terms of what goes where 112\u003c\/p\u003e \u003cp\u003eConsolidating your ideas and activities by talking to others about it 112\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Getting the most from your personal tutor 114\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eEllen Kitson-Reynolds\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBefore approaching your academic support 114\u003c\/p\u003e \u003cp\u003eHow to get started 115\u003c\/p\u003e \u003cp\u003eAgreeing a working pattern 116\u003c\/p\u003e \u003cp\u003eAnticipating and preventing problems 116\u003c\/p\u003e \u003cp\u003eGood planning is the essence 117\u003c\/p\u003e \u003cp\u003eSupervision at a distance 118\u003c\/p\u003e \u003cp\u003eAdditional support 118\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 4 Preparing to use research evidence in your dissertation 121\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Clinical standards, audit and inspection 123\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat is healthcare governance? 124\u003c\/p\u003e \u003cp\u003eWhat are the seven pillars of clinical governance? Are they still relevant in contemporary practice? 126\u003c\/p\u003e \u003cp\u003eThe role of the Care Quality Commission 127\u003c\/p\u003e \u003cp\u003eNICE quality standards 132\u003c\/p\u003e \u003cp\u003eDeveloping audit tools to measure compliance to policy standards 136\u003c\/p\u003e \u003cp\u003eHealthcare regulators 139\u003c\/p\u003e \u003cp\u003eResponding to an adverse incident 143\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Understanding quantitative research 146\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIs it a quantitative study? 146\u003c\/p\u003e \u003cp\u003eWhy quantitative? 148\u003c\/p\u003e \u003cp\u003eTypes of quantitative studies 148\u003c\/p\u003e \u003cp\u003eKey elements in a quantitative study 151\u003c\/p\u003e \u003cp\u003eStrengths of quantitative studies 154\u003c\/p\u003e \u003cp\u003eLimitations 154\u003c\/p\u003e \u003cp\u003eConclusion 154\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Understanding qualitative research 156\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhy qualitative? 157\u003c\/p\u003e \u003cp\u003eTypes of qualitative studies 158\u003c\/p\u003e \u003cp\u003eKey elements in a qualitative study 159\u003c\/p\u003e \u003cp\u003eStrengths of qualitative studies 160\u003c\/p\u003e \u003cp\u003eLimitations 162\u003c\/p\u003e \u003cp\u003eConclusion 163\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Using historical literature 164\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat is the use of history in a world focused on scientific evidence? 165\u003c\/p\u003e \u003cp\u003eWhere does historical research fit methodologically? 165\u003c\/p\u003e \u003cp\u003eWould such a study constitute primary research or would it be possible to appraise historical research that others had done? 167\u003c\/p\u003e \u003cp\u003eCould I possibly justify doing a historical evidence‐based practice project? 168\u003c\/p\u003e \u003cp\u003eHow do I go about undertaking a study based on historical evidence? 168\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 5 Critically appraising evidence 175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Selecting and using appraisal tools: how to interrogate research papers 177\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 177\u003c\/p\u003e \u003cp\u003eWhat 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? 178\u003c\/p\u003e \u003cp\u003eWhat is the best critical appraisal tool to use? 179\u003c\/p\u003e \u003cp\u003eCommencing your critique 180\u003c\/p\u003e \u003cp\u003eIs an individual paper worth adding to the shortlist? Preparing your initial long shortlist 181\u003c\/p\u003e \u003cp\u003eCommencing your initial read and review of an empirical journal paper 181\u003c\/p\u003e \u003cp\u003ePoints to consider about the paper(s) before using any critiquing tool 183\u003c\/p\u003e \u003cp\u003eApplying a critiquing framework tool of your choice to your selected papers 185\u003c\/p\u003e \u003cp\u003eCritiquing models 187\u003c\/p\u003e \u003cp\u003eConclusion 196\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Critically reviewing qualitative papers using a CASP critiquing tool 199\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eScreening questions 200\u003c\/p\u003e \u003cp\u003eThe CASP qualitative questions 201\u003c\/p\u003e \u003cp\u003eData analysis 204\u003c\/p\u003e \u003cp\u003eResearch findings 204\u003c\/p\u003e \u003cp\u003eThe value of the research 205\u003c\/p\u003e \u003cp\u003eReflection 205\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Critically reviewing quantitative papers using a CASP critiquing tool 207\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eQuestion 1 ‘Did the study ask a clearly focused question?’ 208\u003c\/p\u003e \u003cp\u003eQuestion 2 ‘Was this a randomised controlled trial and was it appropriately so?’ 209\u003c\/p\u003e \u003cp\u003eQuestion 3 ‘Were participants appropriately allocated to intervention and control groups?’ 211\u003c\/p\u003e \u003cp\u003eQuestion 4 ‘Were participants, staff and study personnel “blind” to participants study group?’ 211\u003c\/p\u003e \u003cp\u003eQuestion 5 ‘Were all the participants who entered the trial accounted for at its conclusion?’ 213\u003c\/p\u003e \u003cp\u003eQuestion 6 ‘Were the participants in all groups followed up and data collected in the same way?’ 213\u003c\/p\u003e \u003cp\u003eQuestion 7 ‘Did the study have enough participants to minimise the play of chance?’ 213\u003c\/p\u003e \u003cp\u003eQuestion 8 ‘How are the results presented and what is the main result?’ 214\u003c\/p\u003e \u003cp\u003eQuestion 9 ‘How precise are these results?’ 215\u003c\/p\u003e \u003cp\u003eQuestion 10 ‘Were all important outcomes considered so the results can be applied?’ 215\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Critically reviewing a journal paper using the Parahoo model 217\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 217\u003c\/p\u003e \u003cp\u003eFramework for appraisal 218\u003c\/p\u003e \u003cp\u003eConclusion 228\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 6 Taking your dissertation further: disseminating evidence, knowledge transfer; writing as a professional skill 231\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21 Publishing your work or making a conference or poster presentation 233\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eYour dissertation or final assignment is complete: what next? 233\u003c\/p\u003e \u003cp\u003eMotivation 234\u003c\/p\u003e \u003cp\u003eConference poster or abstract and presentation at a conference 235\u003c\/p\u003e \u003cp\u003eWriting a paper for publication 241\u003c\/p\u003e \u003cp\u003eWhat will you do with your evidence-based practice healthcare dissertation\/final project or evidence-informed decision-making assignment? 247\u003c\/p\u003e \u003cp\u003e\u003cb\u003e22 Reflecting on your evidence-based practice healthcare dissertation\/final project or evidence-informed decision-making assignment journey 248\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJustine Barksby\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReflection 248\u003c\/p\u003e \u003cp\u003eFrameworks for reflection 250\u003c\/p\u003e \u003cp\u003eSome final points on reflection 256\u003c\/p\u003e \u003cp\u003eConclusion 257\u003c\/p\u003e \u003cp\u003e\u003cb\u003e23 Building the architecture of your dissertation 258\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Alan Glasper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWriting your evidence‐based practice healthcare dissertation\/final project or evidence‐informed decision‐making assignment 258\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 7 Bonus chapters (website only) 265\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e24 Public health: writing a master’s level dissertation\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSarah Adrienne Hughes\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e25 Critically reviewing a journal paper using the Rees model\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDiane Carpenter and Colin Rees\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e26 Managing a learning difference\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMichelle Cowen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e27 Research governance in practice\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJane March-McDonald\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e28 Using evidence in practice\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIndex 267 \u003c\/p\u003e \u003cp\u003e\u003cb\u003eALAN GLASPER\u003c\/b\u003e is Emeritus Professor of Nursing Studies, University of Southampton, UK. He is also the editor-in-chief of the international journal \u003ci\u003eComprehensive Child and Adolescent Nursing\u003c\/i\u003e.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eDIANE CARPENTER\u003c\/b\u003e is Lecturer in Mental Health Nursing, School of Nursing and Midwifery, Faculty of Health and Human Sciences, University of Plymouth, UK.\u003c\/p\u003e  \u003cp\u003e\u003ci\u003eHow to Write Your Nursing Dissertation\u003c\/i\u003e provides nursing and healthcare students with authoritative information on developing, writing, and presenting an evidence-based practice healthcare dissertation, project or evidence-informed decision-making assignment. Written by experienced healthcare professionals, this comprehensive textbook offers clear and straightforward guidance on sourcing, accessing, and critically appraising evidence, helping students develop their clinical research and writing skills. The authors address the common difficulties encountered throughout the process of writing a dissertation, project or evidence-informed decision-making assignment, and offer expert tips and practical advice for managing time, developing study skills, interpreting statistics, publishing aspects of the work in a journal or at a conference, and more.\u003c\/p\u003e\u003cp\u003eNow in its second edition, this bestselling guide presents relatable and engaging scenarios to illustrate the setting of standards, explore legal and ethical frameworks, examine auditing and benchmarking, and demonstrate how evidence is applied to real-world problems. Covering the entire dissertation, project or evidence-informed decision-making assignment process from a nursing and healthcare perspective, this innovative textbook:\u003c\/p\u003e\u003cli\u003e\u003cbl\u003eHelps students develop and appropriately answer a clear dissertation, project or evidence-informed decision-making assignment\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003eAddresses the fundamental aspects of evidence-based practice in an accessible and readable style\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003eFeatures new and updated content on mini dissertations, final assessments, and evidence-informed decision-making projects that many healthcare institutions now require\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003ePresents up-to-date information that meets the needs of new healthcare roles, such as the Nursing Associate and Healthcare Assistant\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003eIncludes access to a companion website containing downloadable information, an unabridged dissertation sample, and links to additional resources\u003c\/bl\u003e\u003c\/li\u003e\u003cp\u003e\u003ci\u003eHow to Write Your Nursing Dissertation\u003c\/i\u003e is a must-have guide for nursing and healthcare students, trainees, other healthcare students required to complete an evidence-based practice project, and anyone looking to strengthen their critical appraisal and assignment writing skills.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989386182885,"sku":"NP9781119757733","price":27.5,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119757733.jpg?v=1761783909","url":"https:\/\/k12savings.com\/es\/products\/how-to-write-your-nursing-dissertation-isbn-9781119757733","provider":"K12savings","version":"1.0","type":"link"}