https://dlib.phenikaa-uni.edu.vn/handle/PNK/379 Bạn đọc sử dụng tài khoản thư viện, đăng nhập để thấy đầy đủ các thông tin tài liệu và xem trực tuyến tài liệu trong các bộ sưu tập. Tài liệu chỉ được hiển thị sau khi bạn đọc đăng nhập vào Thư viện số. Thu, 23 Apr 2026 03:43:02 GMT 2026-04-23T03:43:02Z https://dlib.phenikaa-uni.edu.vn/handle/PNK/387 Nhan đề : Research design and statistical analysis Tác giả : Myers, Jerome L.; Well, Arnold D. Tóm tắt : In writing this book, we had two overriding goals. The first was to provide a textbook from which graduate and advanced undergraduate students could really learn about data analysis. Over the years we have experimented with various organizations of the content and have concluded that bottom-up is better than top-down learning. In view of this, most chapters begin with an informal intuitive discussion of key concepts to be covered, followed by the introduction of a real data set along with some informal discussion about how we propose to analyze the data. At that point, having given the student a foundation on which to build, we provide a more formal justification of the computations that are involved both in exploring and in drawing conclusions about the data, as well as an extensive discussion of the relevant assumptions. The strategy of bottom-up presentation extends to the organization of the chapters. Although it is tempting to begin with an elegant development of the general linear model and then treat topics such as the analysis of variance as special cases, we have found that students learn better when we start with the simpler, less abstract, special cases, and then work up to more general formulations. Therefore, after we develop the basics of statistical inference, we treat the special case of analysis of variance in some detail before developing the general regression approach. Then, the now-familiar analyses of variance, covariance, and trend are reconsidered as special cases. We feel that learning statistics involves many passes; that idea is embodied in our text, with each successive pass at a topic becoming more general. Book Wed, 01 Jan 2003 00:00:00 GMT https://ikr.inceif.org/retrieve/879c64f1-e065-4bdd-a1fe-c7cdc4edc4e3/Research design and statistical analysis.pdf.jpg 2003-01-01T00:00:00Z https://dlib.phenikaa-uni.edu.vn/handle/PNK/382 Nhan đề : Quantitative methods for health research : A practical interative guide to epidemiology and statistics Tác giả : Bruce, Nigel; Pope, Daniel; Stanistreet, Debbi Tóm tắt : Welcome to Quantitative Methods for Health Research, a study programme designed to introduce you to the knowledge and skills required to make sense of published health research, and to begin designing and carrying out studies of your own. The book is based closely on materials developed and tested over almost ten years with the Master of Public Health (MPH) programme at the University of Liverpool, UK. A key theme of our approach to teaching and learning is to ensure a reasonable level of theoretical knowledge (as this helps to provide a solid basis to knowledge), while placing at least as much emphasis on the application of theory to practice (to demonstrate what actually happens when theoretical ‘ideals’ come up against reality). For these reasons, the learning materials have been designed around a number of published research studies and information sources that address a variety of topics from the UK, Europe and developing countries. The many aspects of study design and analysis illustrated by these studies provide examples which are used to help you understand the fundamental principles of good research, and to practise these techniques yourself. The MPH programme on which this book is based, consists of two postgraduate taught modules, one Introductory, the other Advanced, each of which requires 150 hours of study (including assessments), and provides 15 postgraduate credits (1 unit). As students and tutors using the book may find it convenient to follow a similar module-based approach, the content of chapters has been organised to make this as simple as possible. The table summarising the content of each chapter on pages xi to xiii indicates which sections (together with page numbers) relate to the introductory programme, and which to the advanced programme. The use of computer software for data analysis is a fundamental area of knowledge and skills for the application of epidemiological and statistical methods. A complementary study programme in data analysis using SPSS (Statistical Package for the Social Sciences) has been prepared; this relates closely to the structure and content of the book. Full details of this study programme, including the data sets used for data analysis exercises, are available on the companion web site for this book www.wileyeurope.com/college/bruce. The book also has a number of other features designed to enhance learning effectiveness, summarised in the following sections. Book Tue, 01 Jan 2008 00:00:00 GMT https://ikr.inceif.org/retrieve/4b5e7b4a-0c94-4315-9d71-0d1061db1de6/0470022744Quantitative Methods for.pdf.jpg 2008-01-01T00:00:00Z https://dlib.phenikaa-uni.edu.vn/handle/PNK/386 Nhan đề : Qualitative Methods for Health Research Tác giả : Green, Judith; Thorogood, Nicki Tóm tắt : There are a number of excellent introductory textbooks available on qualitative research, so the decision to produce yet another one perhaps needs justifying. We have written this one in response to frequent requests from our students,v who are predominantly postgraduates with considerable professional experience but little prior knowledge of the social sciences. They come from almost all countries in the world, and want an introduction to qualitative methods that is sensitive to the practicalities of doing sound research on health topics in a wide variety of settings. Although the principles of research design and conduct may be the same wherever it is happening, and whatever the topic studied, clearly the practice is not. First, the context of health research may be rather different from that of general social research. It is increasingly undertaken within multi-disciplinary teams, in which the legitimacy of using qualitative ethodologies is still challenged. It is undertaken in institutional contexts (medical schools, health authorities, hospitals) in which the assumed model of research may be clinical, rather than social. Although none of this has any impact on the principles of ‘doing good research’, it does demand a particular range of skills from the researcher, including the ability to explain those principles to a wide range of collaborators and potential users, and an understanding of why the most common conflicts over issues such as research design may occur. Second, most of the social research texts on the market assume a Western setting, and it may be difficult for a reader to grasp the principles if their initial reaction is ‘But that wouldn’t work in my country!’ The first incentive for producing this text was, then, to provide an introduction to qualitative methods that used examples of health research from a number of different settings, so that we can demonstrate how key methodological issues may have different implications in different contexts. We have been aided in this task by colleagues from the London School of Hygiene and Tropical Medicine who work across the world, and we have used examples from their research liberally to illustrate key points. Book Thu, 01 Jan 2004 00:00:00 GMT https://ikr.inceif.org/retrieve/3db931a8-f996-48f8-9e5b-f6cebf4a2216/QualitativeMethods for Health Research.pdf.jpg 2004-01-01T00:00:00Z https://dlib.phenikaa-uni.edu.vn/handle/PNK/385 Nhan đề : Nursing Theorists and their work Tác giả : Alligood, Martha Raile Tóm tắt : This book is a tribute to nursing theorists and a classic in theoretical nursing literature. It presents many major thinkers in nursing, reviews their important knowledge-building ideas, lists their publications, and points the reader to those using the works and writing about them in their own theoretical publications. Unit I introduces the text with a brief history of nursing knowledge development and its significance to the discipline and practice of the profession in Chapter 1. Other chapters in Unit I discuss the history, philosophy of science and the framework for analysis used throughout the text, logical reasoning and theory development processes, and the structure of knowledge and types of knowledge within that structure. Ten works from earlier editions of Nursing Theorists and Their Work are introduced and discussed briefly as nursing theorists of historical significance in Chapter 5. They are Peplau; Henderson; Abdellah; Wiedenbach; Hall; Travelbee; Barnard; Adam; Roper, Logan, Tierney, and Orlando. In Unit II, the philosophies of Nightingale, Watson, Ray, Benner, Martinsen, and Eriksson are presented. Unit III includes nursing models by Levine, Rogers, Orem, King, Neuman, Roy, and Johnson. The work of Boykin and Schoenhofer begins Unit IV on nursing theory, followed by the works of Meleis; Pender; Leininger; Newman; Parse; Erickson, Tomlin, and Swain; and the Husteds. Unit V presents middle range theoretical works of Mercer; Mishel; Reed; Wiener and Dodd; Eakes, Burke, and Hainsworth; Barker; Kolcaba; Beck; Swanson; Ruland and Moore. Unit VI addresses the state of the art and science of nursing theory from three perspectives: the philosophy of nursing science, the expansion of theory development, and the global nature and expanding use of nursing theoretical works. Book Wed, 01 Jan 2014 00:00:00 GMT https://ikr.inceif.org/retrieve/4342f787-5314-4cb0-a9ed-8e57132cb687/Nursing theorist.pdf.jpg 2014-01-01T00:00:00Z