{"product_id":"handbook-of-service-user-involvement-in-nursing-and-healthcare-research-paperback-softback-9781444334722","title":"Handbook of Service User Involvement in Nursing and Healthcare Research (Paperback \/ softback) 9781444334722","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eHandbook of Service User Involvement in Nursing and Healthcare Research\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eElizabeth Morrow (Author), Annette Boaz (Author), Sally Brearley (Author), Fiona Mary Ross (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781444334722, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 23 December 2011\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e224 pages\u003cbr\u003e24.3 x 17.2 x 1.1 cm, 0.355 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e“The book is clearly written with pertinent examples drawn from real life. The index is clear and easy to use.”  (\u003ci\u003eNursing Times\u003c\/i\u003e, 17 September 2012)\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eThis book fills an important niche in the market providing practical expert advice on the involvement of service users - patients, carers and the public - in nursing and healthcare research.   An invaluable guide for anyone working or involved in nursing and healthcare research, this book provides a step-by-step guide to the principles and process of involvement, including understanding the rationale for involvement, designing involvement, working with service users, and evaluating what has been achieved.\u003c\/p\u003e \u003cp\u003eWith illustrations, worked examples and tool sheets throughout, this evidence-based guide uses real life examples from recent research studies in health and social care research, thus relating theory to practice in a meaningful way. \u003ci\u003eThe Handbook of Service User Involvement in Nursing \u0026amp; Healthcare Research\u003c\/i\u003e introduces a wide range of key issues, including:\u003c\/p\u003e \u003cul\u003e \u003cli\u003e\n\u003cb\u003e\u003ci\u003eWhy?\u003c\/i\u003e\u003c\/b\u003e Why should researchers involve service users?\u003c\/li\u003e \u003cli\u003e\n\u003cb\u003e\u003ci\u003eHow\u003c\/i\u003e\u003c\/b\u003e? How can researchers and service users work together successfully and productively?\u003c\/li\u003e \u003cli\u003e\n\u003cb\u003e\u003ci\u003eWho?\u003c\/i\u003e\u003c\/b\u003e Who chooses to become involved in research? How are issues of representation and diversity addressed?\u003c\/li\u003e \u003cli\u003e\n\u003ci\u003e\u003cb\u003eWhen?\u003c\/b\u003e\u003c\/i\u003e At what stage should service users be involved in the research process?\u003c\/li\u003e \u003c\/ul\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eContributors viii  \u003cp\u003eAbout the authors x\u003c\/p\u003e \u003cp\u003ePreface xii\u003c\/p\u003e \u003cp\u003eStructure of the book xv\u003c\/p\u003e \u003cp\u003eAcknowledgements xviii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Preparing 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Perspectives and expectations 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eApproaching service user involvement 4\u003c\/p\u003e \u003cp\u003ePolitical and research contexts of involvement 7\u003c\/p\u003e \u003cp\u003eHistorical roots and social movements 8\u003c\/p\u003e \u003cp\u003ePerspectives of service user involvement 12\u003c\/p\u003e \u003cp\u003eWhat is known about the impact of involvement? 14\u003c\/p\u003e \u003cp\u003eCurrent challenges 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Concepts 18\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eService users 19\u003c\/p\u003e \u003cp\u003eInvolvement 21\u003c\/p\u003e \u003cp\u003eRepresentation 22\u003c\/p\u003e \u003cp\u003eExperiential knowledge 24\u003c\/p\u003e \u003cp\u003eEmpowerment 25\u003c\/p\u003e \u003cp\u003eParticipation 26\u003c\/p\u003e \u003cp\u003eModels of involvement 27\u003c\/p\u003e \u003cp\u003eA theoretical framework for approaching service user involvement in research 30\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Designing involvement 36\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDeciding who to involve 37\u003c\/p\u003e \u003cp\u003eBuilding in opportunities for involvement 40\u003c\/p\u003e \u003cp\u003eResearch methods and approaches to involvement 42\u003c\/p\u003e \u003cp\u003ePlanning involvement 48\u003c\/p\u003e \u003cp\u003ePayments 48\u003c\/p\u003e \u003cp\u003eResearch ethics and governance 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Working relationships 59\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMaking connections 60\u003c\/p\u003e \u003cp\u003eWorking environments 61\u003c\/p\u003e \u003cp\u003eRoles and responsibilities 66\u003c\/p\u003e \u003cp\u003eLegal and ethical issues 67\u003c\/p\u003e \u003cp\u003eTraining and support 68\u003c\/p\u003e \u003cp\u003eCommunication 70\u003c\/p\u003e \u003cp\u003eFeedback and reflection 72\u003c\/p\u003e \u003cp\u003eEmbedding service user involvement 72\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Learning 77\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Patients, clients and carers 79\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePatients who are receiving health care 80\u003c\/p\u003e \u003cp\u003ePeople who are very sick 83\u003c\/p\u003e \u003cp\u003ePeople with rare clinical conditions 85\u003c\/p\u003e \u003cp\u003ePeople who find it difficult to access services 85\u003c\/p\u003e \u003cp\u003ePeople who do not have the capacity to consent 87\u003c\/p\u003e \u003cp\u003eCarers 89\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Involvement over the life course 93\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChildren and their parents 93\u003c\/p\u003e \u003cp\u003eSchool-age children 97\u003c\/p\u003e \u003cp\u003eYoung people 100\u003c\/p\u003e \u003cp\u003eAdults 102\u003c\/p\u003e \u003cp\u003eOlder people 103\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Seldom-heard groups 106\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInvolving seldom-heard groups 107\u003c\/p\u003e \u003cp\u003ePeople with physical disabilities 108\u003c\/p\u003e \u003cp\u003eThe deaf and people who are hard of hearing 110\u003c\/p\u003e \u003cp\u003ePeople who are blind or partially sighted 111\u003c\/p\u003e \u003cp\u003ePeople with learning disabilities 111\u003c\/p\u003e \u003cp\u003ePeople with degenerative cognitive impairment 113\u003c\/p\u003e \u003cp\u003ePeople with mental health problems 113\u003c\/p\u003e \u003cp\u003eBlack and minority ethnic groups 116\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Service user-led research 120\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePersonal health research 121\u003c\/p\u003e \u003cp\u003eVolunteer networks 121\u003c\/p\u003e \u003cp\u003eService user-led organisations 123\u003c\/p\u003e \u003cp\u003eCharities and not-for-profit organisations 125\u003c\/p\u003e \u003cp\u003eExperienced service user representatives 127\u003c\/p\u003e \u003cp\u003eAcademic service user researchers 128\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III Evaluating 133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Quality 135\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIndicators of successful involvement 136\u003c\/p\u003e \u003cp\u003eDocumenting service user involvement work 137\u003c\/p\u003e \u003cp\u003eUsing reflective techniques 139\u003c\/p\u003e \u003cp\u003eReflexivity and service user involvement 142\u003c\/p\u003e \u003cp\u003eQuality experiences of involvement 143\u003c\/p\u003e \u003cp\u003eQuality environments for involvement 146\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Impact 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy we need to know about impact 152\u003c\/p\u003e \u003cp\u003eDesigning an assessment of impact 153\u003c\/p\u003e \u003cp\u003eRecognising impact 154\u003c\/p\u003e \u003cp\u003eRecording impact 157\u003c\/p\u003e \u003cp\u003eReporting impact 161\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 International perspectives 165\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEurope 166\u003c\/p\u003e \u003cp\u003eThe USA 168\u003c\/p\u003e \u003cp\u003eCanada 169\u003c\/p\u003e \u003cp\u003eAustralia and New Zealand 170\u003c\/p\u003e \u003cp\u003eDeveloping countries 172\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Conclusion 176\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSummary conclusions 177\u003c\/p\u003e \u003cp\u003eService user involvement enhancing evidence-based practice 178\u003c\/p\u003e \u003cp\u003eEnriching professional education 179\u003c\/p\u003e \u003cp\u003eTeaching service user involvement in research 180\u003c\/p\u003e \u003cp\u003eDeveloping professional roles 184\u003c\/p\u003e \u003cp\u003eSecuring service user’s commitment to involvement 185\u003c\/p\u003e \u003cp\u003eFurther reading 188\u003c\/p\u003e \u003cp\u003eWeb-based resources 189\u003c\/p\u003e \u003cp\u003eIndex 191\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Nursing \u0026amp; ancillary services [\u003ca title=\"See our other books on Nursing \u0026amp; ancillary services\" 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