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Title: Pragmatism as the philosophical underpinning of the Joanna Briggs meta-aggregative approach to qualitative evidence synthesis
Authors: Hannes, Karin ×
Lockwood, Craig #
Issue Date: 2011
Publisher: Blackwell Scientific Publ.
Series Title: Journal of Advanced Nursing vol:67 issue:7 pages:1632-1642
Abstract: Aim
This paper presents a discussion of the role of the philosophy of pragmatism in the Joanna Briggs meta-aggregative approach to qualitative evidence synthesis.
Background
An increasing number of qualitative evidence syntheses are being published in journals, many of them inspired by an interpretive or a critical-realist perspective. One approach to qualitative evidence synthesis is meta-aggregation. Originally designed to model the transparency, auditability and reliability of the established process for effectiveness reviews meta-aggregation makes a case for the production of synthesized statements that refer to ‘lines of action’ informing decision making at the clinical or policy level.
Data Sources
This paper draws from the literature written on the philosophy of pragmatism (1877 to 2008) and from the user guidance on meta-aggregation developed and produced by the Joanna Briggs Institute between 2004 and 2007.
Discussion
Meta-aggregation as a methodology is founded on the principles and assumptions of the philosophic traditions of pragmatism. Meta-aggregation can only reach its full potential if the ‘lines of action’ suggested will somehow be supported by measures of effectiveness, as demonstrated in mixed method research.
Implications for nursing
The ‘lines of action’ presented as the result of a meta-aggregative synthesis are directive in nature and inform health care practitioners at the point of practical decision making.
Conclusion
The real verification of the ‘lines of action’ suggested in a meta-aggregation consists in the satisfactorily-ending consequences, mental or physical, which the synthesized statements that summarize the basic ideas emerging from the studies are able to generate in end users.
ISSN: 0309-2402
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Methodology of Educational Sciences
× corresponding author
# (joint) last author

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