G J Melendez-Torres, A O'Mara-Eves, J Thomas, G Brunton, J Caird, M Petticrew
Interpretive analysis of 85 systematic reviews suggests that narrative syntheses and meta-analyses are incommensurate in argumentation
Research synthesis methods
patients nova scotia access public prenatal education programming study aimed explore whether care providers find patients uninformed misinformed impact patients care providers focus clinical outcomes time resources informed decisionmaking semistructured interviews conducted 13 care providers around halifax cape breton interview guide supplemental openended questions used consistency descriptive qualitative approach employed describe contents interviews interview audiotaped transcribed verbatim interdependent transcriber transcripts analysed using established techniques qualitative descriptive research including coding grouping detailing comparing data using nvivo v12 software cocoder ss independently coded two interviews interrater reliability study revealed six themes 1 concern significant population nova scotians experiencing pregnancy birth postpartum uninformed misinformed 2 consequences patients uninformed misinformed 3 time resources spent care patients uninformed misinformed 4 patients care providers need publicly available education programme particularly vulnerable populations 5 emphasis programme quality disappointment programme previously place 6 recommendations effective prenatal education programme nova scotians study shows care providers believe public prenatal education programme could improve health literacy nova scotia patients seeking health education accessible uninformed misinformed negatively impacts patients experiences outcomes study revealed excess time resources spent individualised prenatal education care providers high individual systemwide cost explored complicated process providing patientcentred care people uninformed misinformed