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Meta-analysis is a method of data analysis applied to summarizing research findings, both quantitative and qualitative summaries of individual studies. Rooted in the fundamental values of the scientific enterprise of replicability, causal and correlational analysis, it is useful for answering three general questions: What is the central tendency or typical study outcome? How much variability exists among study outcomes? What is the explanation of the variability? Advanced statistical and mathematical techniques are being used in counting studies with significant and non-significant findings; in combining effect size estimates based on fixed- or random-effects models; in the use of general linear models; and, Bayesian procedures. The methodology of meta-analysis and suggestions for publications are presented as well as appropriate software programs available for use in the meta-analytic process are explored. The benefits of meta-analysis as a research method in effecting health policy development is offered as a pragmatic perspective for future consideration. Conclusions have implications for the use of meta-analysis as a teaching strategy and as a methodology in nursing research and other applied sciences. In view of the rapid pace of knowledge development and increased public demand for accountability, meta-analysis offers an opportunity for organizing phenomena which gives direction for provision of quality health care.

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The purpose of the study was to determine the degree to which several independent variables correlate with perceived instance of academic misconduct among nursing students. Maslow's Need-Goal Motivation Model served as the guiding framework for the study. It was postulated that nursing students' perceptions of their peers' maturity, academic commitment, and neutralizing attitude would be correlated with perceptions of their peers' involvement in various forms of academic misconduct. Results indicated a moderately high degree of correlation exists among the variables (Function I Rc2 = 0.325; p < .001).

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Bold and innovative educational programs are essential to prepare nurses who will effectively meet the demands of health care delivery in the 1990s. The authors describe the process used to develop the guiding documents for a future-oriented curriculum. The key concepts in the statement of philosophy--nurse, consumer, environment, health, and unification--are depicted in the conceptual model of nursing as dynamic relationships. The content of the model and how it was derived from the faculty members' beliefs about nursing are discussed.

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Of 43 adolescent mothers who had been enrolled in a specialized program of prenatal care, 20 reported no subsequent unplanned pregnancy for 2 years. Descriptive statistics were used to identify differences between these nonrepeaters and 23 repeaters. The locus-of-control framework provided the theoretical basis for the study. The two study groups and those lost to follow-up were similar in demographic characteristics. School attendance, contraceptive knowledge, use of contraception, locus of control, and maternal support did not effectively differentiate the two groups. Program activities, including attendance at prenatal groups and nurse/social worker visits, also did not explain recidivism. Implications of these findings for health care providers and for further research are discussed.

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Women's psychological mood and its relationship to satisfaction with participatory perinatal care was examined using a two-group evaluation design of convenience samples (N = 99). Women entered the perinatal experience with similar degrees of anxiety, depression and hostility, but contrary to prediction, the type of perinatal experience, conventional or alternative, was not associated with their psychological mood. However, women in both groups reported less anxiety 2 to 3 days and 4 weeks after delivery than they reported having in general prior to delivery. Women who were more satisfied with care and their participation in care, regardless of whether they had an alternative or conventional perinatal experience, reported less anxiety and depression immediately post delivery. In 4 weeks, satisfaction and participation in care were still negatively related to anxiety.

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Women's degree of participation, satisfaction, and change in health locus of control after giving birth in an alternative birthing unit was examined. A quasiexperimental two-group design of convenience samples (N = 99) was used to compare differences and evaluate the care given. An alternative birthing experience increased women's sense of participation and related to women's satisfaction, but did not change internal scores on the Multidimensional Health Locus of Control Scales. Women's reliance on powerful others increased post delivery. Complications were negatively related to selected aspects of women's satisfaction in labor and delivery, but positively related to satisfaction with antepartal care.

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Obstetric, neonatal, and psychosocial outcomes were compared for 82 matched adolescents who had been pregnant, been delivered of an infant, and received health care in three sites in Rochester, New York. There were no major differences in obstetric and neonatal outcome of adolescents and their babies according to health site. Differences in outcome were expected in the psychosocial area where a specialized maternity project (Rochester Adolescent Maternity Project [RAMP]) offered more services. On follow-up two years later, school attendance and reliance on full or partial assistance were similar. Repeated pregnancy and postpartum use of contraception favored RAMP.

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The authors propose that time be considered as a variable in family process. Previous theory and research on human temporal patterning and experience are reviewed, and empirical generalizations from an initial pilot study concerned with marital and family members' orientation to "morningness" and "nightness" are presented. Further implications from this work-in-progress are delineated.

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This paper has described the groups for pregnant teenagers developed in the Rochester Adolescent Maternity Project. One and one-half year's experience with these groups has allowed the authors time to begin their study of groups and to write a descriptive paper of their evolution. The groups' development goes on while the leaders continue their own theoretical study of groups at this writing. Groups for pregnant adolescents have ranged from group therapy sessions to structured groups where only didactic material is presented. The literature is somewhat limited in its discussion of types of groups and especially in describing group process. This paper differs from others in that both group structure and process, based on the group objectives, are discussed. Information on approaches beneficial to the adolescent have been included. The goals of the group are to help the teenagers work through the developmental tasks of adolescence and pregnancy and to prepare them for the labor, delivery, and initial parenthood experience. Group structure is based on the intent to engage teenagers in resolution of these tasks in order to be prepared at a variety of levels, i.e. cognitive, emotional, etc., for labor, delivery, and parenthood. Co-leadership of the groups and an unstructured format facilitate the movement of the group toward accomplishment of its objectives. Group content issues were explored and techniques developed to handle these issues were suggested. Included were the following: 1. Commitment to the group by the members is assisted by the structure set for the group and the leaders' active outreach to members. 2. Descriptions of emotions and thoughts are made in concrete rather than abstract terms because of the developmental status of the teenagers. 3. Expression of personal feelings, often difficult for teenagers, is aided by the use of a projective technique. 4. Transition from leader-oriented to group-directed discussion is made possible by the group leaders gradually changing their leadership from one of direct interaction to one of facilitating discussion. 5. Polarization of the group in a negative or positive direction is prevented through the use of a neutral group member or active intervention by the group leaders taking on a neltral role. 6. Control, an issue of pregnancy and adolescence, is dealt with on interactional, educational, and emotional levels. 7. Termination is determined by the stage of the group "work" and is identified and facilitated by the group leaders. Research questions needed to document the effectiveness of the group approach to the pregnant adolescent were addressed.

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