Commentary on Paley J (2008) Spirituality and secularization: nursing and the sociology of religion. Journal of Clinical Nursing17, 175–186

Abstract

included study Cortazzi et al. (2001) reported on the use of both incidental, anecdotal and formal peer teaching and learning strategies, as reported in the outcomes ‘Narratives mediate learning by re-telling experience, students learn by reflection’ (Secomb 2008). In health science education literature many learning outcomes are self reported, peer evaluated, client reported or clinician evaluated, therefore level of evidence is considered but not central to the investigation (Secomb 2008). The inclusion of this type of information can highlight significant factors and further research responsibilities and possibilities (Secomb 2008), but the research design needs to clear (Altman 2002), and the meaning contextualised within existing literature, and evaluation and inclusion strategies outlined. As with this review, not all the outcomes discussed in the main text as relevant to the research question made the final reporting, in Table 2 ‘The significant findings for clinical practice from this systematic review of literature’ (Secomb 2008). When it became evident that statistical meta-analysis was unachievable, a meta-synthesis which provided consistency and comparability between studies their designs and results was used. Jacinta Secomb PhD candidate University of South Australia E-mail: secomb@chariot.net.au