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EVIDENCE-BASED
NURSING
The Research-Practice
Connection
FOURTH
EDITION

Sarah Jo Brown, PhD, RN

Consultant Emeritus
Evidence-Based Practice
Norwich, Vermont
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Library of Congress Cataloging-in-Publication Data
Names: Brown, Sarah Jo, author.
Title: Evidence-based nursing : the research-practice connection / Sarah Jo
Brown.
Description: Fourth edition. | Burlington, Massachusetts : Jones & Bartlett
Learning, [2017] | Includes bibliographical references and index.
Identifiers: LCCN 2016030106 | ISBN 9781284099430 (pbk.)
Subjects: | MESH: Evidence-Based Nursing | Nursing Research
Classification: LCC RT81.5 | NLM WY 100.7 | DDC 610.73--dc23
LC record available at https://lccn.loc.gov/2016030106
6048
Printed in the United States of America
20 19 18 17 16 10 9 8 7 6 5 4 3 2 1
 Contents

Lead-In xi

PART I NURSING RESEARCH 1

Chapter 1 The Research–Practice Connection 7
Research to Practice 7
Clinical Care Protocols 8
Evidence 9
Evidence-Based Practice 10
Short History of Evidence-Based Nursing Practice 12
Your Path to Evidence-Based Practice 14
References 15

Chapter 2 Research Evidence 17

Building Knowledge for Practice 18
Findings from an Original Study 19
Conclusions of a Systematic Review 22
Recommendations of an Evidence-Based Clinical
Practice Guideline 23
Going Forward 25
References 26

iii
iv CONTENTS

Chapter 3 Reading Research Articles 27

Starting Point 28
Format of Study Reports 29
Reading Approach 37
Wading In 37
References 38

Chapter 4 Qualitative Research 39

Research Traditions 40
Qualitative Description 43
Uniqueness of Qualitative Studies 46
Exemplar 47
Profile & Commentary 48
References 51

Chapter 5 Quantitative Descriptive Research 53

Methods 53
Study Variables 55
Good Data 58
Extraneous Variables 62
Target Population and Sampling 64
Surveys 70
Results 71
Exemplar 73
Profile & Commentary 74
References 81

Chapter 6 Correlational Research 83

Defining Relationship 83
Measuring a Relationship 84
Correlational Design 94
Profile & Commentary 99
References 103
 Contents v

Chapter 7 Experimental Research 105

Chapter Map 105
Section 1: Experimental Methods 106
Key Features of Experimental Studies 106
Measurement of the Outcome Variables 119
Limitations of Randomized Experiments 119
Quasi-Experimental Designs 120
Exemplar 121
Profile & Commentary: Why and How 133
Section 2: Study Results 137
More Effective? 137
Outcome Reported as a Mean 137
Attainment of an Outcome 145
Both Perspectives 147
Opinion Regarding Reporting of Outcomes 149
Exemplar 150
Profile & Commentary: Results 150
References 151

Chapter 8 Cohort Research 153

Design 153
Data Analysis and Results 155
Confounding 155
Other Limitations 155
Case-Control Studies 156
Wrap-Up 157
Exemplar 158
Profile & Commentary 166
References 173

Chapter 9 Systematic Reviews 175

Types of Systematic Reviews 175
Close and Distant Relatives of SRwNS 177
The SR Production Process 178
vi CONTENTS

Use of SRwNS 186

Umbrella SRs 188
Exemplar 188
Profile & Commentary 206
References 208

Chapter 10 Evidence-Based Clinical Practice Guidelines 211

Forerunners to Care Protocols 212
EbCPG Production 214
Guideline Formats 222
Comorbidity 223
Guideline Producers 223
Profile & Commentary 239
References 241

PART II EVIDENCE-BASED PRACTICE 243

Chapter 11 Asking Clinical Questions 249
Triggers 249
Questions Not Answerable by Research Evidence 251
Forming a Useful Project Question 253
References 257

Chapter 12 Searching for Research Evidence 259

Health Science Databases 260
Nonprofit, International Organizations 262
Professional Specialty Organizations 263
Wrap-Up 264

Chapter 13 Appraising Research Evidence 265

Appraisal Systems 266
Appraisal in General 267
Practical Considerations 272
Already Appraised Evidence 273
Resources 274
 Contents vii

Chapter 14 Appraising Recommendations of

Clinical Practice Guidelines 275
Synopsis 276
Credibility 276
Clinical Significance 278
Applicability 279
Appraisal Guide Format 280
Your Turn 280
References 281

Chapter 15 Appraising Conclusions of Systematic Reviews

with Narrative Synthesis 283
Synopsis 284
Credibility 284
Clinical Significance 286
Applicability 286
Your Turn 286
References 287

Chapter 16 Appraising Findings of Original Studies 289

Is This a Qualitative or Quantitative Study? 289
Broad Credibility Issues 290
Appraisal of the Findings of a Qualitative Study 292
Appraisal of the Findings of a Quantitative Study 293
Your Turn 297
Across-Studies Analysis 297
Wrap-Up 300
References 300

Chapter 17 Evidence-Based Practice Strategies 303

Research–Practice Lag 303
Embedding Evidence-Based Practice in
Quality Improvement 305
Translating Evidence into Practice 307
Evaluate the Impact 312
viii CONTENTS

Information Technology 313

Present and Future 315
Recap 315
References 316

Chapter 18 Evidence-Based Practice Participation 319

Capstone Project 319
Contribute to a Patient Care Conference 320
Join a Project Team 322
Make a Poster 323
Present an Idea or Concern 324
Build Your EBP Knowledge and Skills 325
Reference 326

Chapter 19 Point-of-Care Adaptations 327

Individualized Care Story 327
Point-of-Care Evidence-Based Practice Story 329
From Mobile Devices 330
The Information Intersection 333
My Ending—Your Beginning 334
References 335

Appendix A Appraisal Guide: Recommendations

of a Clinical Practice Guideline 337

Appendix B Completed Appraisal: Recommendations

of a Clinical Practice Guideline 341

Appendix C Appraisal Guide: Conclusions of a Systematic

Review with Narrative Synthesis 347

Appendix D Completed Appraisal of a Systematic Review

with Narrative Synthesis 351
 Contents ix

Appendix E Appraisal Guide: Findings of a Qualitative

Study 357

Appendix F Appraisal Guide: Findings of a Quantitative

Study 361

Appendix G Completed Appraisal of the Findings

of a Quantitative Study 365

Appendix H Completed Findings Table 369

Glossary 373

Index 385
 Lead-In

“Evidence is stronger than argument.”

—from The Celebrity
by Winston Churchill, 1897

H ealthcare professionals apply specialized knowledge and skills

in the interest of patients. This text is about the production and
use of new knowledge produced by research. As a professional
nurse, you should know something about how knowledge for practice is
produced and how to use that knowledge in what you do every day.

Aims
In the first part of the text, the focus is on how clinical knowledge is
­produced—from original studies, to research summaries, to the translation
of research evidence into practice guidelines. Just enough of the basics of
conducting research are explained so you can understand research reports,
research reviews, and evidence-based guidelines published in clinical jour-
nals. Then in the second part of the book, the use of research in practice
settings is examined. This includes locating, appraising, and translating re-
search evidence into clinical protocols and standards of care.

Features of Note
■■ Emphasis on Using Research Evidence Systematic research reviews
and evidence-based clinical practice guidelines receive considerable
attention as the most ready-to-go forms of research evidence. Basing
care on one or even several individual studies is viewed as the fallback
xi
xii LEAD-IN

position—for reasons that are explained early on. In the second part
of the text there is a strong emphasis on developing skills in appraising
the quality and applicability of the various forms of research evidence.
■■ Easy to Read An online reviewer of the third edition said it was easy to
understand because it was written almost like a blog. Although some
persons may view these descriptions as an indication that the book is
not “academic,” I feel good about them because I have made consider-
able effort to write so that complex information is conveyed in a clear
and de-jargonized way. I hope you find it readable and clear—even
interesting.
■■ Format In Part I, a profile and discussion is provided for each exem-
plar research report you read; this material is presented in a ­consistent
WHY-HOW-WHAT format to assist you in breaking a research ar-
ticle down into its key parts.
■■ Exemplars As in previous editions, actual research reports are used to
illustrate the different types of research evidence. Careful reading of
these exemplars is essential to acquiring understanding of how nurs-
ing research is conducted and reported. Four exemplars are printed
in full, whereas the citation and abstract are provided for the other
three. We are unable to print these three in full here due to copyright
restrictions. The full reports should be easily obtained through col-
lege, university, and medical center libraries.
■■ Statistics You will note that there is not a chapter about statistics;
instead specific statistical tests and their interpretations are incorpo-
rated into the explanations of results of the exemplar reports. Stu-
dents have told me that learning about a statistical test in the context
of an actual study is quite helpful. The index indicates the page(s) on
which each statistic is explained.
■■ Gender References As with all texts that include examples with un-
known persons, there is the she-her/he-him conundrum. There are
various ways to deal with it, but I have chosen to sometimes refer to
the nurse as she and other times as he—the same with references to
an individual patient.
Sarah Jo Brown, PhD, RN
 P A R T I

Nursing Research

1 The Research–Practice Connection

2 Research Evidence

3 Reading Research Articles

4 Qualitative Research

5 Quantitative Descriptive Research

6 Correlational Research

7 Experimental Research

8 Cohort Research

9 Systematic Reviews

10 Evidence-Based Clinical Practice Guidelines

1
 PART I Nursing Research

T he level of knowledge required to understand research re-

ports published in clinical journals is somewhat akin to be-
ing a savvy computer user. To be a competent computer user,
you do not have to understand binary arithmetic, circuitry, program
architecture, or how central processing units work. You just need to
know some basic computer language and be familiar with the fea-
tures of the hardware and software programs you use. Similarly, as
a professional nurse in clinical care, you do not need to know all the
different ways of obtaining samples, how to choose an appropriate
research design, or how to decide on the best statistical test. But you
do need to be able to read study reports with basic understanding of
the methods used and what the results mean.
The goal of the first part of the text is to introduce you to research
methods and different kinds of research evidence. To accomplish this,
seven research articles have been chosen as exemplars of each major
research method. The use of exemplar articles allows me to explain
research methods and results by pointing them out in the context of
an actual study. For reasons explained in the Lead-In, an abstract and
citation is provided for the first three exemplars; the next four are
reprinted in full.
I strongly recommend that you read all the articles in full, whether
they are reprinted in full herein or not. Getting to the full articles for
the first three articles using your college or university library access
should not be difficult. Admittedly, you might get by reading just the
abstract. But if you really want to acquire the knowledge and skills
needed to become a nurse who is able to read and put into practice
professional health literature, you will have to read the exemplar ar-
ticles in full. Doing so will help you acquire: (1) understanding of re-
search methods and results, (2) the ability to extract key information

3
4 PART I Nursing Research

from research reports; and (3) skill in evaluating whether the research
evidence is trustworthy and applicable to your practice. The abstract
is just a sketch and lacks the details needed to acquire the needed
knowledge and skills.

Courtesy of Abby Laux, Landscape Artist of Indiana, U.S.A.

One other advisory: Research and evidence-based practice knowledge

is built piece by piece from the simple to the more complex across the
text. If you don’t master early information, you will struggle when
more complex information is presented later in the text.
For readers who like to know where their learning will take them,
an overview of the text’s learning progression is graphically displayed
in F
­ igure PI-1. The main learning goals are in the chevrons on the left
side. More specific learning issues associated with each goal are shown
to the right.
 PART I Nursing Research 5

• Why
Goal: • How Synopsis
Understand
research • What

• Credibility
Goal: • Clinical significance Decision re: Use
How to appraise
research • Applicability
evidence

• Clinical protocols
Goal: • EBP-QI projects Evaluate outcomes
How to use
evidence • Individual practice

Figure PI-1 Overview of the Text’s Learning Progression

 C H A P T E R O N E

The Research–Practice
Connection

E ffective nursing practice requires the application of knowledge,

information, judgment, skills, caring, and art to take care of pa-
tients in an effective and considerate way. An important part of the
knowledge used in making decisions about care is produced by research
findings. Ideally, all key decisions about how patients are cared for should
be based on research evidence (Institute of Medicine, 2001). Although this
is not a completely attainable goal, large bodies of healthcare research pro-
vide considerable guidance for care. This text introduces you to the basics
of how knowledge is produced by conducting research studies and to the
application of that knowledge to nursing practice.

Research to Practice
In the healthcare professions, research is conducted to develop, refine, and
expand clinical knowledge about how to promote wellness and care for
persons with illness. The development of clinical knowledge about a clini-
cal issue plays out over time proceeding from a single study about the is-
sue, to several similar and related studies, to a systematic summary of the
finding of the several studies, to a translation of the summary conclusions
into a clinical action or decision recommendation. Thus, research evidence
develops as a progression from knowledge that has limited certainty to
greater certainty and from limited usefulness to greater usefulness. Actu-
ally, clinical nursing knowledge is quite variable with some issues having
been examined by only one or two studies and other issues having been

7
8 CHAPTER 1 The Research–Practice Connection

studied and summarized sufficiently that research-based recommendations

have been issued by respected organizations and associations.
The end users of research evidence are healthcare delivery organizations
and individual care providers. The healthcare delivery organization could
be nurses on a particular unit or ward of a hospital, a nursing department,
a multidisciplinary clinical service line, a home care agency, a long-term
care facility, or a rehabilitation team; in short: a group of providers or an
organization with a commitment to basing the care they deliver on research
evidence.
Use of research evidence by provider groups and organizations often
takes the form of clinical protocols that are developed using the research
evidence available. In contrast, individuals use research evidence in a softer,
less prescribed way—meaning that they incorporate it into their own
practice as a refinement or slight change in how they do something. After
reading a research summary about patient education methods for children
learning to give themselves insulin, a nurse might alter her teaching ap-
proach; or after reading a study about sleep deprivation in hospitalized
adults, a nurse working the night shift might pay more attention to how of-
ten patients are being awakened and try to cluster care activities to reduce
interruptions of sleep.

Clinical Care Protocols

Clinical protocols are standards of care for a specified population that
are set forth by caregiving organizations with the expectation that provid-
ers will deliver care accordingly. A population is a group of patients who
have the same health condition, problem, or treatment. A population can
be defined broadly, for example, as persons having surgery; or narrowly,
as elderly persons having hip replacement surgery. Some clinical protocols
set forth a comprehensive plan of care for the specified population; for
example, perioperative and postoperative care of elderly persons having
hip surgery, whereas others address just one aspect of care such as body
temperature maintenance in the elderly having hip surgery. Still others are
even narrower and could be called a clinical procedure, for example, blood
salvage and transfusion during hip surgery. Generally, multidisciplinary
groups produce protocols that address many aspects of care, whereas nurs-
ing staff members produce protocols that address clinical issues that nurses
manage, such as preventing delirium in ICU patients.
 Evidence 9

Clinical protocols are set forth in various formats: standardized plans

of care, standard order sets, clinical pathways, care algorithms, decision
trees—all are guides for clinicians regarding specific actions that should be
taken on behalf of patients in the specified population.

PROTOCOLS

■■ Standardized plans of care

■■ Standard order sets
■■ Clinical pathways
■■ Care algorithms
■■ Decision trees
■■ Care bundles

Evidence
To produce effective and useful clinical protocols, project teams combine
research evidence with other forms of evidence, including:
■■ Internal quality monitoring data
■■ Data from national databases
■■ Expert opinion
■■ Scientific principles
■■ Patient/family preferences
There is wide agreement among healthcare providers that research find-
ings are the most trustworthy sources of evidence and that clinical proto-
cols should be based on research evidence to the extent possible. However,
when research evidence is not available or does not address all aspects of
a clinical issue, the other forms of evidence come into play. In recognition
of the fact that multiple sources of knowledge and information are used to
develop clinical protocols, they are commonly called evidence-based pro-
tocols. Research evidence is an essential ingredient, although, as you will
learn, the strength of the research evidence will vary. From here forward
I will use the descriptor evidence-based, often abbreviated e-b, to describe
protocols and care actions that are based to a major degree, but maybe not
entirely, on research findings.
10 CHAPTER 1 The Research–Practice Connection

Evidence-Based Practice
When research findings are used to develop a protocol and the protocol
is followed in daily practice, everyone involved (patients, healthcare pro-
fessionals, the caregiving organization, third-party payers, and accrediting
agencies) can have confidence that patients are receiving high-quality care.
This is the case because the recommended actions have been scientifically
studied, and people with expertise in the field have considered their appli-
cation. In addition, the consistency of care achieved with standardized e-b
protocols reduces variability and omissions in care, which enhance even
further the likelihood of good patient outcomes.

Evidence- Evidence-
Research
Based Based
Evidence
Protocol Practice

Using Clinical Protocols

In any care setting, care protocols do not exist for every patient popula-
tion and every care situation. Healthcare organizations develop protocols
to promote effective clinical management and to reduce variability in the
care of their high-volume and high-risk patient groups. If a protocol exists,
it should be followed unless there is good reason for not doing so. Proto-
cols should be adhered to but with attentiveness to how they are affecting
individual patients. Nurses are patient advocates and as such look out for
patients’ welfare; this requires that nurses be constantly aware of patients’
responses to protocols. If a nurse observes that a protocol is not producing
effective results with a patient, a clinical leader should be consulted to help
determine whether a different approach to care should be used. A protocol
may be evidence-based and may work well for most patients; however, it
may not be right for every patient.

Scenario Suppose you are providing care to a patient 2 days after he had a
lumbar spinal fusion and you observe that he does not seem as comfortable
 Evidence-Based Practice 11

as he should be even though the postoperative protocol is being followed;

he has no neurological deficit and the surgeon’s notes indicate that there
are no signs of complications. You should then ask yourself questions such
as, “Why isn’t he getting good pain relief? Should we get a different pain
medication approach? Would applying ice packs to his lower back reduce
muscle spasm that could cause his pain? Is he turning in bed and getting up
using proper technique? Should he be sitting less? Should he use his brace
more?” The advisable course of action would be to talk with the patient
and then with your nurse manager or a clinical leader about how to supple-
ment or change some aspect of his care.

Protocols Þ Recipes

So, now you know a bit about how research evidence contributes to good
patient care. In the rest of Part I of this text, I will walk you through the
methods used to develop clinical practice knowledge. In later chapters of
Part II, I will turn your thinking once again to e-b protocols and to how
you as an individual can locate research evidence when there is no protocol
for a clinical condition or situation.

As a Staff Nurse
After you have been in the staff nurse role for a while, you may be asked to
participate in a project to develop or update a care protocol or procedure.
Often, your organization will be adapting an evidence-based guideline that
was issued by a professional association, leading healthcare system, or gov-
ernment organization. Other times, an evidence-based guideline will not
be available, but a research summary relative to the clinical issue will have
been published, and its conclusions will be used in developing the protocol.
To contribute to a protocol project, you will need to know how to read and
understand research articles published in professional nursing journals and
on trustworthy healthcare Internet sites.

Scenario You are working in a pediatric, urgent care clinic and are asked
to be a member of a work group revising the protocol for evaluating and
treating children with fever who are suspected of a having a urinary tract
infection. You may be asked to read, appraise, and report to the group
about an evidence-based clinical guideline produced by a leading pediatric
12 CHAPTER 1 The Research–Practice Connection

hospital. To fulfill this assignment, you should be able to formulate a rea-

sonably informed opinion as to the extent to which the guideline recom-
mendations are evidence based (e-b) and were produced in a sound manner.
If the recommendations are deemed credible, then the protocol work group
will rely heavily on them while developing their protocol.
In this anecdote, do note that the protocol project team was building on
the works of others who had produced an e-b guideline on the issue. E-b
guidelines and protocols may sound similar but they are different in an
important way. E-b guidelines (1) draw directly on the research evidence,
(2) are produced by experts from a variety of work settings, and (3) consist
of a set of e-b recommendations that are not intended for a particular set-
ting. In contrast, clinical protocols are produced by providers in a health-
care setting for that setting; often they are translations of an e-b guideline
that keep the essential nature of the guideline recommendations but tweak
them to fit into the routines and resources of the particular setting.

GUIDELINE: A set of recommendations for the care of a patient popu-

lation that is issued by a professional association, leading healthcare
center, or government organization. Guidelines are not setting specific.

PROTOCOL: A set of care actions for a patient population that has

been endorsed by the hospital, agency, clinic, or healthcare facility. Pro-
tocols are setting specific.

Short History of Evidence-Based Nursing Practice

The nursing profession has been conducting scientific research since the
1920s, when case studies were first published, and calls for research about
nursing practice were first issued in the American Journal of Nursing. Now,
nursing research is being conducted in countries around the world, and
reports of clinical research studies are published in research journals and
clinical journals in many languages. In many countries, nursing research
is funded by the government, and over 50 countries have doctoral pro-
grams in nursing. The growing cadre of nurses with doctoral degrees has
propelled both the quantity and quality of clinical nursing research being
conducted. In the United States, the National Institute of Nursing Research
(www.ninr.nih.gov), a component of the National Institutes of Health, is a
 Short History of Evidence-Based Nursing Practice 13

major source of funding for nursing research. Many other countries have
similar organizations.
In the mid-1970s, visionary nurse leaders realized that even though
clinical research was producing new knowledge indicating which nursing
methods were effective and which were not, practicing nurses were not
aware of the research. As a result, several projects were started to increase
the utilization of research-supported actions by practicing nurses. These
projects gathered together the research that had been conducted on issues
such as preoperative teaching, constipation in nursing home residents,
management of urinary drainage systems, and preventing decubitus ulcers.
Studies were critiqued, evidence-based guidelines were developed, and con-
siderable attention was paid to how the guidelines were introduced into
nursing departments (Horsley, Crane, & Bingle, 1978; Krueger, Nelson, &
Wolanin, 1978). These projects stimulated interest in the use of nursing
research in practice throughout the United States; at the same time, nurses
in other countries were also coming to the same recognition. By the 1980s
and 1990s, many research utilization projects using diverse approaches to
making nurses aware of research findings were under way.
During this time, interest in using research findings in practice was also
proceeding in medicine. In the United Kingdom, the Cochrane Collabora-
tion at Oxford University was formed in 1992 to produce rigorous re-
search summaries with the goal of making it easier for clinicians to learn
what various studies found regarding the effectiveness of particular health-
care interventions. At the McMaster Medical School in Montreal, Canada,
a faculty group started the evidence-based practice movement. This move-
ment brought to the forefront the responsibility of the individual clinicians
to seek out the best evidence available when making clinical decisions in
everyday practice. The evidence-based practice (EBP) movement in medi-
cine flowed over into nursing and reenergized the use of research by nurses.
Three other things were happening in the late 1990s and early 2000s:
■■ Considerably more clinical nursing research was being conducted.
■■ The EBP movement was proceeding in a somewhat multidisciplinary
way.
■■ National governments in the United States, the United Kingdom,
­Canada, and many other countries funded efforts to promote the
translation of research into practice.
Today, high-quality evidence-based clinical practice guidelines and re-
search summaries are being produced by healthcare organizations around
14 CHAPTER 1 The Research–Practice Connection

the world, and nursing staffs are increasingly developing clinical protocols
based on those guidelines and summaries. Also, individual clinicians are
increasingly seeking out the best available evidence to use as a guide for
the care they provide to patients. The most recent development is an area
of research called implementation research or translational research. These
studies examine how to implement evidence-based innovations in various
practice settings so the changes are taken up by direct care providers and
become part of routine care.

Your Path to Evidence-Based Practice

I want to emphasize that the point of this text and of the course you are
taking is not to prepare you to become a nurse researcher, but rather to
help you be an informed consumer of nursing research, i.e., a true profes-
sional clinician. The exemplar research articles you will be reading were
published in clinical journals, not research journals. They were written for
clinicians; thus they do not go into the fine points of research methodol-
ogy. In Part I you will start by learning about individual studies, then about
research summaries, and last about clinical practice guidelines—the three
major forms of research evidence. Your goal in reading about them will be
to grasp why the study/summary/guideline was done, how it was done, and
what was found.
Because this text is a primer, only the most widely used and important
types of research are presented. Also, the information provided is selective,
which means that it is not a comprehensive reference source regarding re-
search methodology. It does not delve deeply into methodological issues; it
does not explain all research designs, methods, and statistics. However, it
does provide an introduction to research methods and results that serves
as a foundation for making a judgment about the credibility of a study/
summary/guideline.
In Part II you will learn about using research evidence in nursing prac-
tice. You will revisit the studies/summaries/guidelines you read in Part I,
to learn how to critically appraise their soundness, and consider their
applicability to a particular setting. You will also learn about how organi-
zations use research evidence to develop clinical protocols and how to use
research evidence in your own individual clinical practice.
 References 15

You, the Learner

The exploration of evidence-based nursing in this text assumes that you
(1) have had an introduction to statistics course; (2) have some experience
in clinical settings; and (3) are committed to excellence in your professional
practice.

Other Learning Resources

In reading this text, and indeed in your reading of research articles once
you have graduated, you may want to have a statistics book handy to look
up statistical terms and tests you have forgotten or never learned. Your
statistics text need not be new. Earlier editions are often available very in-
expensively—and statistics do not change much from edition to edition. Do
make sure you use a basic book, not an advanced one written for research-
ers. If in doubt, ask your instructor for a suggestion.
For a full suite of learning activities and resources, use the access code
located in the front of your text to visit this exclusive website: http://
go.jblearning.com/brown4e. If you do not have an access code, you can
obtain one at the site.

References
Horsley, J. A., Crane, J., & Bingle, J. (1978). Research utilization as an organiza-
tional process. Journal of Nursing Administration, 8, 4–6.
Institute of Medicine. (2001). Crossing the quality chasm: A new health system for
the 21st century. Washington, DC: National Academy of Sciences. Retrieved
from http://www.nap.edu/html/quality_chasm/reportbrief.pdf
Krueger, J. C., Nelson, A. H., & Wolanin, M. O. (1978). Nursing research: Develop-
ment, collaboration, and utilization. Germantown, MD: Aspen.
Another random document with
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[1020] Far, omitted. 1578. N.
[1021] Wrestling. 1578. Striuing. N.
[1022] But God aboue that kingdomes set in frame. 1578.
[1023] Chance. 1578.
[1024] Warne lordes no wise to wade. 1578.
[1025] Cause, saue their countrie’s defence. 1578.
[1026] And foes. 1559, 63.
[1027] My long. 1578.
[1028]

best than to tary time,

Low by the ground, than ouer high to clyme. 1578.

[1029] This. 1559, 63.

[1030] Quoth I. 1559, 63.
[1031] The nine and twenty daye. 1571.
[1032] Passage in brackets, added. 1571.
[1033] Now, added. 1571.
[1034] He ratleth out this rhime. 1578.
[1035] Lorde Clifforde for his extreame crueltie, came to a
cruel, straunge, and sodaine death. 1578.
[1036] Anno 1461, added. 1571.
[1037] His fault should hide. 1578.
[1038]

But sith pardon commeth by repentaunce,

Playnesse is best when truth is plainly tryde,
Open or hid, al faultes at length be spyed;
For couer fyer neuer so close within,
Yet out it will, and so will secret synne. 1578.

[1039] So brode. 1559, 63. Bruted and knowne abroade.

1578.
[1040] Cannot them reteyne. 1578.
[1041] Griefe, omitted. 1578.
[1042] Wherefore, Baldwin, write thou my. 1578.
[1043] Clifford I am that. 1578.
[1044] Craued. 1578.
[1045] My honour. 1559, 63, 71, 75. My fame, most. 1578.
[1046] Mercy. 1578.
[1047] I meane such wrath as works parental. 1578.
[1048] As these reuengers. 1578.
[1049] Know those people. 1578.
[1050] Which kyndle vs. 1578.
[1051] The father’s fault that wreake vpon. 1578.
[1052] To annoy. 1559, 63.
[1053] Friends for to destroy. N.
[1054] This caused me with bloudy. 1578.
[1055] A paper royal. 1559, 63, 71, 75.
[1056]

The father’s corps, dead lying on the ground,

The neck I cut asunder with my sword,
The bleding head I pight, by way of borde,
Vpon a speare, with a white paper crowne,
And in great scorne I sent it to Yorke towne. 1578.

[1057] Cruel deeds. 1578.

[1058] Of open shame, or of some bloudy death. 1578.
[1059] Blustring. 1578.
[1060] Heades. 1559, 63.
[1061]

For vengeance due doth sodaynly alight,

On cruel deedes the mischiefe to requite. 1578.

[1062] Fyght agaynst. 1559, 63. With this. N.

[1063]

Agaynst Edward, duke Richard’s eldest son,

My death I caught not far. 1578.

[1064] T’euent. N.
[1065]

To vent out heate traueiling in the sonne,

An headles arrowe percyd my throte boule,
Which parted straight my body from the soule. 1578.

[1066] His. 1578.

[1067] The lord Clifforde, either for heate or payne, putting of
his gorget, sodainly with an arrowe (as some say) without an
hedde, was striken into the throte, and incontinent rendered
hys spirite, and the erle of Westmerland’s brother, and all his
company almost were there slayn, at a place called
Dintingdale, not far from Towton. This ende had he which slew
the yong erle of Rutland, knelyng on his knees: whose yong
sonne Thomas Clifforde was brought vp with a shepperd in
poore habite, and dissimuled behauior, euer in feare to
publishe his lignage or degre, till kyng Henry the vii. obtayned
the croune and gat the diademe. Hall.
[1068] On the. 1559, 63.
[1069] To aske mercy at my last dying. 1578.
[1070] Wherefore, Baldwin, perswade the. 1578.
[1071] And. 1578.
[1072] To which they sayle through shame. 1559, 63, 71, 75.
[1073] To suffer endles payne. 1578.
[1074] Halleth. 1587. N.
[1075] Vnquyted left but had as. 1578.
[1076] Quod. 1559, 63.
[1077] Cruelty shewed to his young sonne by this mercilesse
man, saue. 1578.
[1078] Destruction most part of the. 1578.
[1079] Richarde his. 1578.
[1080] Battaile at Towton in Yorkeshire, whereat besydes this
Clifford, were slayne the earles. 1578.
[1081] Besydes mo then 3000 men, the. 1578.
[1082] Keepe the common course. 1578.
[1083] Caused the erles of Devonshire and Oxforde wyth
dyuers other. 1559, 63.
[1084] Other of king Henrie’s parte, to. 1578.
[1085] He, omitted. 1578.
[1086] For thyther came those lordes with. 1578.
[1087] Which they lost, wherein most. 1578.
[1088] The army slayne. 1559. The slayne. 1563. Were slaine.
1578.
[1089] What may bee noted by his ende. 1578.
[1090] An. 1470, added. 1571.
[1091] Euer. 1559, 63. Nere was nor nere. N.
[1092] Stories alwayes be not true. 1578.
[1093] Added some with better grace. 1578.
[1094] This. 1578.
[1095] Or shew them so as they were in some dout. 1578.
[1096] The, omitted. N.
[1097] Wherfore, Baldwin, either speake thou vpryght. 1578.
[1098] Thou heardst of. N.
[1099] They’ill. N.
[1100] Ere. N.
[1101] The. 1571, 75, 78.
[1102] As guiltie lose my head. N.
[1103] Foemen. N.
[1104] The. 1559, 63, 71, 75, 78.
[1105] To. 1559, 63, 71, 75, 78.
[1106] Me also from office. 1578.
[1107] The earle of Warwicke, through mallice and grudge.
1578.
[1108] Sith. 1578.
[1109] Some greedy gulles did beare. 1578.
[1110] Murder, and mischiefe done. 1578.
[1111] To. 1578.
[1112] Swalowed. 1578.
[1113] This Typtofte’s. 1578.
[1114] Harry. 1559, 63.
[1115] Kidsdale, misprint. 1587.
[1116] The. 1559, 63, 71, 75, 78.
[1117] The ded bodies of the erle and the marques were
brought to London in a coffin, and before they should be
buried, by the space of three dayes, they lay open visaged, in
the cathedral church of S. Paule, to thintent that al men might
euidently perceiue, that thei vnfainedly wer dedde least
perauenture the common people hereafter, heryng of some
dissmulyng person, to take on him the name of therle of
Warwicke, thynkyng hym to be liuyng, might stirre a newe
sedicion and excite an vnware rebellion. The common people
saied that the kyng was not so iocound nor so ioyous, for the
destruccion of therle, but he was more sorowful and dolorous
for the death of the marques, whom bothe he knewe and it
appered to other, to be inwardly his faithfull frend: for whose
onely sake he caused bothe their bodies to be with their
auncesters, solempnly entered at the priory of Bissam. Hall.
[1118] Date added. 1571.
[1119] So I. 1559, 63.
[1120] Had held. N.
[1121] In hold. N.
[1122] Matched. 1559, 63.
[1123] Allyed me. 1559, 63.
[1124] Power we dyd from. 1559, 63.
[1125] He to go to. 1559, 63.
[1126] The earle. 1559, 63, 71.
[1127] In the edition of 1563 the text is “lo towle,” which in the
“Faultes escaped in the printing,” is corrected as above “to
fowle.” In those of 1571, 75, 78, 87, and Niccols, the text is “lo
foule.”
[1128] The earle. 1559, 63, 71.
[1129] Both at length wer slayne. 1559, 63.
[1130] Harten. 1559, 63.
[1131] Nere. N.
[1132] But we ere lucke. N.
[1133] With force and number were. N.
[1134] Ere. M.
[1135] Souerayne. 1578.
[1136] Glory I was not bent. 1559, 63. Or good was I nere
bent. N.
[1137] Passed. 1559, 63.
[1138] Olde. 1559, 63.
[1139] Duely. 1559, 63.
[1140] Paimentes wer. 1559, 63, 71, 75, 78.
[1141] And holpe vp Henry the better. 1559, 63. Vp Henry
better. 1571, 75, 78. And holpe king Henrie better. N.
[1142] Weale. 1559, 63, 71, 75, 78.
[1143] Without signature, and therefore given to Baldwin.
[1144] Quod. 1559, 63.
[1145] In the fight. 1559, 63.
[1146] Cruelly. 1571, 75, 78.
[1147] Date added 1571.
[1148] Lycketh. 1559, 63.
[1149] May, omitted. 1578.
[1150] Soust. 1559, 63, 71, 75, 78.
[1151] Doust. 1559, 63, 71, 75, 78.
[1152] Unopprest. 1559.
[1153] Or. 1559.
[1154] To the. 1559, 63.
[1155] My. 1559.
[1156] Theyr. 1559, 63.
[1157] Time. 1559, 63.
[1158] Fro. 1571, 75, 78, 87.
[1159] She. 1559, 63.
[1160] In edition 1563 among the faults escaped in the printing
“for” is corrected to “from;” in all the subsequent editions the
erroneous text is followed.
[1161] Without signature, and attributed to Baldwin.
[1162] Date added. 1571.
[1163] Baldwin, with teares I. 1578. Baldwin I do thee. N.
[1164] Though vnneth. 1559, 63, 78.
[1165] Maketh. 1559, 63.
[1166] Not whych I drank of. 1559, 63. Not that I. N.
[1167] Not which I drancke, but wherein I was dround. 1578. I
was drown’d. N.
[1168] Was creature. 1559, 63. Man was. N.
[1169] Misprinted “preferred,” and corrected among the faults
escaped in edition 1563, but the erroneous text is continued in
the other editions.
[1170] Second childe. 1578.
[1171] Vncle. 1559, 63.
[1172] Begot faire Philip hight, whom. N.
[1173] Vnfylde. 1563.
[1174] The second Iohn who lost in youth hys lyfe. 1559, 63.
[1175] Was Glocester’s duke, N.
[1176] Did, added. 1571.
[1177] Edward the quarell styrd agayne. 1578.
[1178] Wan. 1578.
[1179]
 That litle passinge on them that brought him in,
Forgat his frendes, and set at naught his kin. 1578.

[1180] His dealinge ingrate. 1578.

[1181]

From prison to enlarge Henry, the sely kinge,

Him to restore to kingdome. 1578.

[1182] To his ill practise the sooner to encline. 1578.

[1183]

Because the king to me was so vnkinde,

No canker sure, soft flesh doth fret so sore. 1578.

[1184] Wickedness. 1559.

[1185] By. 1559, 63.
[1186] Ere. N.
[1187] My sire. N.
[1188] We, omitted. 1571, 78.
[1189] To. 1559, 63.
[1190] Not for the cares which thereto bene annext. 1578.
[1191] That. 1578.
[1192] Raging. 1578, 87.
[1193] Haue, misprint. 1563, 71.
[1194] That some. N.
[1195] Giue. N.
[1196] On. 1571, 78.
[1197] Prophecies. 1559, 63.
[1198] Beleeu’d to losse. N.
[1199] To. 1559.
[1200] And she being dead I. N.
[1201] Of, wanting. 1563.
[1202] That then my. N.
[1203] To wed. N.
[1204] Hys hayer. 1559, 63. N.
[1205] Might. 1559. N.
[1206] Bereue my lyfe by any. 1578.
[1207] Nay butcher I may rightly say. 1578.
[1208] Tower, commaundinge all away. 1578.
[1209] In the xvii yere of king Edward, there fel a sparcle of
priuy malice betwen the king and his brother the duke of
Clarence: whether it rose of old grudges before tyme passed,
or were it newly kyndled and set a fyre by the quene or her
bloud, which were euer mistrustyng and priuely barkyng at the
kynge’s lignage, or were he desirous to reigne after his
brother: to men that haue thereof made inquisicion, of suche
as were of no small authoritie in those daies, the certayntie
therof was hyd, and coulde not truely be disclosed, but by
coniectures, which as often deceyue the imaginacions of
fantastical folke, as declare truthe to them in their conclusion.
The fame was that the kyng or the quene, or bothe, sore
troubled with a folysh prophesye, and by reason therof began
to stomacke and greuously to grudge against the duke. The
effect of which was, after kyng Edward should reigne, one
whose firste letter of his name should be a G. and because
the deuel is wont with suche wytchcraftes, to wrappe and
illaqueat the myndes of men, which delyte in such deuelyshe
fantasyes, they sayd afterward that that prophesie lost not his
effect, when after king Edward, Glocester vsurped hys
kyngdome. Other allege this to be the cause of his death: that
of late, the olde rancor betwene them beyng newly reuiued
(the which betwene no creatures can be more vehement then
betwene bretheren, especially when it is fermely radicate) the
duke beyng destitute of a wife, by the meanes of lady
Margaret duches of Burgoyn, hys syster, procured to haue the
lady Marye, doughter and heyre to duke Charles her
husbande, to bee geuen to hym in matrimony: whiche mariage
kyng Edward (enuyenge the felicitie of hys brother) bothe
agayne sayed and disturbed. Thys priuy displeasure was
onely appeased, but not inwardly forgotten, nor outwardly
forgeuen, for that notwythstandyng a seruaunt of the duke’s
was sodainly accused (I can not saie of truth, or vntruely
suspected by the duke’s enemies) of poysonyng, sorcery, or
inchaunmente, and thereof condempned, and put to take the
paynes of death. The duke, whiche might not suffer the
wrongfull condemnacion of hys man (as he in hys conscience
adiudged) nor yet forbere, nor paciently suffer the vniust
handelyng of hys trusty seruaunt, dayly dyd oppugne and wyth
yll woordes murmur at the doyng thereof. The kyng muche
greued and troubled with hys brother’s dayly querimonye, and
contynuall exclamacion, caused hym to be apprehended, and
cast into the Towre, where he beyng taken and adjudged for a
traytor, was priuely drowned in a but of Malmesey. Hall.
[1210] All, omitted. 1578.
[1211] T’eschue. N.
[1212] Like blasts of winde which. 1578.
[1213] Without signature, by W. Baldwin.
[1214] Be now come. 1578.
[1215] Fowerth hys raygne. 1559, 63.
[1216] And some other day when your leasure will beste
serue, let us mete here altogether. 1578.
[1217] Quod. 1559, 63.
[1218] In his name, the true copy wherof, as hee wrote the
same, I haue here readye to be red. 1578.
[1219] The fourth, added. 1571.
[1220] xxiij. 1559, 63.
[1221] And yeres xxii bare scepter ryall. 1578.
[1222] Et ecce. 1578.
[1223] God in the world vniuersall. 1578.
[1224] But a. 1559, 63.
[1225] Great felicity. 1578.
[1226] With me had. 1559, 63, 71, 75, 78.
[1227] As, restored from the correction of the press, ed. 1563.
[1228] Nought els. 1578.
[1229] Ye. 1578.
[1230] Whan this was said, euery man tooke hys leave of
other, and departed: and I the better to acquyte my charge,
recorded and noted all such matters as they had willed me.
Such is the conclusion of the edition of 1559
which is noted in that of 1563 by there immediately
following:
Thus endeth the first parte.
The new legends, in the edition of 1563, form a
second part, whereto is prefixed the following
induction, which is abridged in the edition of 1571,
according to the text of the next page.
The seconde parte of the Mirrour for Magistrates. William
Baldwyn to the reader. The tyme beynge cum, whan
(according to our former appoyntment) we should meete
together agayne to deuyse vpon the tragicall affayres of our
English rulers, I with suche storyes as I had procured and
prepared, went to the place wherein we had debated the
former parte. There founde I the prynter, and all the rest of our
frendes and furderers assembled and tarying for vs, save
maister Ferrers, who shortly after according to hys promys
came thyther. Whan we had blamed hym for hys long tarying,
he satisfied vs fully with this reasonable excuse. “I haue been
letted,” quoth he, “dyuers wayes, but chyeflye in taryeng for
suche tragedyes, as many of our frendes at myne instauns
vndertoke to discours, wherof I am sure you wyll be right glad:
for moe wits are better then one, and diuersity of deuice is
alway most plesante. And although I have presentlye brought
but a fewe, becaus no moe are redye, yet shall you be sure
hereafter to have all the rest, which notable men haue
vndertaken: wherof sum are half doen, sum more, sum less,
sum scarce begun, which maketh me thynke that the
dyuersytye of braynes in divisyng, is lyke the sundrynes of
beastes in engendryng: for sum wyttes are readye, and
dispatch many matters spedilye, lyke the conye which lyttereth
every moneth: sum other are slowe lyke the olyfaunt, skarce
delyueryng any matter in x yeares. I disprayse neyther of
these byrthes, for both be naturall: but I commende most the
meane, whiche is neyther to slowe nor to swyft, for that is lion-
lyke, and therfore most noble. For the ryght poet doth neyther
through haste bring furth swift feble rabettes, neither doth he
weary men in lookyng for hys strong ioyntles olyphantes: but
in reasonable tyme he bryngeth furth a perfect and liuely lion,
not a bear whelp that must be longar in lyckyng than in
breedynge. And yet I knowe manye that dooe hyghly lyke that
lumpysh deliuery. But every man hath hys gyft, and the
diversitie of our mindes maketh every thing to be liked. And
therfore while the oliphantes are in bredyng (to whom I haue
therfore geuen the latter storyes) I haue brought you such as
are allready doen, to be publyshed in the mean season,
wherin there nedeth no furder labour, but to place them in due
order. Loe you, Baldwyne, here is of myne owne the duke of
Somerset slain at S. Albons with other which I promysed,
whom I wysh you shoulde place last: there is also Shore’s
wyfe, trimly handled by master Churchyard, which I pray you
place where you thynk most conuenient. Here are other also
of other mens, but they are rabettes. Do with them as you
thynk best. I would tary with a good wyll and helpe you in the
order, save that my busines is great and weighty, but I know
you can do it wel inough, and therfore, tyl we meet agayne I
will leaue you.” Than deliuered he the tragedyes vnto me, and
departed. Dyuers of the rest lykyng hys deuyse, vsed the lyke
maner: for the prynter delyvered vnto me the lord Hastynges
penned by maister Dolman, and kyng Rychard the third,
compiled by Frauncis Segars. “Then,” sayd I “wel my masters
sith you thinke yt good to charge me with the order, I am
contented therwith: for as you haue doen, so have I lykewyse
procured sum of my frendes to ayd vs in our labour, for master
Sackvyle hath aptly ordered the duke of Buckkyngham’s
oracion, and master Cavyl the black smythe’s, and other.” “I
pray you,” quoth one of the cumpany, “let vs heare them.”
“Nay soft,” quoth I, “we wyl take the cronycles, and note theyr
places, and as they cum so will we orderly reade them al.” To
thys they all agreed. Then one tooke the cronicle whom
therfore we made, and call the reder, and he began to rede
the story of prince Edward called the fift king of that name: and
whan he came to the apprehending of the lord Riuers: “Stay
ther, I pray you,” quoth I, “for here is hys complaynt: for the
better vnderstanding wherof you must ymagin that he was
accompanyed with the lord Richard Graye, and with Hault and
Clappam, whose infortunes he bewayleth after this manner.”
[1231] The. 1578.
[1232] Anno 1483, added. 1571.
[1233] Cause. 1578.
[1234] That one Baldwin by help of. 1578.
[1235] Fallen. 1563, 71.
[1236] We stert. 1578.
[1237] Preaced forth among the ruful. 1578.
[1238] Attended. 1563.
[1239] Moved. 1578.
[1240] That. 1563.
[1241] This stanza omitted. N.
[1242] Theyr, restored from 1563. The others read: my.
[1243] The. N.
[1244] Wise and welthy. 1578.
[1245] Th’abuse. N.
[1246] For, omitted in the text, 1563, but corrected by the
faults escaped. The erroneous text followed. 1571, 75, 78.
[1247] The. 1563, 71, 75, 78.
[1248] The. N.
[1249] Enmies. 1578.
[1250] Espoused Bedford duchesse. N.
[1251] He ’spous’d. N.
[1252] So great. N.
[1253] Bene. 1578.
[1254] In. 1578.
[1255] In myne eye very. 1563, 71, 75, 78.
[1256] Sire. N.
[1257] In. 1563, 71, 75, 78.
[1258] The. 1563, 71, 75, 78.
[1259] The. 1563, 71.
[1260] Haue. 1578.
[1261] Foaded. 1563.
[1262] Nor. 1563.
[1263] Kiddesdale. 1587. N. The Northamptonshire men with
diuers of the northe-men by them procured, in this fury made
them a capitayne, and called hym Robyn of Riddisdale. Hall.
Robert Hilliard who named himselfe Robin of Ridsdale. Stowe.
[1264] My. 1578.
[1265] Nor. N.
[1266] Awaked. 1578.
[1267] An. 1563.
[1268] For, omitted. N.
[1269] That or we must with other’s bloud. N.
[1270] Clowne. N.
[1271] Naturall. 1563. Owne. N.
[1272] To. misprint. 1563.
[1273] Of spryte. 1563. N.
[1274] Was. 1578.
[1275] Defende. 1563, 71.
[1276] Among the faults corrected in ed. 1563 ‘frendes’ is
altered to ‘fyendes.’ In this instance it is, perhaps, best to
continue the uncorrected text of the subsequent editions.
[1277] In faults corrected altered from ‘our’ to ‘your,’ ed. 1563.
False reading preserved, 1571, 75, 78, 87, and N.
[1278] The exces. 1563, 71.
[1279] Cry, ah. 1563, 71, 75, 78.
[1280] Proudest. 1563.
[1281] Loudest. 1563.
[1282] The. 1571.
[1283] Eyther prooue. 1563, 71, 75, 78.
[1284] Never. 1563, 71, 76, 78.
[1285] They have. 1563, 71.
[1286] I blest me, rose. N.
[1287] Them, corrected by ed. 1563, 75, 78. Him, 1571, 87. N.
[1288] Theyr, omitted. N.
[1289] To agree. 1563, 71, 75, 78.
[1290] Where after we had a while in 1563, 71, 75, 78.
[1291] At dynner, the duke of Glocester sent a dyshe from his
owne table to the lord Ryuers, praiyng him to bee of good
chere, and all shoulde be well: he thanked him and prayed the
messenger to beare it to his nephiewe the lorde Richard with
like wordes whom he knewe to haue nede of comfort, as one
to whom suche aduersite was straunge, but he hymselfe had
bene all his daies ennured therwith, and therefore could beare
it the better. But for al this message the duke of Gloucester
sent the lorde Ryuers, the lord Richard, and sir Thomas
Vaughan, and sir Richarde Hawte, into the north parties into
diuerse prisones, but at last, al came to Pomfret where they all
foure were beheaded without iudgement. Hall.
[1292] Without signature: supposed by W. Baldwin.
[1293] Had. 1563.
[1294] Words added. 1571.
[1295] The 13 of June, Anno 1483. added. 1571.
[1296] Loanes. 1563, 87. Loyns 1571.
[1297]

I am that Hastings, whose to hasty death

They blame that know wherefore I lost my breath,
Wyth others fearinge least my headlesse name
Bee wrongde, by partiall bruite of flatteringe fame:
Hearinge, O Baldwin, that thou mean’st to penne,
The lyues, and fals of English noblemen,
Myselfe here present, do present to thee,
My life, my fal, and forced destenye. 1575, 78. N.

[1298] Drown’d. 1575, 78. N.

[1299] Take this for. 1575, 78. N.
[1300] Distracteth. 1563, 71.
[1301] Infecteth. 1563, 71.
[1302] Dowteth. 1563.
[1303] Tyckle, from correction of faults escaped. 1563. Title.
1571.
[1304] Stanzas 3, 4, and 5, omitted 1575, 78, and by Niccols.
[1305] The heauens hye and earthly vale belowe. 1575, 78. N.
[1306] So to me. 1575, 78. N.
[1307] Make. N.
[1308] Wholye. 1563.
[1309] Rayseth. 1563, 71, 75, 78.
[1310]

See here the difference of a noble minde,

Some vertue raiseth, some by vice haue climde. N.

[1311] Within themselues their. 1578. N.

[1312] Endeth hit. 1563, 71, 75.
[1313] Or how may that, that hath no end, be vndone? 1575,
78. N.
[1314] Thother. 1563, 71, 75, 78. N.
[1315] Flatterie, so soone they rue. N.
[1316] Fro. N.
[1317] Discended. 1563. Which once stept downe. 1578. N.
[1318] Rayseth. 1575, 78.
[1319] To excuse. 1563, 71, 75, 78.
[1320] Helpe. N.
[1321] As death in later. N.
[1322] Shineth. 1563, 71, 75, 78.
[1323] Or. 1578. N.
[1324] Pleasing. 1575, 78. N.
[1325] That. 1575, 78. N.
[1326] These faults except, if so my life thou skan. 1575, 78.
N.
[1327] So kind to all and so. N.
[1328] Rule. 1575, 78. N.
[1329] Chaunging. 1575, 78. N.
[1330] Admir’d through Christendome. N.
[1331] My prince’s brother did him then forgo. 1575, 78. N.
[1332] Lynked. 1563, 71, 75, 78.
[1333] Nor. 1575. 78. N.
[1334] Beare any other. N.
[1335] Awayt. 1563, 71, 75, 78. W’await. N.
[1336] Further. N.
[1337] And vse best meanes Edward in to bring. N.
[1338] Tide, to bar. N.
[1339] Sayles, misprint. 1587.
[1340] Surginge. 1575, 78. N.
[1341] Erst mought. 1563. Erst might. 1571. Late might. 1575,
78. N.
[1342] Then ghastly Greekes erst brought to. 1575, 78. N.
[1343] Maye. 1563, 75, 78. N. Might. 1571.
[1344] Might. N.
[1345] Myght. 1578. N.
[1346] That. 1575, 78.
[1347] Heauye. 1575, 78. N.
[1348] A fleete. N.
[1349] Flyeth. 1563, 71, 75, 78.
[1350] Breakes. N.
[1351] Syngeth, is the text of 1563, and corrected to
‘swimmeth,’ as a fault escaped. It stands singeth, 1571, 87.
Swyndgthe, 1575, 78. Swindg’th. N.
[1352] Heauy. 1575, 78. N.
[1353] Swyne, text of 1563, corrected in faults escaped as
above. The false reading repeated in all the five subsequent
editions.
[1354] Hare. 1575, 78. N.
[1355] Pursueth, before she flerteth. 1563, 71, 75, 78. Flert. N.
[1356] Pricketh. 1563, 71, 75, 78. N.
[1357] Afore. 1563, 71, 75, 78.
[1358] Stayeth. 1563, 71, 75, 78.
[1359] Agaynst. 1563, 71, 75, 78.
[1360] Reserued. 1563, 71, 75. Reserues. N.
[1361] Welcom’d by. N.
[1362] Suffyseth. 1563, 71, 75, 78. Sufficeth say. N.
[1363] My prince’s foe. 1575, 78. N.
[1364] Spyced. 1563. Staind. 1575, 78. N.
[1365] Bloudy for warre. 1578. N.
[1366] Liue. N.
[1367] Arms. 1563, 71, 75, 78. N.
[1368] Glocester, Clarence, I and Dorset slewe. N.
[1369] His bones, shall broile for bloud which he hath spilt. N.
[1370] Deadly. N.
[1371] Attaynteth 1563, 71, 75, 78. Attaint’th. N.
[1372] Wicked. N.
[1373] As. 1575, 78. N.
[1374] All men. 1575, 78. Of men. N.
[1375] Whoe fyrst dyd such. 1563.
[1376] As they merite well who do men’s liues preserue. 1575,
78. N.
[1377] If those therefore, 1575, 78. N.
[1378] Is he. 1575, 78. N.
[1379] Old is the practise of such bloudy strife. 1575, 78. N.
[1380] Abhorreth. 1575, 78. N.
[1381] Loue. 1575, 78. N.
[1382] ‘To cloake thy covert,’ 1563.
[1383] Difeldasd. 1563, 71.
[1384] My, wanting. 1563, 75, 78. N.
[1385] Troubled. 1575, 78. N.
[1386] Wanteth. 1563, 71, 75, 78. N.
[1387] Royall. 1575, 78. N.
[1388] Enfants. 1575, 78.
[1389] Insaciate. 1575, 78. N.
[1390]

Onely because our prince displeasde we sawe

With him, we slue him straight before all lawe. 1575, 78.
N.

[1391] The 37th stanza first inserted in ed. 1575, and only
repeated in 1578, and Niccols.
[1392] Before. 1575, 78. N.
[1393] The. 1563, 75, 78. N.
[1394] Soareth. 1563, 75, 78. N.
[1395] To thothers. 1575, 78. N.
[1396] Mine onely trust. 1575, 78. N.
[1397] Loued. 1571, 75.
[1398] The, misprint. 1587.
[1399] Least. 1571.
[1400] So. 1571.
[1401] Soone, not yet to soone mistrust. 1575, 78. N.
[1402] Twyneth betwyxt, and steareth. 1563, 71, 75, 78.
[1403] Loveth. 1563, 71, 75, 78. N.
[1404]

In frendship soueraigne it is as mithridate

Thy frend to loue as one whome thou mayst hate. 1575,
78. N.

[1405] The infamous. 1563, 71, 75, 78. N.

[1406] Light. 1575, 78. N.
[1407] Hap me without his. 1575, 78. N.
[1408] Tickle. 1575, 78. N.
[1409] The. 1563, 71, 75, 78. N.
[1410] When as by no meanes frendship. 1575, 78. N.
[1411] Force behold they me assailde. 1575, 78. N.
[1412] No place is. 1575, 78.
[1413] My bloud must repay. 1563, 71, 75, 78. N.
[1414] Parted. 1563, 75, 78. N.
[1415] Or better mynded. 1575, 78. N.
[1416] The message and other incidents, in the remainder of
this legend, are closely versified from Hall’s Chronicle, but too
long to be given here. Compare with reign of Edward the Fift.
[1417] Cannot matche. 1575, 78.
[1418] Construe. N.
[1419] Thinke appall’d. 1575, 78. Might thinke appall’d. N.
[1420] Pledeth. 1563, 71, 75, 78. N.
[1421] Seruyce. 1563.
[1422] Might. N.
[1423] Fayned 1575, 78. N.
[1424] He. 1563.