The EBP process, the PICO(T) process, and the important step of critically appraising research evidence

The EBP process, the PICO(T) process, and the important step of critically appraising research evidence

The EBP process, the PICO(T) process, and the important step of critically appraising research evidence

Introduction

Evidence-based practice involves finding the best research evidence to support an intervention, which is integrated with patient preferences and values and professional expertise, and then implemented. Once you have searched and found relevant and timely research studies, the next step is to evaluate the quality of their methods, design, and other elements and to explore the application of the evidence they provide in different scenarios and settings. It is of paramount importance to correctly identify the type of research methods used in the study—quantitative or qualitative, or a mixture of both—and to evaluate the study to ensure those methods are high-quality, valid, reliable, and accurate. Consequently, doctoral professionals must develop a working knowledge of how to identify and critically appraise specific, important elements of both quantitative and qualitative research studies. Rapid critical appraisal tools assist in developing this skill.

Preparation

• Review the media pieces in Weeks 1–3, focusing on the EBP process, the PICO(T) process, and the important step of critically appraising research evidence.
• Review the following two quantitative and qualitative studies. You will describe the key elements of each study and complete a critical appraisal of each.
  • Dorleijn, D. M. J., Luijsterburg, P. A. J., Reijman, M., Kloppenburg, M., Verhaar, J. A. N., Bindels, P. J. E., . . . Bierma-Zeinstra, S. (2018). Intramuscular glucocorticoid injection versus placebo injection in hip osteoarthritis: A 12-week blinded randomised controlled trial. Annals of the Rheumatic Diseases, 77(6), 875.
  • Howson, A., Turell, W., & Roc, A. (2018). Perceived self-efficacy in B-cell non-Hodgkin lymphomas: Qualitative outcomes in patient-directed education. Health Education Journal, 77(4), 430–443.
• Locate the following tools, found in Appendix B in your Evidence-based practice in nursing and healthcare textbook. You will use these tools to complete the appropriate rapid critical appraisal for each study. Choose the tool that matches the methods and design of each study.
  • Rapid Critical Appraisal Questions for Randomized Controlled Trials (RCTs), page 711.
  • Rapid Critical Appraisal Questions for Qualitative Evidence, pages 715–716.

Note: Remember that you can submit all or a portion of your completed executive summary and both general overviews and critical appraisals to Smarthinking for feedback before you submit the final version for this assignment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Write a paper in which you:

• Describe the key elements of a research study.
• Complete a rapid critical appraisal of each study.
• Write an executive summary that compares the two studies.

Document Format and Length

Your document should be 4–5 pages in length, including the overviews, rapid critical appraisals, and executive summary.

Supporting Evidence

Include at least two resources, other than the course textbook, to support your critical appraisals. Provide in-text citations and references in APA format for each study, the critical appraisal tools, and other resources used.

Assignment Grading

The following requirements correspond to the scoring guide criteria, so be sure to address each point. Read the performance-level descriptions in the scoring guide for each criterion to see how your work will be assessed.

• Describe the key elements of a research study.
  • Include the study’s purpose, methods, design, results, and any other aspects of the study you think are noteworthy.
  • Consider how the study contributes to the scholarly literature.
• Evaluate the quality of each study, using the appropriate rapid critical appraisal tool (RCA).
  • Create a table or other organized format for your answers to the questions on the RCA tool for each study.
  • What evidence supports your assertions and conclusions?
• Compare a qualitative and quantitative study’s quality, significance, and the practical application of results (evidence) in a health care setting.
  • Consider the following questions to guide the comparison of these studies in your executive summary:
    • Which study provides the best overall evidence? What elements in the study led you to this conclusion?
    • Which study provides subjective information that could be integrated to make positive changes to services, processes, systems, or patient care?
    • What is the significance of each study’s results in a hospital setting? How do the results affect patients?
    • How could the evidence found in each study be applied in different health care settings? In the overall health care industry?
• Support main points, assertions, arguments, or conclusions with relevant and credible evidence.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. The EBP process, the PICO(T) process, and the important step of critically appraising research evidence

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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