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Fourth edition
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Library of Congress Cataloging-in-Publication Data
Names: Melnyk, Bernadette Mazurek, author.
Title: Evidence-based practice in nursing & healthcare : a guide to best
practice / Bernadette Mazurek Melnyk, PhD, RN, APRN-CNP, FAANP, FNAP,
FAAN, Vice President for Health Promotion, University Chief Wellness
Officer, Dean and Professor, College of Nursing, Professor of Pediatrics &
Psychiatry, College of Medicine, The Ohio State University, Editor,
Worldviews on Evidence-Based Nursing, Ellen Fineout-Overholt, PhD, RN,
FNAP, FAAN, Mary Coulter Dowdy Distinguished Professor of Nursing, College
of Nursing & Health Sciences, University of Texas at Tyler, Editorial
Board, Worldviews on Evidence-Based Nursing, Editorial Board, Research in
Nursing & Health.
Other titles: Evidence-based practice in nursing and healthcare
Description: Fourth edition. | Philadelphia : Wolters Kluwer Health, [2019] |
Includes bibliographical references.
Identifiers: LCCN 2018032178 | eISBN 9781496386892
Subjects: LCSH: Evidence-based nursing—Practice. | Nurse
practitioners—Practice.
Classification: LCC RT42 .M44 2019 | DDC 610.73—dc23
LC record available at https://
The purpose of these checklists is for you to determine the validity of a study (article) for supporting use for your capstone project. The better the articles you choose for your literature review, the stronger your evidence for your clinical practice will be. Take a moment to review pages 708-726 in your Melnyk & Fineout-Overholt, 4th text. These pages contain the Rapid Critical Appraisal Checklist for reviewing articles. The purpose of these checklists is for you to determine the validity of a study (article) for supporting use for your Clinical Practice and Review of Literature Assignment. Below are the rapid critical appraisal checklist in fillable forms and directions for this assignment.
Here are the directions to this assignment:
· Conduct a literature search to identify (1) one high-quality quantitative article based on your clinical question (PICOT).
·
· The article must be published within the last 5 – 7 years.
· Please do NOT select systematic reviews, meta-analyses, clinical practice guidelines, or qualitative articles.
· Complete the General Appraisal Overview for All Studies form thoroughly.
· Appendix B1 Form
·
· Next, select (1) one of the following forms based on the type of quantitative article you selected and then fill it out thoroughly. Only one form is needed for this assignment. Please select the one that is most appropriate for your article type.
· Randomized Clinical Trial:
· Appendix B3 RCA for RCT
· Quasi-Experimental Studies:
· Appendix B4 RCA for Quasi-Experimental Studies
· Cohort Studies:
· Appendix B5 RCA Cohort Studies
· Descriptive Studies:
· Appendix B6 RCA Descriptive Studies
· Finally, upload the following documents to this Assignment for grading.
· A pdf copy of your chosen article.
· General Appraisal Overview for All Studies form — completed.
· The correct form based on your article type (RTC, Quasi-Experimental, Cohort, or Descriptive Study RCA) — completed.
The following rubric will be used to assess whether your chosen articles were critically appraised correctly. All open-ended response questions should be addressed thoroughly according to the rubric and supported by citations/literature. FYI – You can use the article you found to support your answers and outside sources are okay.
Assignment Rubric:
Rubric
Rapid Critical Appraisal Checklist Rubric.v2
Rapid Critical Appraisal Checklist Rubric.v2
|
Criteria
|
Ratings
|
Pts
|
This criterion is linked to a Learning OutcomeValidity Se
Appendix B3: Rapid Critical Appraisal Questions for Randomized Clinical Trials (RCT)
VALIDITY
|
|
|
|
1. Are the results of the study valid?
|
|
|
|
a. Were the participants randomly assigned to the experimental and control groups?
|
Yes
|
No
|
Unknown
|
b. Was random assignment concealed from the individuals who were first enrolling participants into the study?
|
Yes
|
No
|
Unknown
|
c. Were the participants and providers blind to the study group?
|
Yes
|
No
|
Unknown
|
d. Were reasons given to explain why participants did not complete the study?
|
Yes
|
No
|
Unknown
|
e. Were the follow-up assessments conducted long enough to fully study the effects of the intervention?
|
Yes
|
No
|
Unknown
|
f. Were the participants analyzed in the group to which they were randomly assigned?
|
Yes
|
No
|
Unknown
|
g. Was the control group appropriate?
|
Yes
|
No
|
Unknown
|
h. Were the instruments used to measure the outcomes valid and reliable?
|
Yes
|
No
|
Unknown
|
i. Were the participants in each of the groups similar on demographic and baseline clinical variables?
|
Yes
|
No
|
Unknown
|
RELIABILITY
|
|
|
|
2. What are the results?
|
|
|
|
a. How large is the intervention or treatment effect (NNT, NNH, effect size, level of significance)?
|
__
|
__
|
__
|
b. How precise is the intervention or treatment (CI)?
|
__
|
__
|
__
|
APPLICABILITY
|
|
|
|
3. Will the results help me in caring for my patients?
|
|
|
|
a. Were all clinically important outcomes measured?
|
Yes
|
No
|
Unknown
|
b. What are the r
Appendix B1: General Appraisal Overview for All Studies
|
Date: 11.11.2021
|
Reviewer:
|
Article Citation (APA):
|
PICOT Question:
For all mental health workers treating patients with mental disorders, how does low competence among novice and unlicensed mental health staff compared to high competence in trained and licensed mental health professionals influence the risk of breaking patient safety principles in the first six months of treatment?
|
Overview/General Description of Study
|
· Purpose of Study: The purpose of the study was to
|
· Study Design:
|
· General Description of Study
|
Research Question(s) or Hypotheses:
|
|
|
|
Study Aims:
|
|
|
|
Sampling Technique, Sample Size & Characteristics:
|
Major Variables Studies:
|
· Independent Variable:
|
· Dependent (outcome) Variable(s):
|
Variable Analysis Used (include whether appropriate to answer research questions/hypothesis or discover themes):
|
© Fineout-Overholt, 2010. This form was designed to help learners engage research as a fundamental tool in evidence-based decision making.
Appendix B1:
General
A
p
p
rais
a
l
Overview
f
o
r
All
St
ud
ies
Da
t
e:
11.
11.2021
Review
e
r:
A
r
t
ic
l
e
C
i
t
a
t
i
on
(
APA
)
:
P
ICOT
Que
s
ti
o
n:
For all mental health workers treating patients with mental disorders, how does low
competence among
novice and
unlicensed mental health staff compared to high competence in
trained and licensed mental health professionals influence the risk of breaking pa
tient safety
principles in the first six months of treatment?
O
v
erview/General Description
of
S
t
udy
·
Purp
o
se
of
Appendix B4: Rapid Critical Appraisal Questions for Quasi-Experimental Studies
Explain your answers and recommendation for use of this study in the body of evidence to answer your PICOT question.
VALIDITY
1. Are the results of the study valid?
|
Yes
|
No
|
Unknown
|
Rationale/Comment
|
· Study participants in intervention and comparison groups are similar
|
1
|
2
|
3
|
|
· The intervention is clearly identified.
|
1
|
2
|
3
|
|
· There is a control group.
|
1
|
2
|
3
|
|
· Participants in the comparison group(s) received a reasonable treatment/care to the exposure or intervention of interest given to the intervention group.
|
1
|
2
|
3
|
|
· Follow-up between groups is adequately described and analysed.
|
1
|
2
|
3
|
|
· Appropriate statistical analysis was used for the data gathered.
|
1
|
2
|
3
|
|
· Measurement of the outcome was obtained pre and post the intervention.
|
1
|
2
|
3
|
|
· The outcomes are the same across all groups were measured with the same instrument
|
1
|
2
|
3
|
|
· Outcomes were measured with valid and reliable instruments
|
1
|
2
|
3
|
|
RELIABILITY
2. What are the results?
· What was the magnitude of the results?
|
|
· What was the precision of the results?
|
|
APPLICABILITY
3. Will the results help me in caring for my patients?
· Were the study patients similar to my own?
|
1
|
2
|
3
|
|
· Will the results lead directly to selecting or avoiding therapy?
|
1
|
2
|
3
|
|
· Are the results useful for reassuring or counseling patients?
|
1
|
2
|
3
|
<
Appendix B5: Rapid Critical Appraisal Questions for Cohort Studies
VALIDITY
1. Are the results of the study valid?
a. Was there a representative and well-defined sample of patients at a similar point in the course of the disease?
|
Yes
|
No
|
Unknown
|
b. Was follow up sufficiently long and complete?
|
Yes
|
No
|
Unknown
|
c. Were objective and unbiased outcome criteria used?
|
Yes
|
No
|
Unknown
|
d. Did the analysis adjust for important prognostic risk factors and confounding variables?
|
Yes
|
No
|
Unknown
|
Comments
|
|
|
|
RELIABILITY
2. What are the results?
a. What is the magnitude of the relationship between predictors (i.e., prognostic indicators) and targeted outcome?
b. How likely is the outcome event(s) in a specified period of time? – _______
c. How precise are the study estimates?
APPLICABILITY
3. Will the results help me in caring for my patients?
a. Were the study patients similar to my own?
|
Yes
|
No
|
Unknown
|
b. Will the results lead directly to selecting or avoiding therapy?
|
Yes
|
No
|
Unknown
|
c. Are the results useful for reassuring or counseling patients?
|
Yes
|
No
|
Unknown
|
Comments
|
|
|
|
Would you use the study results in your practice to make a difference in patient outcomes?
· If yes, how?
· If yes, why?
· If no, why not?
Additional Comments/Reflections:
Recommendation for article use within a body of evidence:
© Fineout-Overholt & Melnyk, 2009 This form may be used for educational, practice change & research purposes without permission
Appendix B6: Rapid Critical Appraisal Questions for Descriptive Studies
VALIDITY
Are the results of the study valid?
|
· Were study/survey methods appropriate for the question?
|
Yes
|
No
|
Unknown
|
|
· Was sampling methods appropriate for the research question?
|
Yes
|
No
|
Unknown
|
|
· Were sample size implications on study results discussed?
|
Yes
|
No
|
Unknown
|
|
· Were variables studied appropriate for the question?
|
Yes
|
No
|
Unknown
|
|
· Dependent variables are:
· Independent (outcome) variables are:
|
|
|
|
|
· Were outcomes appropriate for the question?
|
Yes
|
No
|
Unknown
|
|
· Were valid and reliable instruments used to measure outcomes?
|
Yes
|
No
|
Unknown
|
|
· Were the chosen measures appropriate for study outcomes?
|
Yes
|
No
|
Unknown
|
|
· Were outcomes clearly described?
|
Yes
|
No
|
Unknown
|
|
Did investigators and/or funding agencies declare freedom from conflict of interest?
|
Yes
|
No
|
Unknown
|
RELIABILITY
2. What are the results?
· What were the main results of the study?
· Was there statistical significance? Explain
· Was there clinical significance? Explain
· Were safety concerns, including adverse events and risk/benefit described? Yes No Unknown
APPLICABILITY
3. Will the results help me in caring for my patients?
· Are the results applicable to my patient population?
|
Yes
|
No
|
Unknown
|
· Will my patients’ and families’ values and beliefs be supported by the knowledge gained from the study?
|
Yes
|
No
|
Unknown
|
Would you use the study results in your practice to
1Scientific REPORtS | (2018) 8:3794 | DOI:10.1038/s41598-018-21900-1
www.nature.com/scientificreports
Quantitative account of social
interactions in a mental health care
ecosystem: cooperation, trust and
collective action
Anna Cigarini1,2, Julián Vicens 1,2,3, Jordi Duch 3,4, Angel Sánchez5,6,7,8 & Josep Perelló 1,2
Mental disorders have an enormous impact in our society, both in personal terms and in the economic
costs associated with their treatment. In order to scale up services and bring down costs, administrations
are starting to promote social interactions as key to care provision. We analyze quantitatively the
importance of communities for effective mental health care, considering all community members
involved. By means of citizen science practices, we have designed a suite of games that allow to probe
into different behavioral traits of the role groups of the ecosystem. The evidence reinforces the idea
of community social capital, with caregivers and professionals playing a leading role. Yet, the cost
of collective action is mainly supported by individuals with a mental condition – which unveils their
vulnerability. The results are in general agreement with previous findings but, since we broaden the
perspective of previous studies, we are also able to find marked differences in the social behavior of certain
groups of mental disorders. We finally point to the conditions under which cooperation among members
of the ecosystem is better sustained, suggesting how virtuous cycles of inclusion and participation can be
promoted in a ‘care in the community’ framework.
Approximately one fifth of the world population will suffer some mental disorder (MD) at some point in their
lives, such as anxiety or depression1. The direct economic costs of MD, including care and indirect effects, is esti-
mated to reach $6 trillion in 2030, which is more than cancer, diabetes, and respiratory diseases combined2. As
part of a global effort to scale up services and bring down costs, reliance is increasingly made upon informal social
networks3. A holistic approach to mental health promotion and care provision is then necessary, and emphasis
is placed on the idea of individuals-in-community: individuals with MD are defined not just alone but in rela-
tionship to others4. Such a paradigm shift implies superseding the traditional physician-patient dyad to include
caregivers, relatives, social workers, and the community as a whole, recognizing their crucial role in the recovery
process.
A key aspect in the definition and aetiology of MD has to do with social behavior5: behavioral symptoms, or
consequences at the behavioral level, characterize most MD. For instance, autism, social phobia, or personality
disorders are determined by the presence of impairments in social interaction. Other disorders result in signif-
icant difficulties in the social domain, s
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