Evidence-based practice challenge: teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students
| Autor: | Barbara Krainovich-Miller, Jennifer Yost, Judith Haber, Susan Kaplan Jacobs |
|---|---|
| Rok vydání: | 2009 |
| Předmět: |
Medical education
Evidence-based practice ComputingMilieux_THECOMPUTINGPROFESSION business.industry Information literacy Teaching Evidence-Based Nursing United States Education Clinical Practice Graduate research Critical appraisal Review Literature as Topic Systematic review Graduate students Meta-Analysis as Topic Paradigm shift Practice Guidelines as Topic ComputingMilieux_COMPUTERSANDEDUCATION Medicine Humans business Education Nursing Graduate General Nursing |
| Zdroj: | The Journal of nursing education. 48(4) |
| ISSN: | 0148-4834 |
| Popis: | The TREAD © Evidence-Based Practice Model is a framework for faculty to use in graduate research courses so students can become excellent consumers of the best available evidence to use in their clinical decision making in the practice setting. This model is based on competency in information literacy as the basis for developing evidence-based search strategies to find, appraise, and synthesize Level I evidence, including systematic reviews, meta-analyses, and evidence-based practice guidelines. This model emphasizes the use of standardized critical appraisal tools, such as the Critical Appraisal Skills Programme (CASP) or Appraisal of Guidelines for Research and Evaluation (AGREE), to facilitate user-friendly rapid appraisal of Level I evidence. Faculty are challenged to embrace this paradigm shift, to unlearn how they learned, and to teach their graduate research course focusing on the importance of Level I evidence to enable their graduates to make informed advanced practice decisions and improve patient outcomes. |
| Databáze: | OpenAIRE |
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