Part 4B: Critical Appraisal of Research.
Assignment: Evidence-Based Project, Part 4: Critical Appraisal of Research Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers. Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand.Part 4B: Critical Appraisal of Research. Evidence-based practitioners often present these findings to make the case for specific courses of action.
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In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts. To Prepare: Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3. Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3. Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.Part 4B: Critical Appraisal of Research. The Assignment (Evidence-Based Project) Part 4A: Critical Appraisal of Research Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3. Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented. Part 4B: Critical Appraisal of Research Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.Part 4B: Critical Appraisal of Research.
Part 4B: Critical Appraisal of Research
According to Paice et al. (2016), education improves patients’ knowledge and understanding of CAM while working towards a common goal of improving patients’ QoL. However, it should take into consideration the need for interpreters, a patient’s literacy level, and be provided in a culturally consistent way. The researchers further emphasize that healthcare professionals must include close family members and caregivers in education sessions and discussions about safe storage and disposal of CAM. Paice et al. (2016) further emphasize that, before educating patients, it is important to assess clinicians caring for cancer patients for potential knowledge deficits and conduct initial training using resources provided by the American Society of Clinical Oncology (ASCO).Part 4B: Critical Appraisal of Research.
Krzyzanowska et al. (2016) recommend educating patients at the time of initiating therapy in collaboration with alternative self-assessment strategies and reinforced with written resources. Self-assessment methods should include self-assessment activities, when and how to report symptoms, and a toolkit for managing symptoms. Rossi et al. (2015) suggest the establishment of integrative oncology centers and implementing integrative oncology programs to educate cancer patients about CAM. Apart from supporting patient-centric care supported by the most recent evidence, these centers provide resourceful platforms to optimize the QoL, health, and outcomes in the care continuum of cancer patients. It also empowers close family members and caregivers of cancer patients on how to prevent cancer and actively participate before, during, and beyond cancer management. Part 4B: Critical Appraisal of Research.
Savas et al. (2016) suggest focus groups with the guidance of oncology healthcare professionals (nursing staff, medical oncologists, and affiliated complementary therapists) as a strategy to educate cancer patients about collocating conventional and complementary cancer therapy based on individual needs. They further highlight that education helps patients to achieve self-expression and autonomy. Based on the findings of the critical appraisal, this EBP project recommends educating cancer patients on CAM therapy to improve treatment outcomes, which subsequently increases patient satisfaction rates.Part 4B: Critical Appraisal of Research.
Krzyzanowska, M. K., Walker-Dilks, C., Atzema, C., Morris, A., Gupta, R., Halligan, R., & McCann, K. (2016). Approach to fever assessment in ambulatory cancer patients receiving chemotherapy: a clinical practice guideline. Current Oncology, 23(4), 280.
Paice, J. A., Portenoy, R., Lacchetti, C., Campbell, T., Cheville, A., Citron, M., & Koyyalagunta, L. (2016). Management of chronic pain in survivors of adult cancers: American Society of Clinical Oncology clinical practice guideline. Journal of Clinical Oncology, 34(27), 3325-3345.
Rossi, E., Vita, A., Baccetti, S., Di Stefano, M., Voller, F., & Zanobini, A. (2015). Complementary and alternative medicine for cancer patients: results of the EPAAC survey on integrative oncology centers in Europe. Supportive Care in Cancer, 23(6), 1795-1806.
Savas, P., Robertson, A., Beatty, L., Hookings, E., McGee, M., Marker, J., & Koczwara, B. (2016). Patient preferences on the integration of complementary therapy with conventional cancer care. Asia‐Pacific Journal of Clinical Oncology, 12(2), e311-e318.
Part 4B: Critical Appraisal of Research.