DQ1 Review the “General Appraisal Overview for All Studies,” available in Appendix B in the textbook and the “PICOT: Components of an Answerable, Searchable Question” table, located in Chapter 2 of the textbook.

DQ1 Review the “General Appraisal Overview for All Studies,” available in Appendix B in the textbook and the “PICOT: Components of an Answerable, Searchable Question” table, located in Chapter 2 of the textbook.

DQ1 Review the “General Appraisal Overview for All Studies,” available in Appendix B in the textbook and the “PICOT  Components of an Answerable, Searchable Question” table, located in Chapter 2 of the textbook.

Formulate your PICOT question and post it to the main forum. Respond to at least two other statements, providing feedback. Review the statements to see if the clinical issue is clearly defined and that all aspects are identified. If one PICOT statement has at least two feedback posts, move to another statement.

You will be using the feedback to finalize your PICOT question in your Part B: Literature Analysis assignment in Topic 3.

Decisions related to patient value and care is carefully made following an essential process of integration of the best existing evidence, clinical experience and patient preference. Critical appraisal is the course of action for watchfully and systematically examining research to assess its reliability, value and relevance in order to direct professionals in their vital clinical decision making [].

Critical appraisal is essential to:

  • Combat information overload;

  • Identify papers that are clinically relevant;

  • Continuing Professional Development (CPD).

Carrying out Critical Appraisal:

Assessing the research methods used in the study is a prime step in its critical appraisal. This is done using checklists which are specific to the study design.

Standard Common Questions:

DQ1 Review the General Appraisal Overview for All Studies
DQ1 Review the General Appraisal Overview for All Studies

  1. What is the research question?

  2. What is the study type (design)?

  3. Selection issues.

  4. What are the outcome factors and how are they measured?

  5. What are the study factors and how are they measured?

  6. What important potential confounders are considered?

  7. What is the statistical method used in the study?

  8. Statistical results.

  9. What conclusions did the authors reach about the research question?

  10. Are ethical issues considered?

The Critical Appraisal starts by double checking the following main sections:

I. Overview of the paper:

  1. The publishing journal and the year

  2. The article title: Does it state key trial objectives?

  3. The author (s) and their institution (s)

The presence of a peer review process in journal acceptance protocols also adds robustness to the assessment criteria for research papers and hence would indicate a reduced likelihood of publication of poor quality research. Other areas to consider may include authors’ declarations of interest and potential market bias. Attention should be paid to any declared funding or the issue of a research grant, in order to check for a conflict of interest [].

II. ABSTRACT: Reading the abstract is a quick way of getting to know the article and its purpose, major procedures and methods, main findings, and conclusions.

  1. Aim of the study: It should be well and clearly written.

  2. Materials and Methods: The study design and type of groups, type of randomization process, sample size, gender, age, and procedure rendered to each group and measuring tool(s) should be evidently mentioned.

  3. Results: The measured variables with their statistical analysis and significance.

  4. Conclusion: It must clearly answer the question of interest.

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    DISCUSSION RUBRIC

    DQ1 Review the “General Appraisal Overview for All Studies,” available in Appendix B in the textbook and the “PICOT  Components of an Answerable, Searchable Question” table, located in Chapter 2 of the textbook. Grading Rubric Guidelines

    Performance Category 10 9 8 4 0
    Scholarliness

    Demonstrates achievement of scholarly inquiry for professional and academic decisions.
    • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
    • Evaluates literature resources to develop a comprehensive analysis or synthesis.
    • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
    • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
    • Evaluates information from source(s) to develop a coherent analysis or synthesis.
    • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
    • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
    • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
    • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
    • Demonstrates little or no understanding of the topic.
    • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
    • Information is taken from source(s) without any interpretation/evaluation.
    • The posting uses information that is not valid, relevant, or reliable
    • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
    • Information is not valid, relevant, or reliable
    Performance Category  10 9 8 4 0
    Application of Course Knowledge –

    Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
    • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
    • Applies concepts to personal experience in the professional setting and or relevant application to real life.
    • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
    • Applies concepts to personal experience in their professional setting and or relevant application to real life
    • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
    • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
    • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
    • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
    • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
    • Posts are superficial and do not reflect an understanding of the lesson content
    • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
    • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
    • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
    Performance Category  5 4 3 2 0
    Interactive Dialogue

    Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

    (5 points possible per graded thread)
    • Exceeds minimum post requirements
    • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
    • Replies to a post posed by faculty and to a peer
    • Summarizes what was learned from the lesson, readings, and other student posts for the week.
    • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
    • Replies to a question posed by a peer

    Summarizes what was learned from the lesson, readings, and other student posts for the week.
    • Meets expectations of 2 posts on 2 different days.
    • The main post is not made by the Wednesday deadline
    • Does not reply to a question posed by a peer or faculty
    • Has only one post for the week
    • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
    • Does not post to the thread
    • No connections are made to the topic
      Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
    Grammar, Syntax, APA

    Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

    Points deducted for improper grammar, syntax and APA style of writing.

    The source of information is the APA Manual 6th Edition
    • 2-3 errors in APA format.
    • Written responses have 2-3 grammatical, spelling, and punctuation errors.
    • Writing style is generally clear, focused, and facilitates communication.
    • 4-5 errors in APA format.
    • Writing responses have 4-5 grammatical, spelling and punctuation errors.
    • Writing style is somewhat focused.
    • 6-7 errors in APA format.
    • Writing responses have 6-7 grammatical, spelling and punctuation errors.
    • Writing style is slightly focused making discussion difficult to understand.
    • 8-10 errors in APA format.
    • Writing responses have 8-10 grammatical, spelling and punctuation errors.
    • Writing style is not focused, making discussion difficult to understand.
    • Post contains greater than 10 errors in APA format.
    • Written responses have more than 10 grammatical, spelling and punctuation errors.
    • Writing style does not facilitate communication.
    • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
    0 points lost       -5 points lost
    Total Participation Requirements

    per discussion thread

    		 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
    Early Participation Requirement

    per discussion thread

    		 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.