Evidence-Based Practice Annotated Bibliography

Aslam, S., & Emmanuel, P. (2010). Formulating a researchable question: A critical step for facilitating proper clinical research. Indian journal of sexually transmitted diseases, 31(1), 47.

One of the strengths of the article is that it provides criteria which may be used in formulating clinical research questions when healthcare researchers are investigating encounter open issues during their current clinical practices or when the experiences require alternative therapies. The authors have highlighted vital steps which will assist the investigators when framing a question through having a goal which finds the answers based on the available evidence.

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One weakness of the article is that the authors do not provide the strategy that needs to be used in keeping track of the progress during finding of a relevant answer and applying of the results to a given patient population. Therefore the article does not provide ways of evaluating if the research question being used leads to opinions rather than facts.

Farrugia, P., Petrisor, B. A., Farrokhyar, F., & Bhandari, M. (2010). Research questions, hypotheses, and objectives. Canadian Journal of Surgery, 53(4), 278.

One of the strengths of the article is that it explains the reasons why concentrating on time, resources and dedication to research objectives, hypothesis and question are vital tasks which assist in guiding research project that is successful as they influence the results interpretation as well as affecting the future efforts of publication. Thus the authors provide relevant examples when explaining the need to formulate appropriate research objectives, research hypothesis, and research question.

One limitation of the article is that it does not provide ways that prove that the process of developing and designing a relevant and appropriate research question, objective and hypothesis may be a challenging task.

Reinhardt, J. (2010). Research methods in evidence-based practice: Understanding the evidence. Generations, 34(1), 36-42.

One of the strengths of the article is that it provides vital elements of the research methodology which may be utilized in the process of determining if evidence exists and if the available evidence is sufficient or not. As a result, the article discusses the essential factors in enhancing the evidence-based practice such as commitment among the researchers and health practitioners to their work, the willingness of being educated about the entire process as well as the development of crucial skills required in making the process work.

One weakness of the article is that it fails to explain why having researchers learn about essential issues in their practice may ask clinically informed questions yet they usually maintain their scientific perspectives while the practitioners generally retain their clinical autonomy.

"Translating Research for Evidence-Based Practice," by Bowen and Forrest, from Access (2017)

One of the strengths of the article is that the authors have adequately outlined the questions that are concerned with sources of evidence-based research which the providers of health care may make use of during critically appraising or evaluating available scientific literature. These kinds of questions are useful in offering the basis for the critical evaluation processes discussed in the article regarding evidence-based methods. Therefore the report provides a preliminary assessment which assists in determining the relevance of the material. The material is much appropriate when used in conducting studies regarding evidence-based practices in that it successfully follows a unique and systematic strategy in synthesizing of central research studies. This is significant in that it helps in the adequate addressing of the research question of the article.

One weakness of the article is that it is not conducted using a large sample in the testing of the hypothesis that the authors aim to assess or in answering of research questions. Although performing of well-designed studies is usually accepted, the article has failed to interpret the results of the research finding vividly.

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice step by step: a critical appraisal of the evidence: part I. AJN The American Journal of Nursing, 110(7), 47-52.

One of the strengths of the article is that it proves that evidence-based practice is an approach of problem-solving that leads to delivering of health care which integrates all best evidence from different patient care information and studies that have clinician expertise as well as patient values and preferences. Therefore, the article is used as it illustrates that when evidence-based practices are delivered in the context of caring as well as in the organization culture that is supportive, then there is the attainment of best patient results and high-quality care. The article is useful in that it provides nurses with the skills and knowledge which they require in consistently implementing evidence-based practice.

One weakness of the article is that it does not provide ways in which the relevant knowledge and skills that the nurses require to implement evidence-based practices successfully may be attained.

Riva, J. J., Malik, K. M., Burnie, S. J., Endicott, A. R., & Busse, J. W. (2012). What is your research question? An introduction to the PICOT format for clinicians. The Journal of the Canadian Chiropractic Association, 56(3), 167.

One of the strengths of the article is that it provides the reasons why all clinicians who are interested in the research pursuits, associated to the patient care, must consider using of literature search as well as PICOT format during the time they want to engage other clinical researchers. It is through this approach which will offer the researchers and clinicians with the fundamental basis required for attaining mutual communication, direction, and understanding to assist in answering the most relevant questions of the clinical study.

One weakness of the article is that it fails to provide the reason why the framing of research questions provides a common form of language between the researcher and clinician discourse. This questions the notion that clinicians usually have an essential role when it comes to contributing to the integrated understanding of research studies translation.

References

Aslam, S., & Emmanuel, P. (2010). Formulating a researchable question: A critical step for facilitating proper clinical research. Indian journal of sexually transmitted diseases, 31(1), 47.

Farrugia, P., Petrisor, B. A., Farrokhyar, F., & Bhandari, M. (2010). Research questions, hypotheses, and objectives. Canadian Journal of Surgery, 53(4), 278.

Reinhardt, J. (2010). Research methods in evidence-based practice: Understanding the evidence. Generations, 34(1), 36-42.

"Translating Research for Evidence-Based Practice," by Bowen and Forrest, from Access (2017)

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice step by step: a critical appraisal of the evidence: part I. AJN The American Journal of Nursing, 110(7), 47-52.

Riva, J. J., Malik, K. M., Burnie, S. J., Endicott, A. R., & Busse, J. W. (2012). What is your research question? An introduction to the PICOT format for clinicians. The Journal of the Canadian Chiropractic Association, 56(3), 167.