Evidence Based Claims Graphic Organizer

This question format model, helps in optimization of applied research specifics, medical style questions, updated peer review of research, and even allows assessing students to support evidence based practice in defining appropriate questions (Holloway et al. 2004).

For the learner’s evidence to be sufficient, it needs to relevant and proves that the learner is competent. The evidence must mean something to the learner and must not just be used for the sake of it. The evidence must be clear and logical and must meet the learning outcomes and assessment criteria.

The evidence for this task could be presented in the form of a written report or presentation. If a presentation is the form chosen to present the evidence, you must include a witness statement from the assessor/tutor and use the following points as guidelines:

Learning: By applying the rubric to the assessment, I am able to see Johns’ understanding or lack thereof. His work allows me to see where he is in terms of progression of the concept while also allowing me to see the need for adjustments to instruction. Because I am able to see his work, I can go ahead and make decisions regarding and instruction adjustments that may need to

· The results of the study, the interpretation of the data by the authors and any conclusions they include at the end of the article.

Concerning the cohesiveness of an essay, Pyrczak (2008) avers that its Results segment should not only convey a study’s outcome in paragraphs that can each convey a particular component of its findings but it should also be arranged in a manner that provides an exclusive focus on the research’s hypothesis as well as supply its related statistics. While this author can commend the researcher’s inclusion of the coefficients of their instrumentations and the tables that demonstrate the study’s results (Lin et al., 2004), the Results section in this composition falls short of the previously listed expectations of what this segment should comprise. For this assayer has observed that though the 10 variables measured had been noted, the study’s authors had not expounded upon the constituents of their findings. The rating this investigator gives the coherency of this paper is ‘2’.

Evidenced-based practice (EBP) originated in Canada from a new form of medical school which was launched during the 1970s at an institution called McMaster University (Hoffmann, Bennett, & Del Mar, 2010). This new medical program was uncommon in a variety of its methods. The primary variation was the abbreviated three year medical program which is very brief in comparison to other medical school framework (Hoffmann, Bennett, & Del Mar, 2010). Instructors conceded that the ideal concept of teaching medical students everything they would possibly need to know in regards to practicing medicine with in this program was an unattainable undertaking (Hoffmann, Bennett, & Del Mar, 2010). In response to this epiphany, instructors at this institution transformed their educational approach and focused on instruction that would provide students with the skills and tools they would need to effectively locate health information while practicing as healthcare professionals (Hoffmann, Bennett, & Del Mar, 2010). This scientific approach to healthcare is now known as evidence-based practice (Hoffmann, Bennett, & Del Mar, 2010). In the past, healthcare practitioners made decisions for patients based on personal and professional experience, hearsay, and lack of scientific evidence (White, 2004). An evidence-based practice links the

In comparison to which tools would best be used in our own facilities, it is relatively simple to determine that Ochiltree General Hospital would gain more knowledge from research in the AACN Levels of Evidence system simply because they function more off research based principles. Ochiltree General Hospital uses websites to gain knowledge to be applied to directing their policies and procedures and this tool uses more research based examples to apply to potential for implementation into practice.

The first step to obtaining necessary approval and support from administration and staff will be the preparation of a cohesive written report, accompanied by an electronic presentation. The more research I do on the subject, the better. My support staff and administration want to know how the evidence supports my suggested changes. Therefore, the research component of my project is very important at this stage. After the completion of the initial report and design of presentation, I need to make a scheduled delivery of the presentation to the health care organization's leadership and its staff members.

We are asked to choose a topic and explore it using nonqualified resources. Why should we do this? It is because we need to cautiously look at every type of “resource” to make sure we are using appropriate and relevant information when it comes to evidence-based care. The amount of information on the worldwide web is truly limitless and much of the posted material is not always suitable or usable when it comes to safe, proper, evidence-based clinical care.

Evidence Supporting the Effectiveness of the Strategy: Based on the evidence from this lesson I would use this

Scientific-based instruction is something that teachers use all the time in their classroom. Teachers are consistently assessing and evaluating students’ performance, creating and amending individual education plans, lesson plans, and reflecting on their practices. As teachers, we should be doing rigorous research and building hypothesis to base further teaching practices on.

Scientists communicate their new research or studies to their audience by publishing their work in scholarly journals and books. Moreover, students of science and other disciplines that are not from the area of expertise and that are unfamiliar with the given topic must be able to trust in the credibility of articles published in journals and books. A common process that controls the high quality of scientific publication is called ‘peer review’, which ensures that the published work has met the specific standards of a given discipline, a process that usually begins

When the present study is compared with previous studies, it might be concluded that varying treatment of evidence and argument could be considered as generic, as these aspects were present in the other studies. “The study is designed for teachers, students, and librarians, academic skills advisers and academic developers in higher education” (Lupton, par 1, 2001). However, the findings of the present

The time to publish is not clear for the scientific research, and it is required from an author to timeliness and significant balance to reach at a manuscript of high-quality. When the study is done significant results, the author should publish it. Furthermore, the author should report not only the results that support the research, but reporting all the results. The research results, which it is important, describe accurately and fully. The scientific presentation ought to have representative data and calculations. The analyses ought to include all the data. An implicit assumption of published work is being the reproducibility of the results. All authors who ought to have done substantial and significant intellectual contributions to the study being reported (Coghill, 2006).