PICOT-NURSING- Research Paper

PICOT-NURSING- Research Paper

Hi the assignment is to make a short picot paper. (AN EXAMPLE IS ATTACHED). The topic in the example is clinical provider shortage.

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For me that is going to be nursing shortage issues/ under staffing. The whole thing must be oriented to nursing issue(ISSUES CAUSED BY NURSING SHORTAGE / UNDER STAFFING) not providers.

THATS 1 ASSIGNMENT

NEXT PART

THIS PICOT AND THE FOLLOWING PARTS OF THE ASSIGNMENT IS PART OF A FINAL PAPER TO BE PREPARED BY END OF SEMESTER

SECOND PART—–

MY TOPIC IS NURSING SHORTAGE/UNDER STAFFING, SO I NEED 8 SCHOLARLY ARTICLE SOURCES should be current within the last 5 years and closely relate to the PICOT statement developed earlier.The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. —ONCE THESE 8 ARTICLES ARE ACQUIRED, USE THAT TO FILL IN THE ATTACHED LITERATURE EVALUATION TABLE, WHICH IS THE SECOND PART OF THIS ASSIGNMENT

 

NEXT PART—

PART THREE–

A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Statement Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections:

Title page
Introduction section
A comparison of research questions
A comparison of sample populations
A comparison of the limitations of the study
A conclusion section, incorporating recommendations for further research

Prepare this assignment according to the guidelines found in the APA Style

 

THATS IT. SO YOU WILL BE SUBMITTING 3 DOCUMENTS.

– PICOT PAPER LIKE IN THE ATTACHED EXAMPLE WITH MY TOPIC.

– FIND ARTICLES AND FILL ATTACHED LITERATURE EVALUATION TABLE

– LITERATURE REVIEW PAPER ( AN EXAMPLE IS ATTACHED)

Topic 5 DQ 1- paragraph 1

Topic 5 DQ 1- paragraph 1

Please write a Paragraph answering to this discussion below with your opinion. Please include citations and references in case of another source.

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Evidence-based practice (EBP) has been called the “key to delivering the highest quality of health care and ensuring the best patient outcomes”(Friberg & Creasia, 2015). Such initiatives include practice adoption; education and curricular realignment; model and theory development; scientific engagement in the new fields of research (Stevens, 2013). According to Friberg and Creasia, “Evidence-based practice results in improvements in the quality of patient care, better patient outcomes, decreased health care costs, and enhanced work satisfaction for nurses.” (2015). In my personal practice of working in emergency medicine, I am continually reading and researching the newest ways things are being done. With my clinical knowledge combined with the consideration for patients unique values I am able to provide superior care for my patients and their support systems.

One way evidence based practice is being used in specialty of work, is in regards to the opioid crisis. According to the New England Journal of Medicine, ” The Centers for Disease Control and Prevention is working to empower states to implement comprehensive strategies, including MATs, for preventing prescription-drug overdoses. These strategies focus primarily on addressing the overdose epidemic through enhanced surveillance, effective policies, and clinical practices that establish statewide prescribing norms.” (2014). The providers i work with have been more diligent in not over prescribing opioid to patients, as well as the nurses have been working harder to educate patients on the side-effects and dangers of using them.

Evidence based practice improves not only the patient, but also the person providing it.

Friberg, E. E., & Creasia, J. L. (2015). Conceptual foundations: The bridge to professional nursing practice. Maryland Heights, MO: Elsevier/Mosby.

Medication-Assisted Therapies – Tackling the Opioid-Overdose Epidemic | NEJM. (2014, May 29). Retrieved April 30, 2018, from https://www.nejm.org/doi/full/10.1056/NEJMp1402780

Stevens, K., (May 31, 2013) “The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas” OJIN: The Online Journal of Issues in Nursing Vol. 18, No. 2, Manuscript 4.

Topic 5 DQ 1 paragraph 2

Topic 5 DQ 1 paragraph 2

Please write a Paragraph answering to this discussion below with your opinion. Please include citations and references in case of another source.

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Evidence based practice is very much involved in our everyday practice as a nurse. Evidenced based practice is the most important element needed to give the best nursing care and ensure positive and improved patient outcomes. EBP involves several basic steps to determine if a policy and procedure will improve patient care and improve the quality of nursing care. EBP focuses on outcomes and scientific data collection. The steps are as follows. Ask a clinical question, search for evidence that best supports this theory, critically appraise the evidence, introduce the evidence to patient preferences and values along with clinical expertise, determine the outcome of the procedure or the changes that have been made based off new evidence, and finally study the EBP results. (Friberg, E and Creasia,F, 2016).

Nursing profession requires us as nurses to be in a field that is always evolving and growing with new information and new procedures and policies. We must be in the forefront as new EBP practices are formed and be involved in the critical thinking and analyzing step of the EBP. On a daily basis we practice and use policies that were formed based off evidence that was found to be in the favor of our patients. We should be continually studying and learning what is best for our patients by using the science and evidence behind EBP. (Friberg, E and Creasia,F, 2016).

A current policy and procedure that my hospital has just recently begun doing that was based on EBP is using a CHG bath for all patients with central lines or catheters. EBP showed that a CHG bath every day was associated with reduced risks of acquiring CLABSI, CAUTI,MRSA, and VRE for patients with central lines/ catheters. As we all know from working on the floor a very common risk for patients with central lines/catheters are hospital acquired infections. These lead to longer hospital stays and sometimes are fatal for our patients. Through trials and evidence based off patients in hospitals many studies and scientific data were calculated to determine if patients would benefit from a CHG bath. After these studies proved to improve patient care, our hospital adapted this policy and now our patients receive a CHG bath daily. ( Kim,H, Lee,W, Na,S, Roh,Y,Shin,C, Kim, J, 2016).

Kim,H.Y. , Lee,W.K., Na, S., Roh,Y., Shin,C.S., Kim,J. Journal of Critical Care. “Sepsis/Infection: The Effects of chlorhexidine gluconate bathing on health care-associated infections in intensive care units”. April 2016. Elsevier Inc.

Friberg, E., Creasia, J. (2016). Conceptual foundations: The bridge to professional nursing practice. (6th ed.). St. Louis, Missouri: Elsevier.

Topic 5 DQ 2 paragraph 1

Topic 5 DQ 2 paragraph 1

Please write a Paragraph answering to this discussion below with your opinion. Please include citations and references in case of another source.

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“Nurses practice within a framework of legal principles on a daily basis. Legal concepts, expectations, and consequences surround all health care professionals in the United States. An informed and safe nurse must be aware of the effect these legal aspects have on nursing practice to reduce exposure to adverse legal consequences.” (Friberg & Creasia, 2016). We must follow the legislative process starting with maintaining our nursing license, all the way through delegation to non-licensed staff members.

Professional organizations and associations in nursing are critical for generating the energy, flow of ideas, and proactive work needed to maintain a healthy profession that advocates for the needs of its clients and nurses, and the trust of society (Matthews, 2012). Professional organizations such as the ANA play a vital role in the nursing community, they set out to develop the standards and scope of practice in nursing, and even have set forth a Code of Ethics that many organizations follow.

Friberg, E. E., & Creasia, J. L. (2016). Conceptual foundations: The bridge to professional nursing practice.

Matthews, J., (January 31, 2012) “Role of Professional Organizations in Advocating for the Nursing Profession” OJIN: The Online Journal of Issues in Nursing Vol. 17, No. 1, Manuscript 3.

Topic 5 DQ 2 paragraph 2

Topic 5 DQ 2 paragraph 2

Please write a Paragraph answering to this discussion below with your opinion. Please include citations and

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references in case of another source.

Professional nursing organizations are involved in networking and in the legislative process of nursing. Professional nursing organizations such as the state boards of registered nursing and the American Nurses Association continue to benefit nurses in the profession by supporting continuing education opportunities and reduced rates and access to nursing seminars. These organizations always allow nurses to attend seminars that will enhance their practice in their specialty areas also to network with other professionals that can enhance their career even further. By networking with other professionals in a seminar environment it allows one to be exposed to new information, new ideas, new products, different and innovative techniques. Through networking one can learn new opportunities for higher positions in employment that they may not hear of otherwise. One can advance their career by networking at a professional nursing organization seminar. (Grand Canyon University, 2011)

Nursing is always subject to continual changes in legislation, due to the role that professional nursing organizations have in these legislation , nurses as individuals can benefit. Professional nursing organizations have founded a relationship with legislative decision makers due to the the expertise that nurses are viewed to have as professionals. As more nurses are encouraged to join and be involved in professional organizations, the more one can learn about the specific legislation that affects their areas in the hospital. (GCU , 2011)

Nurses are required to keep up with the always evolving information including that of the legislative decisions being made. The ANA gives nurses and those thinking about becoming nurses a forum in which to investigate nursing and learn more about being a nurse. I think that it is important for these organizations to designate a place where nurses can find information on new jobs, seminars and quality information about the standards of nursing. These platforms allow us to enhance our nursing careers as professionals. (Friberg and Creasia, 2016)

Tags: nursing please help grand canyon university paragraph with your opinion

Topic 5 DQ 2 paragraph 3

Topic 5 DQ 2 paragraph 3

Please write a Paragraph answering to this discussion below with your opinion. Please include citations and references in case of another source.

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There are several professional nursing organizations that can help nurses stay current in the field of study or specialty, network with other nurses, as well as many other professional and personal benefits. According to Guerrieri (2010), “Belonging to a professional nursing organization brings increased professionalism, autonomy, and self-regulation while offering additional benefits such as social interactions and peer support” (p.47).

Networking is obviously one of the benefits offered by nursing organizations to its members, which may include conventions, online discussions, and forums. These social networks provide opportunities for “rapid knowledge exchange and dissemination of information among many people” (ANA, 2011, p.3). By connecting with other nurses, members may get a chance to hear how others are handling the same or similar challenges or issues. Organizations can also contribute to professional growth through networking at local and national meetings.

It’s no surprise to see how networking opportunities offered by many professional nursing organizations add value and can help in many areas such as education, career development, and even give a sense of belonging and encouragement through interactions with other nurses (Guerrieri, 2010).

Professional nursing organizations represent a public image of the nursing profession and its specialties—gains public trust in the profession and the “organization builds on the trust as it promotes awareness of public policy and advocates for patient welfare” (Guerrieri, 2010, p.47).

This also gives members opportunities to become more informed about healthcare policies and contribute to patient advocacy. By advocating for the nursing profession, professional organizations, along with their members, “educate the public, policy makers, healthcare administrators, and professionals on specific issues (Matthews, 2012, “Unity in advocacy”). Moreover, organizations lobby on behalf of all nurses at all levels of government on issues that directly impact its members, such as education and practice. Nursing organizations also use networking to get more people who support their views, thereby increasing the chances of success in the legislative process.

Organizations also play an integral part in shaping health policy. By their memberships, nurses at every level have opportunities to get involved in the process that shape nursing practice. As stated by Matthews (2012), professional organizations were “created by nurses for nurses to vocalize nursing values, integrity practice, and social policy” (Matthews, 2012, “The profession’s advocacy efforts”).

References

American Nurses Association. (2011). ANA’s principles for social networking and the nurse.

Guidance for registered nurses. Retrieved from http://www.nursingworld.org

Answer 12 questions on homework assignment

Answer 12 questions on homework assignment

NUR 225: Professional Nursing Issues Pre-Class Assignment: Week 4 Health care quality Task Clustering related

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information Predicting and managing potential complications Root Cause Analysis Share an instance in your work experience when a root cause analysis should have been completed. Why wasn’t a root cause analysis done? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What steps can you take to ensure one will be completed in the future when you believe one is required. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ NUR 225: Professional Nursing Issues Pre-Class Assignment: Week 4 Task Comparing and contrasting Clustering related information Compare and contrast core measures, HCAHPS, patient safety goals: Question Core Measures HCAHPS National Patient Safety Goals What is it? What is the purpose? What are the goals? What is your experience with this initiative? Task Determining the importance of information Distinguishing relevant from irrelevant information Gathering complete and accurate data Identify an issue in your work environment (or clinical experience during school) that has resulted in or has the potential to result in patient harm. Address the following related to that issue: Identify the baseline data you will need to collect to study the problem. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ NUR 225: Professional Nursing Issues Pre-Class Assignment: Week 4 Identify the indicators. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Identify the metrics you will establish. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ How will you use the data to start the process for improvement? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What barriers will you face as you work toward improvement? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ NUR 225: Professional Nursing Issues Pre-Class Assignment: Week 4 Task Recognizing inconsistencies (analyze step) Evaluating data DMAIC – Apply the DMAIC process to the problem you identified. Define: Measure Analyze: Improve: Control: Task Comparing and contrasting Distinguishing relevant from irrelevant information Evaluating data Review the website listed for this week’s readings. In your own words discuss the purpose of HCAHPS. Visit this website https://www.medicare.gov/hospitalcompare/search.html and compare at least three hospitals. Based on the results, draw some conclusions as a consumer of healthcare. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ NUR 225: Professional Nursing Issues Pre-Class Assignment: Week 4 Based on the results, draw some conclusions as a nurse who is choosing one of the three hospitals for employment. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Task Clustering related information Evaluating data Review the Picker Principles that you studied last week. Discuss the relationship between the Picker Principles and HCAHPS. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Purchase answer to see full attachment

Summary of six articles discuss strength and weakness.

Summary of six articles discuss strength and weakness.

Submit a summary of six of your articles on the discussion board. Discuss one strength and one weakness to each of these six articles on why the article may or may not provide sufficient evidence for your practice change

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References

Brown, N. M., Green, J. C., Desai, M. M., Weitzman, C. C., & Rosenthal, M. S. (2014). Need and unmet need for care coordination among children with mental healthconditions. Pediatrics, 133(3), e530-e537.

Cohen, G. R., & Adler-Milstein, J. (2015). Meaningful use care coordination criteria: Perceivedbarriers and benefits among primary care providers. Journal of the American Medical Informatics Association, 23(e1), e146-e151.

Daveson, B. A., Harding, R., Shipman, C., Mason, B. L., Epiphaniou, E., Higginson, I. J., … Murray, S. (2014). The Real-World Problem of Care Coordination: A Longitudinal Qualitative Study with Patients Living with Advanced Progressive Illness and Their Unpaid Caregivers. PLoS ONE, 9(5), e95523. http://doi.org/10.1371/journal.pone.0095523

Foster, S. D., Hart, K., Lindsell, C. J., Miller, C. N., & Lyons, M. S. (2018). Impact of a low intensity and broadly inclusive ED care-coordination intervention on linkage to primarycare and ED utilization. The American Journal of Emergency Medicine.

Lemke, M., Kappel, R., McCarter, R., D’Angelo, L., & Tuchman, L. K. (2018). Perceptions of Health Care Transition Care Coordination in Patients with Chronic Illness. Pediatrics, e20173168.

McAllister, J. W., McNally, R. K., Rodgers, R., Mpofu, P. B., Monahan, P. O., & Lock, T. M. (2018). Effects of a Care Coordination Intervention with Children with Neurodevelopmental Disabilities and Their Families. Journal of developmental and behavioral pediatrics: JDBP.

Morton, S., Shih, S. C., Winther, C. H., Tinoco, A., Kessler, R. S., & Scholle, S. H. (2015). Health IT-enabled care coordination: a national survey of patient-centered medical home clinicians. The Annals of Family Medicine, 13(3), 250-256.

Wu, F. M., Shortell, S. M., Rundall, T. G., & Bloom, J. R. (2017). The role of health information technology in advancing care management and coordination in accountable careorganizations. Health care management review, 42(4), 282-291.

literature review

literature review

516681 research-article2013 ANP0010.1177/0004867413516681ANZJP ArticlesWatson et al. Research Australian &

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New Zealand Journal of Psychiatry 2014, Vol. 48(6) 564­–570 DOI: 10.1177/0004867413516681 Childhood trauma in bipolar disorder © The Royal Australian and New Zealand College of Psychiatrists 2013 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav anp.sagepub.com Stuart Watson1, Peter Gallagher1, Dominic Dougall2, Richard Porter3, Joanna Moncrieff2, I Nicol Ferrier1 and Allan H Young4 Editor’s Choice Abstract Objective: There has been little investigation of early trauma in bipolar disorder despite evidence that stress impacts on the course of this illness. We aimed to compare the rates of childhood trauma in adults with bipolar disorder to a healthy control group, and to investigate the impact of childhood trauma on the clinical course of bipolar disorder. Methods: Retrospective assessment of childhood trauma was conducted using the Childhood Trauma Questionnaire (CTQ) in 60 outpatients with bipolar disorder being treated for a depressive episode and 55 control participants across two centres in north-east England and New Zealand. Results: Significantly higher rates of childhood trauma were observed in patients with bipolar I and bipolar II disorder compared to controls. Logistic regression, controlling for age and sex, identified emotional neglect to be the only significant CTQ subscale associated with a diagnosis of bipolar disorder. Childhood history of sexual abuse was not a significant predictor. Associations with clinical severity or course were less clear. Conclusions: Childhood emotional neglect appears to be significantly associated with bipolar disorder. Limitations include the relatively small sample size, which potentially increases the risk of type II errors. Replication of this study is required, with further investigation into the neurobiological consequences of childhood trauma, particularly emotional neglect. Keywords Bipolar disorder, childhood trauma, depression, emotional neglect Introduction The high prevalence and incidence (Merikangas et al., 2011), chronicity of symptoms (Judd et al., 2002, 2003), and psychosocial impairment (Judd et al., 2005) of bipolar disorder underlines the need to establish its aetiological and risk factors. Bipolar disorder is highly heritable (McGuffin et al., 2003); psychosocial stress also appears to increase the likelihood of first and possibly subsequent episodes (Etain et al., 2008; Post, 1992). Childhood trauma is a recognised indicator of poor prognosis in major depressive disorder (Douglas and Porter, 2012; Nanni et al., 2012) but, in bipolar disorder, whilst the impact of stressors in adulthood on the course of illness has been investigated (Cohen et al., 2004; Paykel, 2003), the impact of early trauma has been relatively neglected. One study has shown that early parental loss is more common (Agid et al., 1999), whilst others have shown that childhood stressful life events are less common (Horesh et al., 2011) or as common (Horesh Australian & New Zealand Journal of Psychiatry, 48(6) and Iancu, 2010) in bipolar disorder compared with healthy controls. Children and adolescents with bipolar disorder have been shown to be exposed to more negative life events and less positive events compared to controls (Romero et al., 2009), although interestingly, a recent paper suggested that the link between stressful events and bipolar disorder may be a consequence of the illness (Hosang et al., 1The Institute for Neuroscience, Newcastle University, Newcastle, UK of Brain Sciences, University College London, London, UK 3Department of Psychological Medicine, University of Otago, Christchurch, New Zealand 4Centre for Affective Disorders, Institute of Psychiatry, Kings College London, London, UK 2Faculty Corresponding author: Stuart Watson, The Wolfson Unit, Campus for Aging and Vitality, The Institute for Neuroscience, Newcastle University, Newcastle NE4 6BE, UK. Email: stuart.watson@newcastle.ac.uk 565 Watson et al. 2012). Studies using the Childhood Trauma Questionnaire (CTQ) (Bernstein et al., 2003) have reported a higher rate of childhood trauma (Fowke et al., 2012), particularly emotional abuse (Etain et al., 2010), in bipolar disorder. Retrospectively reported childhood abuse has been associated with an adverse illness course (Garno et al., 2005; Leverich et al., 2002), more depressive episodes (Garno et al., 2005), greater severity of mania (Garno et al., 2005; Leverich et al., 2002), with earlier onset (Carballo et al., 2008; Garno et al., 2005; Leverich et al., 2002), suicidal ideation (Carballo et al., 2008; Leverich et al., 2002), substance abuse (Brown et al., 2005; Carballo et al., 2008), and with impaired performance on tests of neuropsychological function (Savitz et al., 2008). However, interpretation of these findings is limited by the clinical and methodological heterogeneity of these studies (Daruy-Filho et al., 2011). In this study, childhood trauma, as measured by the CTQ, was compared in a sample of people with bipolar disorder recruited for a randomised trial (Watson et al., 2012) and in a healthy control group. It was predicted that higher CTQ scores would be associated with a diagnosis of bipolar disorder and secondly, that childhood trauma would be associated with measures of clinical severity. Methods Sample This analysis uses baseline assessment data from a randomised placebo-controlled trial of mifepristone treatment in bipolar depression (Watson et al., 2012). The study was carried out in two centres, Newcastle University in the north-east of England and Otago University in Christchurch, New Zealand. The main inclusion criterion was a diagnosis of bipolar disorder current episode depressed, confirmed with the Structured Clinical Interview for DSM-IV (SCID) (First et al., 1997). Additional inclusion criteria were: age between 18 and 65 years, stable medication for a minimum of 4 weeks, the ability to provide informed consent and the ability to adequately understand both written and verbal English. Both men and women were eligible. Potential participants were excluded if they fulfilled criteria for substance abuse or dependence (First et al., 1997), were pregnant, suffered significant medical illness which would render recruitment into the clinical trial unsafe (such as: suffered head trauma with persistent loss of consciousness, a neurological disorder or uncompensated endocrine disorder). A co-morbid axis II diagnosis was not an exclusion criterion. After a complete description of the study, written informed consent was obtained from all participants. The study received full approval from the local ethics committee. Participants were recruited from outpatient clinics allied to the respective centres. Sixty patients were randomized over a 5-year period from October 2004, of which 31 patients met SCID criteria for bipolar I and 25 the criteria for bipolar II. A cohort of 55 age- and sex-matched comparators, who were SCID confirmed as having no current or past history of an axis I disorder, was concurrently locally recruited. Assessment After an initial screening visit, baseline data was collected by trained psychiatrists with full history, case note and medication review. The data included demographic and clinical characteristics of sex, age, body mass index (BMI), pre-morbid IQ measured by the National Adult Reading Test (NART) (Nelson and Willison, 1991) and number of years of education. Measures which may indicate clinical severity included: the 17-item version of the Hamilton Depression Rating Scale (HDRS-17) (Hamilton, 1960); diagnosis of DSM-IV melancholia; length of the current depressive episode (weeks); number of previous hospitalisations; current alcohol intake (standard UK alcohol units per week); diagnosis of rapid cycling bipolar disorder; history of attempted suicide; any form of current suicidal ideation reported to the assessor. The childhood trauma questionnaire (CTQ) was also completed. The CTQ is a validated 28-item self-report questionnaire used to provide a retrospective measure of childhood trauma (Bernstein et al., 2003). It uses a fivepoint Likert-type scale. Twenty-five of the CTQ questions are split into five subscales of maltreatment: emotional abuse, physical abuse, sexual abuse, emotional neglect and physical neglect. The other three questions are used for detecting ‘false-negative’ answers involving a minimisation/denial scale. Statistical analyses Distributions of CTQ scores did not meet the assumption required for parametric analysis. Where appropriate, the bipolar group was divided into SCID (First et al., 1997) determined bipolar I and bipolar II subgroups. Chi-squared (χ2) test was used to compare sex distribution across bipolar and control groups. Age and BMI were normally distributed and were compared across bipolar and control groups using the independent samples t-test. The Mann–Whitney U-test and Spearman’s rank order correlations were used for all other comparisons of continuous variables. CTQ subscales for pooled bipolar and control data were examined using Spearman’s rho to identify significant correlations between subscales to determine suitability for inclusion in a regression analysis. Spearman’s rho was also used to examine relationships between CTQ subscale scores and the demographic variables, age, pre-morbid IQ (NART score) and years of education. CTQ subscale scores were compared between males and females. Step forward logistic regression of CTQ total scores and relevant demographic Australian & New Zealand Journal of Psychiatry, 48(6) 566 ANZJP Articles variables was performed to examine the overall relationship between trauma and bipolar disorder, with the binary outcome variable of bipolar or control group. A separate step forward logistic regression of the relevant CTQ subscales and demographic variables was performed to explore for relationships according to types of trauma. Results Patients and controls were matched for age, sex, pre-morbid IQ (NART score) and years of education, as reported in Table 1. A diagnosis of bipolar disorder was found to be significantly associated with a greater total CTQ score (Table 2). All subscale scores were significantly higher in the bipolar group, apart from sexual abuse. Similar results were found when the analysis was restricted to those with a diagnosis of bipolar I. In participants diagnosed with bipolar II, CTQ total, emotional abuse, emotional neglect and physical neglect scores were significantly greater than controls. Table 3 shows that in bipolar patients, CTQ scores did not differ between those with and those without suicidal ideation, although scores for the emotional neglect subscale showed a trend towards significance. Participants with a diagnosis of DSM-IV melancholia had significantly higher CTQ total scores, and significantly higher emotional neglect and emotional abuse scores than those without. Participants with a diagnosis of rapid cycling bipolar disorder had higher sexual abuse subscale scores than those who were not rapid cycling. In bipolar patients who reported one Table 1. Demographic and clinical characteristics of the bipolar group and control group. Bipolar patients % or mean (SD) Controls % or mean (SD) Comparison (p) Male (%) 53.3 54.5 χ2 = 0.02 (0.896) Age (mean years) 47.9 (9.4) 45.1 (13.1) t = 1.3 (0.193) BMI 29.8 (6.2) 26.0 (3.7) t = 3.0 (0.004) 110.6 (10.5) 113.3 (11.3) U = 1152.5 (0.089) 14.7 (3.3) 14.8 (4.3) U = 917.0 (0.554) NART IQ Years of education BMI: body mass index; NART IQ: National Adult Reading Test IQ. Table 2. CTQ scores in bipolar groups compared to controls.a All bipolar N = 60b Bipolar I N = 31b,c Comparison CTQ (SD) U p Bipolar II N = 25b,c Control N = 55% Comparison Comparison CTQ (SD) U p CTQ (SD) U p CTQ (SD) CTQ total 44.4 (19.1) 490.0 < 0.001 43.6 (20.6) 280.5 0.004 41.1 (13.1) 203.0 0.003 31.2 (8.0) Emotional abuse 10.4 (5.4) 780.0 < 0.001 10.2 (5.8) 470.0 0.012 9.7 (4.3) 294.0 0.005 6.8 (2.8) Physical abuse 7.5 (4.4) 903.0 0.005 7.9 (4.9) 461.0 0.005 6.0 (2.1) 439.5 0.387 5.4 (1.3) Sexual abuse 7.7 (5.4) 1092.5 0.131 7.9 (4.9) 584.5 0.182 7.1 (4.1) 428.5 0.224 6.2 (3.1) 12.4 (6.0) 767.0 < 0.001 12.7 (7.0) 459.5 0.011 11.1 (4.2) 299.0 0.008 8.2 (3.5) 7.9 (3.8) 787.5 < 0.001 8.1 (4.2) 446.0 0.002 7.2 (3.0) 306.5 0.003 5.7 (1.7) Emotional neglect Physical neglect aTable showing mean and SD of CTQ scores in different subject groups with a comparison using Mann–Whitney U-test of CTQ scores between the bipolar groups (all bipolar patients and those with a diagnosis of bipolar I or bipolar II) with controls. bNumbers vary due to the incomplete return of CTQs: all bipolar, N = 49–57; bipolar I, N = 25–31; bipolar II, N = 20–22; control, N = 39–45. cFour participants with bipolar disorder were not sub-classified as either bipolar I or II. CTQ: Childhood Trauma Questionnaire. Australian & New Zealand Journal of Psychiatry, 48(6) 567 vary due to the incomplete return of CTQs: history of attempted suicide, yes N = 23–29, no N = 21–23; current suicidal ideation, yes N = 11–13, no N = 34–40; rapid cycling, yes N = 6, no N = 38–46; DSM-IV melancholia, yes N = 21–24, no N = 23–27. CTQ: Childhood Trauma Questionnaire. aNumbers 0.046 222.0 (3.8) 6.9 (3.7) 8.9 137.0 0.976 (3.5) 7.8 9.3 9.2 Physical neglect (4.3) 6.6 (2.7) 218.5 0.029 6.8 (2.2) 8.2 (4.3) 235.0 0.597 (6.5) 0.031 210.0 (5.2) 10.9 (6.0) 129.5 0.807 14.3 (5.9) 12.6 12.5 13.7 Emotional neglect (6.4) 11.4 (5.4) 255.0 0.146 9.7 (5.9) 13.1 (6.0) 169.0 0.058 (6.7) 0.907 319.0 (5.3) 7.6 (6.0) 8.2 75.5 0.038 (5.0) 7.4 12.7 9.0 Sexual abuse (6.2) 6.7 (4.6) 265.0 0.198 8.4 (4.9) 7.7 (5.8) 190.0 0.184 (7.9) 0.227 264.5 (3.5) 7.0 (4.3) 7.8 116.0 0.503 (3.9) 7.2 10.2 8.3 Physical abuse (5.6) 6.9 (2.8) 322.5 0.831 6.8 (3.2) 7.9 (4.9) 234.0 0.569 (7.7) 0.216 259.0 (4.2) 8.9 (6.2) 113.5 0.479 11.6 (5.3) 10.1 12.3 11.5 Emotional abuse (5.9) 9.2 (5.0) 260.5 0.174 10.1 (5.6) 10.4 (5.6) 256.0 0.933 (6.4) 0.023 p U (14.9) 145.0 CTQ (SD) (20.8) 37.7 CTQ (SD) p U 92.0 0.451 49.8 (16.3) (SD) CTQ (32.6) 42.9 56.8 CTQ (SD) p U (20.3) 176.5 0.781 (SD) CTQ (19.4) 44.7 (SD) CTQ 42.8 0.051 p U Comparison (12.8) 158.5 CTQ (SD) (23.1) 38.3 CTQ (SD) No N = 42a Yes N = 14a No N = 24a Yes N = 31a 51.6 No N = 48a Yes N = 7a Comparison Rapid cycling Current suicidal ideation History of attempted suicide Table 3. Analyses of bipolar group clinical severity and clinical characteristics. CTQ total No N = 29a Yes N = 25a Comparison DSM-IV melancholia Comparison Watson et al. or more previous suicide attempts, CTQ total score was higher (p = 0.051), and scores significantly higher in the emotional abuse subscale. No significant correlations between CTQ total or CTQ subscale scores and length of current episode, number of previous hospitalizations, current severity of depression (HDRS-17 score), current alcohol intake were found (rs < 0.3, p > 0.1). Bivariate correlations between pooled bipolar and control scores of the five trauma subscales found significant correlations between all subscales (0.33 < rs < 0.64, p < 0.002), apart from between physical and sexual abuse (rs = 0.12, p = 0.17). All correlations were below 0.8 and therefore could be entered into a regression model without risk of multi-colinearity. Differences or associations with CTQ subscale scores and demographic characteristics were limited to age, which was significantly, but weakly, correlated with emotional neglect (rs = 0.14, p = 0.046) and sexual abuse scores which were significantly higher in females (U = 873.0, p < 0.001). NART scores or years of education were not significantly correlated with the CTQ subscales (rs < 0.2, p > 0.1). The factors considered to be plausible independent causal risk factors, i.e. CTQ total score, age and sex, were entered into step forward logistic regression, with the dependent variable of group (bipolar or control). This confirmed CTQ total score was the only significant predictor (β = 0.08, p = 0.001). The five subscale scores, age and sex, were then entered into a second step forward logistic regression, also with the dependent variable of group. Emotional neglect (β = 0.185, p < 0.001) remained the only significant predictor in the model (Table 4). Emotional abuse approached significance (p = 0.082). Discussion This paper demonstrates significant associations between childhood trauma and bipolar disorder. Higher CTQ scores were found in patients diagnosed with both bipolar I and bipolar II disorder compared to controls. Sexual abuse was the only subscale measure that was not higher in bipolar patients compared with controls. In bipolar patients with a diagnosis of DSM-IV melancholia, emotional neglect and physical neglect scores were higher. CTQ subscale scores were higher in those with a past history of attempted suicide or a diagnosis of rapid cycling bipolar disorder. Logistic regression showed CTQ total scores to differentiate bipolar patients from controls, and separately identified emotional neglect to be the only significant subscale of the CTQ to differentiate bipolar patients from controls. Emotional abuse approached significance and may therefore be considered as a potential contributor to the model. Our study is in line with the findings of two previous studies which also found that patients with a diagnosis of bipolar disorder reported higher rates of childhood trauma compared to healthy controls (Etain et al., 2010; Fowke et al., 2012). Exploring the subscales, we did not find Australian & New Zealand Journal of Psychiatry, 48(6) 568 ANZJP Articles Table 4. Logistic regression of CTQ subtypes predicting a diagnosis of bipolar disorder (I and II). Step 1 Age Gender Emotional abuse Physical abuse Sexual abuse Physical neglect Step 1a Emotional neglect Constant Score df 0.324 0.119 3.030 1.790 0.017 1.865 1 1 1 1 1 1 p 0.569 0.730 0.082 0.181 0.896 0.172 β Wald p 0.185 1.651 14.393 10.246 < 0.001 0.001 CTQ: Childhood Trauma Questionnaire. significant differences in the sexual abuse scale, which is in accord with one previous report (Etain et al., 2010) and is supported by a recent paper that found sexual abuse to be the least reported form of abuse by bipolar patients (Larsson et al., 2013), although other studies did find this association (Fowke et al., 2012; Hyun et al., 2000). Our findings differed in identifying emotional neglect, as opposed to an earlier finding of emotional abuse, to be the single significant subscale associated with bipolar disorder (Etain et al., 2010; Fowke et al., 2012). Methodological differences with the previous studies utilising the CTQ (Etain et al., 2010; Fowke et al., 2012) relate to the presence or absence of current episode and to the sample size. Our finding that a history of childhood trauma is related to a history of suicide attempts in bipolar patients is also in line with other studies (Alvarez et al., 2011; Carballo et al., 2008; Garno et al., 2005; Leverich et al., 2002), although two of these studies did not use a validated measure to retrospectively assess for childhood trauma (Carballo et al., 2008; Leverich et al., 2002). The allostatic impact of childhood trauma may be mediated through a range of biological systems with the hypothalamic–pituitary–adrenal (HPA) axis appearing to have a central role (Grande et al., 2012). It can also be argued that childhood trauma, at sensitive periods, may trigger an altered developmental pathway (Bateson et al., 2004), mediated in part by epigenetic processes (McGowan et al., 2009). For example, the regulation of hippocampal GR expression (McGowan et al., 2009) may induce ‘evolutionary appropriate’ responses such as increased vigilance, alertness to danger, responsivity to novel stressors and a willingness to explore new environments (Glover, 2011). The trade-off for such responses may be an increased risk of behavioural problems in childhood (Ramchandani et al., 2012) and of adult psychopathology including bipolar disorder (Watson et al., 2007) and suicidality (McGowan Australian & New Zealand Journal of Psychiatry, 48(6) et al., 2009). It is of interest that emotional neglect was the only subscale which significantly differentiated patients from controls. Emotional neglect suggests a pervasive deficiency in the parent–child relationship (Glaser, 2002), has been repeatedly linked with HPA axis dysregulation in adults (Gerra et al., 2008, 2010; Watson et al., 2007) and has been previously shown to be differentially related to depression (Spinhoven et al., 2010). It has been suggested that retrospective assessment of childhood trauma may be liable to recall bias in depressed patients (Lewinsohn and Rosenbaum, 1987). However, it should be noted that autobiographical recall of events (as measured using CTQ scores) in our study did not significantly correlate with severity of depression. CTQ scores have also been demonstrated to remain stable over time and to be independent of the current degree of abuse-related psychopathology (Paivio, 2001). Although there have been concerns that retrospective reporting overestimates associations between abuse and adult psychopathology compared to prospective assessment (Gilbert et al., 2009), a recent study found retrospective, compared to prospective, assessment of maltreatment predicted similar rates of mental disorder (Scott et al., 2012). A previous study has shown that recall bias accounted for less than 1% of reporting variance for measures of childhood abuse (Fergusson et al., 2011). However, emotional neglect is arguably the most subjective and difficult to define among forms of abuse, and hence further examination of the relationship between abuse and neglect and bipolar disorder in prospective studies which exclude recall bias would be useful. Investigations with euthymic bipolar patients would help to clarify the potential impact of current mood state. A weakness of this study is the relatively small sample size, which engenders the risk of type II errors. Further, the use of baseline data from a randomized controlled trial may have resulted in an under-sampling of more severe bipolar patients or those with comorbidities, which in turn may have resulted in an underestimation of the rates of childhood trauma in the bipolar group given the association between childhood trauma and poorer clinical outcomes (Garno et al., 2005; Leverich et al., 2002). Conclusions The association of perceived childhood trauma and depression is established (Nanni et al., 2012). This study adds to the literature suggesting a similar relationship in bipolar disorder, although confirmation in prospective studies is desirable. Emotional neglect may be particularly pernicious. Further consideration of its psychological and neurobiological mediation is warranted. Acknowledgements We are grateful to the participants who contributed to the research and to all those who helped in participant recruitment. Watson et al. Funding The study was funded by the Stanley Medical Research Institute (REF.: 03T-429) and the Medical Research Council (REF.: G0401207). Declaration of interest The authors declare that there is no conflict of interest. The funders did not influence the design or dissemination of the study. References Agid O, Shapira B, Zislin J, et al. (1999) Environment and vulnerability to major psychiatric illness: a case control study of early parental loss in major depression, bipolar disorder and schizophrenia. Molecular Psychiatry 4: 163–172. Alvarez M-J, Roura P, Osés A, et al. (2011) Prevalence and clinical impact of childhood trauma in patients with severe mental disorders. The Journal of Nervous and Mental Disease 199: 156–161. Bateson P, Barker D, Clutton-Brock T, et al. (2004) Developmental plasticity and human health. Nature 430: 419–421. Bernstein DP, Stein JA, Newcomb M, et al. (2003) Development and validation of a brief screening version of the Childhood Trauma Questionnaire. Child Abuse & Neglect 27: 169–190. Brown GR, McBride L, Bauer MS, et al. (2005) Impact of childhood abuse on the course of bipolar disorder: a replication study in U.S. veterans. Journal of Affective Disorders 89: 57–67. Carballo JJ, Harkavy-Friedman J, Burke AK, et al. (2008) Family history of suicidal behavior and early traumatic experiences: additive effect on suicidality and course of bipolar illness? Journal of Affective Disorders 109: 57–63. Cohen AN, Hammen C, Henry RM, et al. 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(1997) Structured Clinical Interview for DSM-IV Axis I Disorders, Research Version. New York: Biometrics Research. Fowke A, Ross S and Ashcroft K (2012) Childhood maltreatment and internalized shame in adults with a diagnosis of bipolar disorder. Clinical Psychology & Psychotherapy 19: 450–457. Garno JL, Goldberg JF, Ramirez PM, et al. (2005) Impact of childhood abuse on the clinical course of bipolar disorder. The British Journal of Psychiatry 186: 121–125. Gerra G, Zaimovic A, Castaldini L, et al. (2010) Relevance of perceived childhood neglect, 5-HTT gene variants and hypothalamus-pituitary-adrenal axis dysregulation to substance abuse susceptibility. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics 153B: 715–722. Gerra G, Leonardi C, Cortese E, et al. (2008) Adrenocorticotropic hormone and cortisol plasma levels directly correlate with childhood neglect and depression measures in addicted patients. Addiction Biology 13: 95–104. Gilbert R, Widom CS, Browne K, et al. (2009) Burden and consequences of child maltreatment in high-income countries. Lancet 373: 68–81. 569 Glaser D (2002) Emotional abuse and neglect (psychological maltreatment): a conceptual framework. Child Abuse & Neglect 26: 697–714. Glover V (2011) Annual research review: Prenatal stress and the origins of psychopathology: an evolutionary perspective. Journal of Child Psychology and Psychiatry 52: 356–367. Grande I, Magalhães PV, Kunz M, et al. (2012) Mediators of allostasis and systemic toxicity in bipolar disorder. Physiology & Behavior 106: 46–50. Hamilton M (1960) A rating scale for depression. Journal of Neurology, Neurosurgery, and Psychiatry 23: 56–62. Horesh N and Iancu I (2010) A comparison of life events in patients with unipolar disorder or bipolar disorder and controls. Comprehensive Psychiatry 51: 157–164. Horesh N, Apter A and Zalsman G (2011) Timing, quantity and quality of stressful life events in childhood and preceding the first episode of bipolar disorder. Journal of Affective Disorders 134: 434–437. Hosang GM, Korszun A, Jones L, et al. (2012) Life-event specificity: bipolar disorder compared with unipolar depression. The British Journal of Psychiatry 201: 458–465. Hyun M, Friedman SD and Dunner DL (2000) Relationship of childhood physical and sexual abuse to adult bipolar disorder. Bipolar Disorders 2: 131–135. Judd LL, Akiskal HS, Schettler PJ, et al. (2002) The long-term natural history of the weekly symptomatic status of bipolar I disorder. Archives of General Psychiatry 59: 530–537. Judd LL, Akiskal HS, Schettler PJ, et al. (2003) A prospective investigation of the natural history of the long-term weekly symptomatic status of bipolar II disorder. Archives of General Psychiatry 60: 261–269. Judd LL, Akiskal HS, Schettler PJ, et al. (2005) Psychosocial disability in the course of bipolar I and II disorders: a prospective, comparative, longitudinal study. Archives of General Psychiatry 62: 1322–1330. Larsson S, Andreassen OA, Aas M, et al. (2013) High prevalence of childhood trauma in patients with schizophrenia spectrum and affective disorder. Comprehensive Psychiatry 54: 123–127. Leverich GS, McElroy SL, Suppes T, et al. (2002) Early physical and sexual abuse associated with an adverse course of bipolar illness. Biological Psychiatry 51: 288–297. Lewinsohn PM and Rosenbaum M (1987) Recall of parental behavior by acute depressives, remitted depressives, and nondepressives. Journal of Personality and Social Psychology 52: 611–619. McGowan PO, Sasaki A, D’Alessio AC, et al. (2009) Epigenetic regulation of the glucocorticoid receptor in human brain associates with childhood abuse. Nature Neuroscience 12: 342–348. McGuffin P, Rijsdijk F, Andrew M, et al. 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Respond to each of the 5 statement

Respond to each of the 5 statement

Question Name two different methods for evaluating evidence. Compare and contrast these two methods.

Statement 1

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Two methods for evaluating evidence:

Systemic review: a formal research study that “follows clear, predefined structure to find, assess, and analyze studies that have all tried to answer a similar question” (The PubMed Health, 2018). The steps for systemic review are: 1. Formulating Topic, 2. Developing the systematic review protocol, 3. Finding and assessing individual studies, 4. Synthesizing the body of evidence, 5. Providing a detailed comprehensive final report (The PubMed Health, 2018). Systemic review “objectively summarize large amounts of information, identifying gaps in medical research, and identifying beneficial or harmful interventions which will be useful for clinicians, researchers, and even for public and policymakers” (Gopalakrishnan & Ganeshkumar, 2013).
Meta-analysis: “Statistical analysis carried out to integrate and synthesize findings from completed studies to determine what is known and not known about a particular research area” (Grove, Gray, & Burns, 2015, p.507).
Both methods are “prepared with the aim of capacity building for general practitioners and other primary healthcare professionals in research methodology and day-to-day clinical practice” (Gopalakrishnan & Ganeshkumar, 2013). Some flaws identified by Gopalakrishnan and Ganeshkumar (2013) about both methods are loss of information on important outcomes, inappropriate subgroup analyses, and duplication of publication.

References:

Gopalakrishnan, S., & Ganeshkumar, P. (2013). Systematic Reviews and Meta-analysis: Understanding the Best Evidence in Primary Healthcare. Journal of Family Medicine and Primary Care, 2(1), 9–14. http://doi.org/10.4103/2249-4863.109934

Grove, S., Gray, J., Burns, N. (2015). Understanding Nursing Research, 6th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/978145577…

The PubMed Health. (2018). What is a Systematic Review? Retrieved from https://www.ncbi.nlm.nih.gov/pubmedhealth/what-is-a-systematic-review/

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Statement 2

Two methods for evidence evaluation is critical appraisal and meta-analysis. According to Grove, Gray, and Burns (2015), a critical appraisal is a literature review of qualitative or quantitative research that evaluates the weaknesses and strengths of a study to determine if the evidence is useful and whether the study results are reliable. Meta-analysis is the review of a combination of related studies to determine the validity of the evidence (Grove et al., 2015). Although both are determining the trustworthiness of the evidence provided in a study, the critical appraisal is looking at the study itself, assessing research methods, adequacy of sample size, and whether it was performed in an unbiased manner; whereas the meta-analysis looks at many different studies, with the same research question determining its validity based on the consistency of the findings (Grove et al., 2015). A personal preference would be to use the Meta–analysis for review because the congruency of the results would prove more reliable and the critical appraisal seems more time consuming.

References

Grove, S., Gray, J., Burns, N. (2015). Understanding Nursing Research, 6th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/978145577…

RESPOND TO THE STATEMENT WITH 175 WORDS APA FORMAT SOURCE EACH RESPONSE.

Statement 3

There are various methods that researchers use to evaluate evidence. When evaluating evidence it is imperative to ask questions such as: what forms of evidence are more reliable than others, how can one draw accurate conclusions from evidence, and how can the evidence be interpreted reliably.

Meta- analysis and systematic reviews have become increasingly important in healthcare settings. A systemic review is a critical assessment and evaluation of all research studies that address a particular issue. Researchers use an organized method of locating, assembling, and evaluating a body of literature on a particular topic using a set of specific criteria.

Systemic reviews have specific advantages in which they used methods to eliminate bias, and draw reliable and accurate conclusions. Systemic reviews are increasingly being used as a preferred research method and plays an important role in formulating evidence-based nursing practice. Meta-analysis is a method used for quantitatively integrating the results of multiple or similar studies addressing the same research question.

Both methods help to reduce bias, provide adequate power to demonstrate differences in outcomes and resolves the results of inconsistent studies (Gopalakrishnan & Ganeshkumar, 2013).

Gopalakrishnan, S., & Ganeshkumar, P. (2013). Systematic reviews and meta-analysis: understanding the best evidence in primary healthcare. Journal of Family Medicine and Primary Care, 2(1), 9–14. http://doi.org/10.4103/2249-4863.109934

RESPOND TO THE STATEMENT WITH 175 WORDS APA FORMAT SOURCE EACH RESPONSE

Statement 4

Systemic reviews and meta-analysis are two main ways to evaluate evidence in research articles. Often used in combination, these methods help to understand the broad view of research related to the topic. Systemic review focuses on getting specific criteria in order to evaluate the research application while reducing the amount of extraneous data material (Uman, 2011). Systemic review is considered to be the new standard for evaluating evidence since the goal is to accurately ascertain data that is replicable that will lead to the best clinical-making decisions.

Meta-Analysis is another important form of evidence evaluation which is used to assess collective data into one qualitative study. Systemic review often includes the meta-analysis in order to summarize the results to apply to clinical actions or changes (Uman, 2011). Meta-analysis is a more stastical analysis of the data which can be derived from the material gathered in a systemic review. This method may be problematic in the aspect that it lacks the specificity of data that a systemic review may identify. This may lead to skewed results from differences in the subject groups or variables in the study.

Combining these studies helps maximize the application of the data from the studies being assessed. Using both systematic and meta-analysis of the data helps to ensure the results are related to the topic as well as replicable in order to confirm validity.

Uman, L. (2011) Systemic Reviews and Meta-Analyses. Journal of the canadian academy of child and adolescant psychiatry 20(1) 57-59. Retreived from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC30247…

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Statement 5

Systematic review is one of the common methods for evaluating evidence (PubMed Heath Team, 2018). This type of review clearly defines structure. It reviews and responds to a set of inquiries. The purpose of this method is to define