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MODUL PRAKTIKA EBP

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 VISION AND MISSION OF THE SEMARANG NURSING PROGRAM APPLIED GRADUATE
PROGRAM AND NERS PROFESSION EDUCATION PROGRAM PROFESSIONAL PROGRAM OF
THE HEALTH POLYTEKKES KEMNEKES SEMARANG

Vision of the Semarang Ministry of Health Polytechnic

"Become a Higher Education Institution that Produces Health Workers Based on Local Wisdom and
is internationally recognized by 2025"

Study Program's Scientific Vision

"Producing nurses with integrity, innovation, excellence in critical nursing and mastery of
information technology towards international recognition by 2025"
Mission
1. Develop nursing education based on science, technology and a quality assurance system for
higher education to create graduates who excel in critical nursing, have noble character and are
able to compete globally.
2. Develop clinical practice based on scientific evidence (evidence-based practice) in the field of
critical nursing.
3. Organizing nursing research activities with the latest critical nursing excellence.
4. Organizing community service based on research results to solve critical nursing problems at
the local, regional and national levels.
5. Developing professional governance of the Applied Undergraduate Study Program and
Professional Nursing Education Program (Good Governance)
6. Organizing collaboration with cross-sectors and cross-programs for the implementation of the
tri dharma of higher education and the utilization of graduates.

Graduate Profile
1. Nursing Care Provider
As a nurse with integrity who is able to provide nursing care to individuals, families and
communities in clinical and community settings to meet basic human needs which include bio,
psycho, socio, cultural and spiritual aspects.
in conditions of health, illness and emergencies based on developments in nursing science and
technology, principles of local wisdom, by upholding the code of ethics for nurses and
applicable laws.
2. Communicator (Interaction and transactions with clients, families and health teams)

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 Nurses as health service providers are able to display the ability to interact and communicate
effectively, using therapy with clients (individuals, families and communities) as well as the
ability to build communication with colleagues and other health teams.
3. Community leader
As a nurse who is able to empower the community to achieve a healthy life through
promotive, preventive and counseling efforts
4. Client educator (educator)
As a nurse who is able to provide health education to clients with critical nursing, both
individuals, families and communities in clinical and community settings through effective
interaction and communication by utilizing telenursing and mobile health
5. Manager and leader of nursing services (manager and leader)
As a nurse who is part of the health service system who is able to manage and lead the
implementation of nursing services and care through interaction, transactions and collaboration
within the health service team in health settings in hospitals and communities within the scope
of her responsibilities
6. Researcher
As an innovative nurse who has the attitude to always develop herself over time and is able to
carry out research as a basis for developing practice standards in health care settings in
hospitals and communities.

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 STUDENT BIODATA

1. STUDENT NAME : ____________________________

2. NIM. : ____________________________
3. LEVEL/SEMESTER : ____________________________
4. STUDY PROGRAM : ____________________________

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 FOREWORD

Thank God for the presence of Allah SWT who has bestowed His grace on us so that we can
prepare the Evidence Based Practices Nursing Subject Module for students of the Semarang Applied
Nursing Undergraduate Study Program, Nursing Department, Health Polytechnic of the Ministry of
Health, Semarang. This module consists of fourteen (14) Learning Activities about Nursing Evidence
Based Practices.
We realize that the Evidence Based Practices Nursing Subject module is still far from perfect,
therefore, we expect input and suggestions for the perfection of this module, as well as the suitability
of the module content with developments in nursing clinical practice in implementing nursing
interventions.
We hope that this Evidence Based Practices Nursing module can be useful for students as a
guide in studying a disease so that they are able to carry out nursing care for patients who require
critical nursing actions in a health care setting.

Head of Arranged Team

LIST OF CONTENTS

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 VISION AND 1
MISSION ................................................ ................................................................ ...........................
..........
STUDENT 3
BIODATA ................................................ ................................................................ ..........
FOREWORD ................................................ ................................................................ ................. 4
LIST OF 5
CONTENTS ................................................ ................................................................ ......................
..........
CODE OF 6
CONDUCT ................................................ ................................................................ ........................
....
INTRODUCTION ................................................. ................................................................ ........... 8
............
Learning Activity 1: Steps to Find Problems ......................................... ......... 10
Learning Activity 2: Preparing Questions and Searching Using PEO and PICO............ 13
Learning Activity 3: Preparing Questions and Searching Using PEO and PICO............ 13
Learning Activity 4: Preparing Questions and Searching Using PEO and PICO............ 13
Learning Activity 5: Literature Search Using MeSH............................................ .......... 24
Learning Activity 6: Literature Search Using Bolean Operators.................................. 30
Learning Activity 7: Conducting a Critical Appraisal Assessment: Cross Sectional 33
Study…………... 41
Learning Activity 8: Conducting a Critical Appraisal Assessment: Cohort 47
Study…………………………. 57
Learning Activity 9: Conducting a Critical Appraisal Assessment: Case Control Study…………... 65
Learning Activity 10: Conducting a Critical Appraisal Assessment: Systematic
Review……………. 76
Learning Activity 11: Conducting a Critical Appraisal: Randomized Control 83
Trial………………………………………………………………………………………… 86
Learning Activity 12: Critical Appraisal: Qualitative
Research.................................................. ..........
Learning Activity 13: EBP Dissemination
Method............................................ ................................................
Learning Activity 14: Preparing an EBP Proposal ........................................... ................................
BIBLIOGRAPHY ................................................ ................................................................ ............. 101
..
CLOSING ................................................. ................................................................ ......................... 103
.......

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MODUL PRAKTIKA EBP 7
 LEARNING RULES IN THE NURSING LABORATORY

A. Before Practicum
1. Students can take part in practicum if they meet the following requirements:
a. Bringing Practical Modules for Teaching Subjects.
b. Dress in a uniform and wear a laboratory coat in accordance with the provisions of the
Semarang Nursing Study Program, Applied Undergraduate Program.
2. Practitioners must be present 15 minutes before the practicum starts. Practitioners who are
more than 5 minutes late are not permitted to attend the practicum that day.
3. Practitioners must understand what will be done by reading the practicum module and other
references.
4. Practitioners are not permitted to take part in practicum if:
a. If the practicum module is lost, the practitioner must report it to the person in charge of
the course 30 minutes before the practicum starts and is only given one opportunity to
replace it with a new one, including the penalty of paying the printing fee.
5. When entering the laboratory, practice:
a. Must be calm, orderly and polite.
b. It is prohibited to bring food, drinks and other items that are not needed.
c. Bags, jackets and cellphones must be left behind.

B. During Practicum
1. Practitioners can start practicum after passing the performance training according to the
standard scores determined for the procedure to be carried out and receiving instructions
and permission from the tutor concerned to prepare for the implementation of the procedure.
2. During the practicum, practice:
a. It is forbidden to leave the room without the permission of the tutor or person in charge
that day.
b. Do not disturb or help other groups

C. Completed Practicum
After the practicum is completed and approved by the tutor, practice:

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 a. Report the completeness and tidy up of the equipment used to the picket/staff in charge
of the laboratory.
b. Must ask for the tutor's signature/initial on the competency sheet in the module.

D. Place
1. Laboratory Room
2. Place for campus environmental discussions
3. Classroom

E. Method
1. Classic demonstration
2. Small group tutorials in the laboratory or in the discussion room
3. Independent demonstration
4. Small group discussion using the seven jump method

F. Other Terms
1. For practitioners who do not attend with information/fail, they can do a follow-up practicum
according to the repetition schedule that has been determined.
2. Practitioners who are sick can show a certificate from the doctor and parents, no later than
when carrying out the practicum the following week. After this time limit, the letter is
declared no longer valid and the practitioner is declared a failure.
3. Practitioners who have failed/did not take part in the practicum three times in a row will be
declared as having failed and will be repeated in the following semester.
4. Practitioners can be given a warning, expelled or failed if they violate these rules.
5. This order must be implemented with full awareness.
6. Matters that have not been stated in this code of conduct will be regulated in accordance
with applicable provisions

INTRODUCTION

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Module Description, Relevance, and Study Instructions

Nice to meet you, hope the students enjoy while studying the Evidence Based Pratices Nursing
Learning Module. This learning module consists of fourteen (14) learning activities consisting of
theory and laboratory practicals. The module you are studying is Evidence Based Nursing MK
practice. This learning module contains Evidence Based Practices nursing material.

After completing each learning activity, you are asked to carry out a simulation of the learning
activity and assess it based on the attached performance sheet. If you succeed in getting a passing
score (75) then you can continue to the next learning activity. After completing the 7 learning
activities (1-7) in this module you are allowed to take the summative evaluation of the Mid-Semester
Practicum Exam to find out how far you understand various types of Evidence Based Pratices.
Furthermore, after students have completed the next 7 learning activities (learning activities 8-14)
students are allowed to take the summative evaluation of the End of semester Practicum Exam to
find out how far you are skilled in carrying out understanding critical nursing

The fourteen (14) learning activities that you will learn in this module are as follows:

1. Steps to Find Problems

2. Preparing Questions and Searches Using PEO and PICO
3. Preparing Questions and Searches Using PEO and PICO
4. Preparing Questions and Searches Using PEO and PICO.
5. Literature Search Using MeSH
6. Literature Search Using Bolean Operators
7. Carrying out Critical Appraisal Assessments: Cross Sectional Study
8. Conducting Critical Appraisal Assessments: Cohort Study
9. Carrying out Critical Appraisal Assessments: Case Control Study
10. Carrying out Critical Appraisal Assessments: Systematic Review
11. Conducting Critical Appraisal Assessments: Randomized Control Trial
12. Critical Appraisal: Qualitative Research.
13. EBP Dissemination Method
14. Preparation of EBP Proposal

Students will complete this module in 1 x 170 minutes x 14 practical learning meetings in the
laboratory. Hopefully you can study this module well. If students have finished reading this module
and have tried to practice the procedures for each learning activity, please assess students' skills

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independently before the final assessment is carried out. Enjoy while learning, never hesitate to try
and keep practicing.

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Learning Activities1

STEPS TO FIND PROBLEMS

🕣170 Minutes

A. LEARNING OBJECTIVES
(COGNITIVE, AFFECTIVE AND PSYCHOMOTOR)

After you complete learning activity 1, during 1x170 minutes of practice in the laboratory, you are
expected to be able to:
1. Knowing aboutsteps to find evidence based practice (EBP) problems

B. MAIN MATERIAL

To achieve the learning objectives above, you will study the following material:
1. Learn about the steps to find EBP

C. MATERIAL DESCRIPTION

Proses the combination of individual clinical expertise with various external facts obtained
through systematic research (David Sacket). Clinical expertise shows the ability, experience and nursing
education in managing patients. Patient assessment includes the patient's information, hopes and
concerns about their illness. The best facts are obtained through a collection of various kinds of research
/ data that are relevant to the disease case being faced. The research was carried out in accordance with
the research methodology. This data includes the effects of therapy, diagnostic tests, prognosis, health
issues and disease etiology. The research data obtained is not an absolute decision and source but only
as support for a nurse in caring for and determining the appropriate treatment for the patient.

1. Benefits of EBM
1) Contains clinical questions about the world of health that are up to date, accurate and can be
obtained in a short time.
2) Provides information needed by nurses as a basis for clinical decision making.

2. EBP (Evidence Based Practice) steps:

1. Find clinical problems in patients
2. Prepare clinical questions according to the case at hand

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 3. Search for and select data that is appropriate and relevant to the case
4. Assess the validity and usefulness of the data
5. Integrate and interpret data supported by clinical expertise and patient assessment
6. Evaluation of patient performance

3. Things to look for updated issues/clinical issues:

1) Have curiosity about cases that occur in everyday life
2) Have an interest in searching the literature to decide or not about information and the results are then
applied or even discussed with the patient to get the best final clinical decision for the patient's care.

D. EXERCISE/TRIGGER CASE/TASK

An 18 year old female teenager, came to the hospital clinic, complaining of pain during
dysmenorrhoea which interfered with her activities. Every time they experience dysmenorrhoea,
teenagers say they experience nausea, vomiting, stomach ache and cold sweat. When the nurse
conducted the interview, the teenager did not know how to reduce the pain of desminorrhoea. Based
on this case, the nurse has the desire to find out complementary therapy with warm water compresses
to reduce the pain felt by the teenager!
Your task is!
Discuss with the group questions related to the problem!

E. FEEDBACK AND FOLLOW-UP

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 GROUP TUTORIAL ASSESSMENT RUBRIC

Aspect Criteria Score

 At the first meeting students demonstrated knowledge of the results 4
learn about related topics. At the second meeting, students bring a
minimum of 2 text books and 2 journals according to the
case/scenario
 During discussions, students are able to demonstrate abilities
according to the material they have studied
 Actively express ideas related to the topic/case (brainstorming)
 Actively participate in groups (at least 3 x in each step: 3,4, and 7)
Dealing  Provide responses to group members' opinions
with work

There are 3 – 4 criteria for material completeness out of 5 criteria that are 3
met
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Work together in a team 4
 Be a good listener
 Able to act as chairman/secretary/member well
 Able to draw conclusions from the results of the discussion
Dealing  Communicate politely
with There are 3 criteria for material completeness out of 5 criteria that are met 3
others
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Able to defend his opinion accompanied by sources 4
which is valid
 Able to provide responses or input on other members' opinions
 Able to reflect on the results of the discussion
 Able to improve abilities according to input from tutors
 Arrive on time
Dealing  Neatness of clothing
with one
self
There are 3 – 4 criteria for material completeness out of the 6 criteria 3
fulfilled
There are 2 criteria for material completeness out of 6 criteria that are met 2
There is 1 criterion for completeness of material out of 6 criteria that is met 1

Learning Activities 2 - 4

FORMULATION OF CLINICAL AND SEARCH QUESTIONS USING PEO and PICO

🕣170 Minutes

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 A. LEARNING OBJECTIVES
(COGNITIVE, AFFECTIVE AND PSYCHOMOTOR)

After you complete learning activities 2,3,4 for 3x170 minutes of practice in the laboratory, you are
expected to be able to:
1. Knowing about preparation of clinical and search questions using PEO and PICO

B. MAIN MATERIAL

To achieve the learning objectives above, you will study the following material:
1. Learn about structuring clinical questions
2. Learn about conducting journal searches using PEO
Learn about conducting journal searches using PICO
2.
3.
C. MATERIAL DESCRIPTION

Before starting a search, it is important to have well-formed questions. One way to compose well-
structured questions is to use the PICO model. PICO is an abbreviation for patient/population, intervention,
comparison and outcomes. In addition, problem formulation can use PEO or PIO which are known as
formulas when carrying out EBP.
1. PIO: Population/Problem/Patient; Intervention/Issue; Outcomes
2. PEO: Population/Problem/Patient, Exposure, Outcome
3. PICOTT: patient/population, intervention, comparison, outcomes, type of questions, type of study
Clinical questions should be directly relevant to the patient or problem at hand and phrased in a way to
facilitate finding answers. PICO makes this process easier. This is a mnemonic for an important part of a well-
formed clinical question. This also helps formulate a search strategy by identifying key concepts that need to
be present in an article that can answer the question.
PICO or PICOTT:
1) PATIENTS OR PROBLEMS: How would you describe a group of patients who are similar to you? What
are the most important patient characteristics?
2) INTERVENTIONS, EXPOSURES, PROGNOSTIC FACTORS: What major interventions, exposures, or
prognostic factors are you considering? What would you like to do with this patient?
3) COMPARISON: What are the main alternatives considered, if any?
4) RESULTS: What you want to achieve, measure, improve, or influence.

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 Question Type

1. Therapy / Diagnosis / Dangers / Prognosis / Prevention

2. Study Type
3. Systematic review/RCT/cohort study/case control

Main Question Types

1) Therapy: how to choose treatments to offer our patients that provide more benefit than harm and are
worth the effort and expense of using them
2) Diagnostic tests: how to select and interpret diagnostic tests, to confirm or exclude a diagnosis, based
on considerations of precision, accuracy, acceptability, cost, safety, etc.
3) Prognosis: how to estimate the likelihood of a patient's clinical course over time due to factors other
than the intervention
4) Hazards / Etiology: how to identify the cause of the disease (including its iatrogenic forms).

Other Question Types

1) Clinical findings: how to properly collect and interpret findings from history and physical
examination.
2) Clinical manifestations of a disease: knowing how often and when a disease causes its clinical
manifestations and how to use this knowledge in classifying the diseases of our patients.
3) Differential diagnosis: when considering possible causes of our patient's clinical problems, how to
select causes that may be serious, and responsive to treatment.
4) Prevention: how to reduce the possibility of disease by identifying and modifying risk factors, as well
as how to diagnose disease early through screening.
5) Qualitative: how to empathize with the patient's situation, appreciate the meaning they find in the
experience and >understand how this meaning influences their healing.
EB Formula This is considered a component that can make it easier for health workers to formulate
clinical problems that patients are facing. Once the formula has been determined, clinical questions can then
be formulated which will then be searched for sources of information using a search engine based on
keywords so that they can be taken into consideration when selecting care that is appropriate/effective,
efficient and economically beneficial. Formulating questions is a challenge in finding answers through
sources. accurate information. Students can learn and analyze cases through this information. The PICO, PEO,
PIO formula is used to analyze questions into several parts/components and then arrange them
comprehensively and carefully so as to provide the right answer.

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  How to Write PICO Questions
Writing PICO Questions can sometimes be a challenge because they can be very complicated. Because
we are looking at conclusions based on evidence, deep thought must be devoted to formulating PICO research
questions. Once the question is written and clarified, it can help the researcher determine what type of
research model is best suited to answer the question. So, in fact, asking the right questions will help you
choose the type of study you want to do.
Luckily, once I got comfortable with elements of PICO questions, they became almost a plug and play
model. For example, if you're looking at a question about prognosis, you might structure the PICO question
like this:
Will ________________ (I) influence or affect _____________ (O) with patients or people who have
_______________________________________ (P) compared to __________________________(C)?
Other examples of PICO research questions might include investigations regarding prevention:
With ______ (P) does the practice or use of ____________ (I) reduce or prevent the risk of
____________(O), compared with __________________________(C)?
 What is a PEO Question?
PEO research questions focus on non-numerical data, or qualitative research. Here, relationships and
associations are explored. For example, a PEO question could attempt to explore whether there is a correlation
between taking aspirin in infants and a reduced risk of heart attacks.
PEO is an abbreviation for:
Population: Who are you studying? Baby? Men between 55 and 60 years old? Young lady?
Exposure: What is your population exposed to? Aspirin darling? Soy supplements? Nuts?
Results: What impact did exposure have on your population? Lowering the risk of heart attack? Food
allergies? Increased menstrual cramps?

 How to Write a PEO Question

Writing a PEO question is generally not as complicated as writing a PICO question, because you're just
looking at what the population is, what they're dealing with, and what your expected outcomes are. For
example, if you're looking at a food allergy in a baby, your PEO questions might look like this:
In infants between 6 to 9 months of age (P), is there an association between microdose exposure to common
food allergens (E) and reduced food allergies in childhood? (HI)
Similar questions can be explored this way:
In or with _______ (P), will ____________(E) produce _________________________ (O)?

 Using PICO and PEO Research Questions for Literature Review Searches
Just as you use the PICO and PEO question formats to design your research, you can also utilize the
formats when you search for previous studies on a topic of interest. For example, if you are looking for

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information about dietary interventions and reversal of type 2 diabetes, you might use keywords related to the
research question formulation:
Q: Type 2 diabetes sufferers
E: Mediterranean Diet
O: Reversal of type 2 diabetes
To find research related to the question above, you need to pull out keywords, such as: “type 2 diabetes”,
“reversal”, and “Mediterranean Diet”

 Clinical Question Format

There are a variety of clinical question formats, in addition to PICO and PEO. These can include PICO(T),
which adds a “time frame” element, and (P)PICO if your population is more complex, such as white men,
ages 50-55. The bottom line is that an effective clinical research question must be relevant to the patient or
problem, and structured in a way that makes it easy for those looking for your research to find it. If you are
designing a research project, starting with an effective and well-written clinical research question is an
important first step.

This step is an important part of the evidence-based search. The steps in determining evidence based
are:
Table 1: Steps to determine Evidence Based

Population (P) Shows who is in contact with the clinical problem

Intervention Shows explanations or tests found for the formation of management

or indicator strategies in accordance with
(I) Prognostic clinical problems. Example :
Factor,  a standard operating procedure such as treatment,
Exposure therapy (intervention)
 information regarding danger signs such as (if excessive
body weight) or factors that
Comparison / comparison or alternative strategy of exposure or comparative testing
Control (C ) (comparison) with something that has been tested in the same situation

Outcome (O) The results of the clinical questions asked. Can be disease oriented or
patient

Procedures The procedures for the PICO scheme in determining Evidence can be briefly seen in the table
below.

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Table 2. PICO Scheme

Patients/Population Intervention Comparison Outcomes

who is your patient? What are you What alternative What do you want
plan are you considering? to achieve?
For
Age, gender, race or performed on
patient the patient? Other tests, Accurate
The main problem Diagnostic tests medications, or diagnosis
Health status Treatment procedures Relieve or improve
Procedures Conservative therapy symptoms
Therapy Maintain function
Effective and
economical

When formulating questions to use the PICO framework, it is helpful to relate the type of question being
asked (therapy, prevention, diagnosis, prognosis, etiology). PICO Elements Change According to Question
Type (Domain). The table below illustrates how problems, interventions, comparisons, and outcomes very
depending on the type (field) of your question.

Table 3. Example of EBM Scheme

Population Group clinical problems during service by creating clinical

questions
Question/Questions prepare clinical questions according to the problem with the
PICO/PIO/PEO formulation

Resources Search for information based on evidence based on certain

keywords using search engines and meta data

Assessment of Criticize journals as validation of information sources using

information critical appraisal tools
sources
Patient Implementation of Evidence Based is patient-centered (women
center care) or adapts to patient needs

Evaluation Reassess the actions taken (effective and efficient)

Table 4. Pico Elements According to Domain

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Type Problem Intervention Exposure Size Example
Question Patient or or Exposure Comparison Results
Population
Therapy Disease or Action Maintenance death rate,
(Treatment) patient's therapeutic, for standard, how long it takes
condition. example another to recover (e.g.
medication, intervention, or number of days off
surgical placebo. work), pain,
intervention, or disability.
alteration
lifestyle.

Prevention Risk factors Action Action death rate,

patient and prevention, for other how long it takes
general example precautions to recover (e.g.
health change OR may not be number of days off
conditions. lifestyle or applicable. work), incidence
medication. of illness.

Diagnosis Disease or Test or Standard "test Usability measure

certain diagnostic reference" or tests, namely
conditions. procedures. "standard sensitivity,
gold” for that specificity, odds
disease or ratio.
condition.

Prognosis Duration and Waiting time Usually not Level

(prediction) the severity applies. survival, mortality
of the main rate, disease
prognostic progression rate.
factor or
clinical
problem.

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 Frequency How much to determine the
and numbers often the case prevalence of
the atauthe incidence
happen of a problem
Healthin a sample
population:
probability
frequency
the occurrence of
congenital
abnormalities is
higher than
parents/family
who have a
background of
genetic problems

Etiology Risk factors Intervention or Usually not Level

(Reason) patient, interesting applies. survival, mortality
current health presentation. rate, disease
problems, or Includes progression rate.
general indication of
health risk factor
conditions. strength/dose
and duration of
exposure.

Clinical questions will help determine the source of information used to answer. Currently, the best
clinical research can be through library sources, RCT research with the highest level of confidence, followed
by cohorts, case controls and case series. Other sources can be found in meta data, meta analysis so as to find
answers according to clinical questions. Once you have clearly identified the main elements of your question
using the PICO framework, you can easily write your question statement. The following table provides some
examples.

Table 5. Main Elements of PICO Framework Questions

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 Patients
Questions Problem or Intervention or Comparison or Outcomes
Type Population Exposure Controls Measure
Therapy In patients Is hydrotherapy Traditional To relieve pain?
with knee more effective physiotherapy
osteoarthritis than

Prevention For children- Utilizing Compared with Reducing the risk

children who community educational of diabetes
are obese recreational programs mellitus?
Diagnosis For deep vein is
activitiesD-dimer Ultrasound Which is more
thrombosis testing or accurate for
Prognosis In old women in one time what is the risk
determining the
healthy years after injury relative death?
sufferers
fracture
hips

Etiology Do it people party compared to have levels

mature liquor with those who do higher mortality?
not drink alcohol

After determining the clinical question, keywords can be arranged following the PICO formulation.
Sample case:
A 35 year old woman came to the hospital for discussing the issue of IUD insertion. Mom heard that IUDs can
increase the risk of pelvic inflammation later in life. As a midwife, of course you already understand about
IUDs and want to give a more precise answer. To find the best evidence, you can do this by:
1. Compile PICO
The clinical problem for the case is a woman of childbearing age (P). The intervention to be given is the
installation of an IUD. Comparative or the comparison is without installing an IUD. The outcome of the
question is pelvic inflammation.
2. Formulate clinical questions
For women of childbearing age, can using an IUD contraceptive (compared to not using an IUD) increase the
risk of pelvic inflammation in the future?
3. Question type
Prognosis type

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Determine keywords to search for sources of information using the keywords IUD contraception, without
IUD, pelvic inflammation
Keywords can also be used with English for more searches
IUD: intrauterine device
Without IUD: Without intrauterine device
Pelvic inflammation: Pelvic inflammatory disease

D. EXERCISE/TRIGGER CASE/TASK

1. A 35 year old G1P0A0 woman 10 weeks pregnant came to PMB. The results of the anamnesis showed that
the patient experienced nausea and vomiting. The patient said he was consuming ginger to treat his nausea and
vomiting.
2. A 40 year old woman G4P1A2 16 weeks pregnant came to the hospital. The patient explained that he had
been married for 20 years, his first pregnancy was born with Down syndrome. The patient wants to do
amniosis to find out the current condition of the fetus because he is afraid that something similar will happen.
The hospital offered to undergo a nuchal translucency test.
3. A 50 year old man was admitted to the ICU due to decreased consciousness. The results of the lung
assessment carried out by the nurse contained many secretions and rochi sounds were heard in both patient's
lung fields. Nurses carry out suction interventions. Nurses read the research literature that closed suction is
more effective in reducing the incidence of nosocomial infections

Task!

Create Clinical Questions Using PEO and PICO!

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 E. FEEDBACK AND FOLLOW-UP

GROUP TUTORIAL ASSESSMENT RUBRIC

Aspect Criteria Score

 At the first meeting students demonstrated knowledge of the results 4
learn about related topics. At the second meeting, students bring a
minimum of 2 text books and 2 journals according to the
case/scenario
 During discussions, students are able to demonstrate abilities
according to the material they have studied
 Actively express ideas related to the topic/case (brainstorming)
 Actively participate in groups (at least 3 x in each step: 3,4, and 7)
Dealing  Provide responses to group members' opinions
with work

There are 3 – 4 criteria for material completeness out of 5 criteria that are 3
met
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Work together in a team 4
 Be a good listener
 Able to act as chairman/secretary/member well
 Able to draw conclusions from the results of the discussion
Dealing  Communicate politely
with There are 3 criteria for material completeness out of 5 criteria that are met 3
others
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Able to defend his opinion accompanied by sources 4
which is valid
 Able to provide responses or input on other members' opinions
 Able to reflect on the results of the discussion
 Able to improve abilities according to input from tutors
 Arrive on time
Dealing  Neatness of clothing
with one
self
There are 3 – 4 criteria for material completeness out of the 6 criteria 3
Fulfilled
There are 2 criteria for material completeness out of 6 criteria that are met 2
There is 1 criteria for completeness of the material out of 6 criteria that is 1
met

MODUL PRAKTIKA EBP 24

Learning Activities 5

LITERATURE SEARCH USING MeSH

🕣170 Minutes

B. LEARNING OBJECTIVES
(COGNITIVE, AFFECTIVE AND PSYCHOMOTOR)

After you complete learning activity 5, during 1x170 minutes of practice in the
laboratory, you are expected to be able to:
1. Know how to search for literature using MeSH

B. MAIN MATERIAL

To achieve the learning objectives above, you will study the following material:
1. To learn about literature searches using MeSH

D. MATERIAL DESCRIPTION

Records in PubMed have been given subject headings, a controlled vocabulary called
Medical Subject Headings or MeSH for short. It is used to index citations allowing you to
retrieve all notes on a particular subject regardless of the terminology used by the author.
For example, a search for the subject heading Myocardial Infarction will retrieve records
that include terms such as heart attack, acute myocardial injury, and myocardial
infarction, including spelling variants and plurals. Narrower and specific MeSH terms
will also be searched such as ST Elevation Myocardial Infarction.
A simple PubMed search automatically searches for MeSH terms. However, you can also
perform your own searches using the MeSH database if you wish.
 Mesh database
MeSH (Medical Subject Headings) is an NLM controlled vocabulary thesaurus
used to index citations in MEDLINE and PubMed. When searching PubMed, and
limiting the search to MeSH, only MEDLINE citations will be retrieved.
 Topic Search in PubMed using MeSH (training course)
Learn how to use Medical Subject Headings (MeSH) for PubMed expert searches
in this practical, self-paced course.

MODUL PRAKTIKA EBP 25

  MeSH Homepage
NLM's MeSH homepage is a useful resource that provides news updates about
MeSH vocabulary changes as well as detailed learning materials to help you get
the most out of searching with MeSH.

Search for articles using MeSH

To have more control over your search strategy, you can search for MeSH terms directly
in the MeSH database and use Advanced Search to consolidate your searches.
Access MeSH database from the PubMed homepage. Please note that the MeSH database
has not been updated to match the technology used in the new PubMed so your search
experience will look very different when you switch between the two interfaces.

 Type your search concept into the search box to check for relevant MeSH terms

 Click Search . You may get more than one term to choose from. Click on the
option that best suits your needs. More than one MeSH term may be relevant.
 If you wish, you can choose to select one or more subheadings, to add focus to
your search, for example diagnosis. Once selected, click Add to search builder ,
then Search PubMed . This retrieves all records indexed using the MeSH term of
your choice.

 Do this for each of your concepts.

 For a comprehensive search, or if none of the MeSH terms really suit your needs,
you will also need to incorporate text word searches into your strategy (search for
titles/abstracts). When identifying search terms, think about things like spelling
variants, acronyms, alternative terms, etc., and combine them using OR
inadvanced browsing mode.
 MeSH is organized in a hierarchical tree-like structure. MeSH terms at the bottom
of the hierarchy will automatically be included in your search.

MODUL PRAKTIKA EBP 26

Combined search from Search history using meSH

The searches you perform are saved in your search history. To access your search history,
click Advanced, located below the search box, and scroll down to Search History and
Details:

Each search is assigned an ID number. This allows you to combine individual searches
into a new search using the Boolean operators AND , OR , and NOT .
Click on the ellipsis (...) under Actions of the search rows you want to combine and select
Add query : This adds your search rows into the query box. In this example we have
searched for MeSH terms for aspirin and myocardial infarction and they are in our search
history.

Repeat the process for all searches you want to include, only this time select Add with
AND , OR or NOT as needed. We use AND to combine our two MeSH terms.

MODUL PRAKTIKA EBP 27

Both searches now appear in the query box. Click Search to combine into one search.

1. Search using the Advanced Search Builder query box

To ensure your search is as comprehensive as possible and ensure you get the best results,
it is recommended to use Advanced Search to combine your MeSH search with a search
based on text words, i.e. words anywhere in the record such as in the title or abstract.
You can run text and MeSH word searches directly in the Add terms to query box. For
text word searches, make sure the Add terms to query box is set to All Fields. If you
know the MeSH term you need, you can set the query box to search for MeSH Terms and
enter the name of the known MeSH term. You can check MeSH terms by searching for
them in MeSH database.
An example of a search using MeSH terms and text words is:
Search #1 heart attack (all terms)
Search #2 myocardial infarction (all terms)
Search #3 STEMI (all terms)
Search #4 myocardial infarction (MeSH terms)
Search #5 combine 1-4 with OR
Search #6 aspirin (all terms)
Search #7 aspirin (MeSH terms)
Search #8 combine 6-7 with OR

MODUL PRAKTIKA EBP 28

Search #9 combine 5 and 8 with AND

There is a trend among nursing students regarding narcissism based on fear of missing out on
missing the moment (FOMO), this will influence the good and bad self-actualization of teenagers.
Your task is to look for articles about narcissism and self-actualization in teenagers using the
E. EXERCISE/TRIGGER
journal article search engine according to the caseCASE/TASK
above, following the
linkhttps://www.ncbi.nlm.nih.gov/mesh/

F. FEEDBACK AND FOLLOW-UP

GROUP TUTORIAL ASSESSMENT RUBRIC

Aspect Criteria Score

 At the first meeting students demonstrated knowledge of the results 4
 blearn about related topics. At the second meeting, students bring a
minimum of 2 text books and 2 journals according to the
case/scenario
 During discussions, students are able to demonstrate abilities
according to the material they have studied
 Aactively express ideas related to the topic/case (brainstorming)
 Actively participate in groups (at least 3 x in each step: 3,4, and 7)
Dealing  Provide responses to group members' opinions
with work

There are 3 – 4 criteria for material completeness out of 5 criteria that are 3
met
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Work together in a team 4
 Be a good listener
 Able to act as chairman/secretary/member well
 Able to draw conclusions from the results of the discussion
Dealing  Communicate politely
with There are 3 criteria for material completeness out of 5 criteria that are met 3
others
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1

MODUL PRAKTIKA EBP 29

  Able to defend his opinion accompanied by sources 4
which is valid
 Able to provide responses or input on other members' opinions
 Able to reflect on the results of the discussion
 Able to improve abilities according to input from tutors
 Arrive on time
Dealing  Neatness of clothing
with one
self
There are 3 – 4 criteria for material completeness out of the 6 criteria 3
Fulfilled
There are 2 criteria for material completeness out of 6 criteria that are met 2
There is 1 criterion for completeness of material out of 6 criteria that is met 1

MODUL PRAKTIKA EBP 30

Learning Activities 6

LITERATURE SEARCH USING BOLEAN OPERATOR

🕣170 Minutes

A. LEARNING OBJECTIVES
(COGNITIVE, AFFECTIVE AND PSYCHOMOTOR)

After you complete learning activity 6, during 1x170 minutes of practice in the
laboratory, you are expected to be able to:
1. Know about the use of bolean operators in search engines

B. MAIN MATERIAL

To achieve the learning objectives above, you will study the following material:
1. To learn about the use of bolean operators in search engines

C. MATERIAL DESCRIPTION

Boolean is a set of commands that can be used in almost any search engine, database, or
online catalog. The most popular Boolean commands are AND , OR , and NOT . Other
commands includebrackets,cutting, Andphrase. Boolean operators include AND, OR and NOT.
Refine your search using AND
Using the Boolean AND command in your search tells the search engine to return results
that contain all the words you entered.
Examples of media AND violence: only results containing media and violence will
appear in your search results list.

Expand your search using OR

MODUL PRAKTIKA EBP 31

Using the Boolean OR command in your search tells the search engine to return results that
contain the words you entered.
Example
teenagers OR adolescents : any results containing tweens or teens will appear in your results list.

Refine your results using NOT

Using the Boolean NOT command in your search tells the search engine to return results that
contain the words you entered except the words after NOT.
Example:
Psychology NOT Developmental : any results containing the word "psychology" will appear in
your results list except results that also contain the word "developmental".

D. EXERCISE/TRIGGER CASE/TASK

Search for literature on the theme of nursing using the Bollean operator!

F. FEEDBACK AND FOLLOW-UP

MODUL PRAKTIKA EBP 32

 GROUP TUTORIAL ASSESSMENT RUBRIC

Aspect Criteria Score

 At the first meeting students demonstrated knowledge of the results 4
learn about related topics. At the second meeting, students bring a
minimum of 2 text books and 2 journals according to the
case/scenario
 During discussions, students are able to demonstrate abilities
according to the material they have studied
 Actively express ideas related to the topic/case (brainstorming)
 Actively participate in groups (at least 3 x in each step: 3,4, and 7)
Dealing  Provide responses to group members' opinions
with work

There are 3 – 4 criteria for material completeness out of 5 criteria that are 3
met
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Work together in a team 4
 Be a good listener
 Able to act as chairman/secretary/member well
 Able to draw conclusions from the results of the discussion
Dealing  Communicate politely
with There are 3 criteria for material completeness out of 5 criteria that are met 3
others
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Able to defend his opinion accompanied by sources 4
which is valid
 Able to provide responses or input on other members' opinions
 Able to reflect on the results of the discussion
 Able to improve abilities according to input from tutors
 Arrive on time
Dealing  Neatness of clothing
with one
self
There are 3 – 4 criteria for material completeness out of the 6 criteria 3
Fulfilled
There are 2 criteria for material completeness out of 6 criteria that are met 2
There is 1 criterion for completeness of material out of 6 criteria that is met 1

MODUL PRAKTIKA EBP 33

Learning Activities 7

CONDUCTING A CRITICAL APPRAISAL: CROSS SECTIONAL STUDY

🕣170 Minutes

C. LEARNING OBJECTIVES
(COGNITIVE, AFFECTIVE AND PSYCHOMOTOR)

After you complete learning activities 7, 1 X170 minutes of practice in the laboratory, you are
expected to be able to:
1. Know about conducting critical appraisal: cross sectional

B. MAIN MATERIAL

To achieve the learning objectives above, you will study the following material:
1. To analyze the results of critical appraisal: cross sectional

C. MATERIAL DESCRIPTION

Critical appraisal is the process of systematically evaluating scientific research/evidence to assess its validity,
relevance and value in a particular context. This is a necessary tool. for lifelong learning and should be used
every time you read the main lesson.
Critical appraisal allows healthcare practitioners to assess the quality of published nursing articles. This is
especially important in healthcare because sometimes research results conflict with previous research.
Inadequate critical appraisal skills can result in erroneous decision-making processes or less effective
treatment options that can negatively impact patient health outcomes.
CriticalAppraisal helps healthcare professionals assess the quality of published nursing articles to detect bias,
flaws in design and methodology, and inadequate analysis, to identify research study limitations and
conclusions.
Additionally, critical appraisal can help nurses and physicians to identify gaps in knowledge and discover
areas that require further research. By evaluating the strengths and limitations of research, we can determine
where there are inconsistencies or uncertainties in the evidence. This may lead to the development of research
questions and areas for future exploration, ultimately improving the quality of care for patients.
How Can Critical Appraisal Help In Nursing?

MODUL PRAKTIKA EBP 34

Critical appraisal can be helpful in nursing because it allows nurses to provide the most effective and
appropriate care for their patients. By evaluating nursing research, nurses can determine which treatments and
interventions have been proven effective and they can then implement these practices into their patient care.
For example, if a nurse is caring for a patient with diabetes, critical appraisal skills can be used to assess the
latest research on diabetes management and help determine the best course of action for the patient.
Critical judgment is an important skill not only for nurses, but everyone working in clinical practice, in the
NHS or private sector, in today's healthcare environment. This equips them to provide evidence-based care,
identify areas for improvement and research, and ultimately improve patient outcomes. By honing their
critical appraisal skills, nurses can become better advocates for their patients and improve their own
professional practice.
How to Critically Appraise a Nursing Paper?
When evaluating published nursing research articles, there are several key areas to consider. The first is the
research design – Whatrandomized control trail (RCT) trial,cohort cohort, or case control study Different
research designs have their own strengths and weaknesses, and it is important to understand which design is
most appropriate to answer the research question at hand. For example, randomized controlled trials are often
considered the gold standard for evaluating the efficacy of interventions, whereas case-control studies may be
better suited to exploring rare diseases or outcomes.
Next, it is important to evaluate the study population. Who was involved in this research, and how were they
selected? Do they represent the patient population you are interested in? Otherwise, it may be difficult to
generalize the results to your patients. Then we can see from the sample size, a study with a small sample size
may not be able to detect significant differences or may have a higher chance of error.
Another important aspect of critical appraisal is evaluating the statistical methods used. Are statistical tests
appropriate for the data analyzed? Are the results presented clearly and easy to interpret? A lack of statistical
significance does not mean that the intervention or exposure under study is ineffective or harmful. A thorough
understanding of statistical analysis methods is very useful for evaluating published nursing research articles.
Finally, it is important to evaluate the conclusions and implications of the research. Is the conclusion
supported by the data presented in the study? Are the implications relevant and applicable to clinical practice?
Are there any limitations or biases that could affect the validity of the results?
Is Critical Appraisal of Clinical Trials Done in the Same Way?
Certain types of clinical tests can play an important role in its assessment. Different types of trials, such as
randomized controlled trials, open-label trials, and cohort studies, have different strengths and limitations,
which may influence how they are assessed.
Factors such as sample size, population selection, and randomization can all influence the overall quality of a
study and ultimately impact how the study is evaluated.
The expertise and background of the assessor can also play a role in how clinical trials are evaluated. Raters
who specialize in a particular disease or area of nursing may have different perspectives and opinions
regarding the effectiveness of a trial compared to raters with a more general nursing background.
Although critical appraisal of clinical trials is essential to ensure the safety and effectiveness of new
treatments, this is not always done in the same way. Many factors can influence how a clinical trial is assessed
and ultimately evaluated, highlighting the importance of carefully considering the strengths and limitations of
each study.

JBI Critical Appraisal Checklist Yes No Unclear Not applicable

MODUL PRAKTIKA EBP 35

 for Analytical Cross Sectional
Studies
1 Are the criteria for inclusion in the □ □ □ □
sample clearly defined?
2 Were the study subjects and the □ □ □ □
setting described in detail?
3 Was the exposure measured in a □ □ □ □
valid and reliable way?
4 Are objective, standard criteria □ □ □ □
used for measurement of the
condition?
5 Were confounding factors □ □ □ □
identified?
6 Were strategies to deal with □ □ □ □
confounding factors stated?
7 Are the outcomes measured in a □ □ □ □
valid and reliable way?
8 Was appropriate statistical analysis □ □ □ □
used?

Steps for conducting a critical appraisal: cross sectional

Analytical cross sectional studies Critical Appraisal Tool
Answers: Yes, No, Unclear or Not/Applicable
1. Were the criteria for inclusion in the sample clearly defined?
The authors should provide clear inclusion and exclusion criteria that they developed prior to recruitment of
the study participants. The inclusion/exclusion criteria should be specified (eg, risk, stage of disease
progression) with sufficient detail and all the necessary information critical to the study.
2. Were the study subjects and the setting described in detail?
The study sample should be described in sufficient detail so that other researchers can determine if it is
comparable to the population of interest to them. The authors should provide a clear description of the
population from which the study participants were selected or recruited, including demographics, location,
and time period.
3. Was the exposure measured in a valid and reliable way?
The study should clearly describe the method of measurement of exposure. Assessing validity requires that a
'gold standard' is available to which the measure can be compared. The validity of exposure measurement
usually relates to whether a current measure is appropriate or whether a measure of past exposure is needed.
Reliability refers to the processes included in an epidemiological study to check the repeatability of
measurements of the exposures. These usually include intra-observer reliability and inter-observer reliability.
4. Are objective, standard criteria used for measurement of the condition?
It is useful to determine if patients were included in the study based on either a specified diagnosis or
definition. This is more likely to decrease the risk of bias. Characteristics are another useful approach to

MODUL PRAKTIKA EBP 36

matching groups, and studies that do not use specified diagnostic methods or definitions should provide
evidence on matching by key characteristics.
5. Were confounding factors identified?
Confounding has occurred where the estimated intervention exposure effect is biased by the presence of some
differences between the comparison groups (apart from the exposure investigated/of interest). Typical
confounders include baseline characteristics, prognostic factors, or concomitant exposures (eg smoking). A
confounder is a difference between the comparison groups and it influences the direction of the study results.
A high quality study at the level of cohort design will identify the potential confounders and measure them
(where possible). This is difficult to study where behavioral, attitudinal or lifestyle factors may impact on the
results.
6. Were strategies to deal with confounding factors stated?
Strategies to deal with the effects of confounding factors may be dealt with within the study design or in data
analysis. By matching or stratifying sampling of participants, the effects of confounding factors can be
adjusted for. When dealing with adjustments in data analysis, assess the statistics used in the study. Most will
be some form of multivariate regression analysis to account for the confounding factors measured.
7. Are the outcomes measured in a valid and reliable way?
Read the methods section of the paper. If for eg lung cancer is assessed based on existing definitions or
diagnostic criteria, then the answer to this question is likely to be yes. If lung cancer is assessed using
observer reported, or self-reported scales, the risk of over- or under-reporting is increased, and objectivity is
compromised. Importantly, determine if the measurement tools used were validated instruments as this has a
significant impact on outcome assessment validity.
Having established the objectivity of the outcome measurement (eg lung cancer) instrument, it is important to
establish how the measurement was conducted. Were those involved in collecting data trained or educated in
the use of the instrument/s? (eg radiographers). If there was more than one data collector, were they similar in
terms of level of education, clinical or research experience, or level of responsibility in the piece of research
being appraised?
8. Was appropriate statistical analysis used?
As with any consideration of statistical analysis, consideration should be given to whether there is a more
appropriate alternative statistical method that could have been used. The methods section should be detailed
enough for reviewers to identify which analytical techniques were used (in particular, regression or
stratification) and how specific confounders were measured.
For studies using regression analysis, it is useful to identify if the study identified which variables were
included and how they relate to the outcome. If stratification was the analytical approach used, were the strata
of analysis determined by the specified variables? Additionally, it is also important to assess the
appropriateness of the analytical strategy in terms of the assumptions associated with the approach as different
methods of analysis are based on different assumptions about the data and how it will respond.

MODUL PRAKTIKA EBP 37

 D. EXERCISE/TRIGGER CASE/TASK

Carry out a critical appraisal on the following journal article

“DeMellow JM, Kim TY, Romano PS, Drake C, Reply MC. Factors associated with ABCDE

bundle adherence in critically ill adults requiring mechanical ventilation: An observational

design. Intensive Crit Care Nurs. 2020 Oct;60:102873. doi: 10.1016/j.iccn.2020.102873.
Epub 2020 May 12. PMID: 32414557; PMCID: PMC7988688” with
urlhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7988688/
Make a presentation as a group with your supervisor!

MODUL PRAKTIKA EBP 38

 E. FEEDBACK AND FOLLOW-UP

GROUP TUTORIAL ASSESSMENT RUBRIC

Aspect Criteria Score

 At the first meeting students demonstrated knowledge of the results 4
learn about related topics. At the second meeting, students bring a
minimum of 2 text books and 2 journals according to the
case/scenario
 During discussions, students are able to demonstrate abilities
according to the material they have studied
 Actively express ideas related to the topic/case (brainstorming)
 Actively participate in groups (at least 3 x in each step: 3,4, and 7)
Dealing  Provide responses to group members' opinions
with work

There are 3 – 4 criteria for material completeness out of 5 criteria that are 3
met
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Work together in a team 4
 Be a good listener
 Able to act as chairman/secretary/member well
 Able to draw conclusions from the results of the discussion
Dealing  Communicate politely
with There are 3 criteria for material completeness out of 5 criteria that are met 3
others
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Able to defend his opinion accompanied by sources 4
 which is valid
 Able to provide responses or input on other members' opinions
 Able to reflect on the results of the discussion
 Able to improve abilities according to input from tutors
 Arrive on time
Dealing  Neatness of clothing
with one
self
There are 3 – 4 criteria for material completeness out of the 6 criteria 3
Fulfilled
There are 2 criteria for material completeness out of 6 criteria that are met 2
There is 1 criterion for completeness of material out of 6 criteria that is met 1

MODUL PRAKTIKA EBP 39

 ORAL PRESENTATION ASSESSMENT
INSTRUMENTS (GROUP)

Academic Year : Subject: Semester:

Topic :
Meeting to :
Lecturer :
Groups :

No NIM Student name

Show Filling Instruction:

Give a grade according to the assessment rubric instructions (score 1-4) for each student
It is permissible to provide values with decimal fractions (e.g. 3.5)

Student Name
No Observed aspects
1 2 3 4 5
1 Material completeness
2 Writing material
3 Presentation skills
Total score
Final score

MODUL PRAKTIKA EBP 40

 ORAL PRESENTATION ASSESSMENT RUBRIC
Aspect Criteria Skor
 Power point consists of a title, material content accompanied 4
by citations references, and bibliography
 Power points are arranged systematically according to the
material
 References used from relevant sources
 Equipped with images/animations that are interesting and
appropriate to the material
To complete
material There are 3 criteria for completeness of material from a score of 4 3
Fulfilled

There are 2 criteria for the completeness of the material from a 2

score of 4
Fulfilled
There is 1 criterion for the completeness of the material from a 1
score of 4
Fulfilled
 The material is made in power point form 4
 Each slide can be read clearly
 The content of the material is made concise and insightful
(evidence based, critical thinking, clinical reasoning)
Writting  The language used is appropriate to the material
material
There are 3 criteria for writing material from score 4 that are met 3

There are 2 criteria for writing material from score 4 that are met 2
There is 1 criterion for writing material from score 4 that is met 1
 Presented with confidence, enthusiasm and clear language 4
clear
 Able to integrate Islamic values
 All group members participate in the presentation
 Can express ideas and argue well
 Good management of presentation time

There are 3 criteria for presentation ability from a score of 4 3

Capable
Fulfilled
presentatio
n There are 2 criteria for presentation ability from a score of 4 2
Fulfilled
There is 1 criterion for presentation ability from a score of 4 1
Fulfilled

MODUL PRAKTIKA EBP 41

Learning Activities 8

CONDUCTING A CRITICAL APPRAISAL: COHORT STUDY

🕣170 Minutes

D. LEARNING OBJECTIVES
(COGNITIVE, AFFECTIVE AND PSYCHOMOTOR)

After you complete the 8, 1 x 170 minute practical learning activities in the laboratory, you are
expected to be able to:
1. Know about conducting critical appraisal: cohort study

B. MAIN MATERIAL

To achieve the learning objectives above, you will study the following material:
1. To analyze the results of critical appraisal: cohort study

D. MATERIAL DESCRIPTION

How to use this instrument, there are three general issues that need to be considered when
assessing a cohort study: Are the results of the study valid? (Part A) What was the result? (Part B) Will the
results help the local community? (Part C). The 12 questions on the page below are designed to help you
think about this problem systematically. The first two questions are screening questions and can be
answered quickly. If the answer to both is "yes", it's a good idea to move on to the next question. There is
some degree of overlap between questions, you are asked to note “yes”, “no” or “don't know” for most
questions. A number of hints in italics are given after each question. It's designed to remind you why the
question is important. Write down the reasons for your answer in the space provided. About: This
checklist is designed to be used as an educational pedagogical tool, as part of a workshop, therefore we do
not recommend a grading system. The CASP core checklist (randomized controlled trials & systematic
reviews) is based on the 1994 JAMA 'User' guide to medical literature (adapted from Guyatt GH, Sackett
DL, and Cook DJ), and piloted with health care practitioners. For each new checklist, a group of experts
is assembled to develop and pilot the checklist and the workshop format to be used. Over the years,
extensive adjustments have been made to this format, but a recent survey of checklist users reaffirmed
that the basic format remains useful and appropriate.

MODUL PRAKTIKA EBP 42

CASP Cohort Study Check list format (attached file)

E. EXERCISE/TRIGGER CASE/TASK

Carry out a critical appraisal of this paper

@article{Sala2020PredictorsOP,
title={Predictors of pressure injury development in critically ill adults: A retrospective cohort study.},
author={Jennifer J Sala and Anoop M. Mayampurath and Susan Solmos and Susan C Vonderheid and
Marianne Banas and Alexandria D'Souza and Cynthia M. LaFond},
journal={Intensive \& critical care nursing},
year={2020},
pages={
10292}url : https://www.sciencedirect.com/science/article/abs/pii/S0964339720301270

MODUL PRAKTIKA EBP 43

 G. FEEDBACK AND FOLLOW-UP

MODUL PRAKTIKA EBP 44

 GROUP TUTORIAL ASSESSMENT RUBRIC

Aspect Criteria Score

 At the first meeting students demonstrated knowledge of the results 4
learn about related topics. At the second meeting, students bring a
minimum of 2 text books and 2 journals according to the
case/scenario
 During discussions, students are able to demonstrate abilities
according to the material they have studied
 Actively express ideas related to the topic/case (brainstorming)
 Actively participate in groups (at least 3 x in each step: 3,4, and 7)
Dealing  Provide responses to group members' opinions
with work
There are 3 – 4 criteria for material completeness out of 5 criteria that are 3
met
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Work together in a team 4
 Be a good listener
 Able to act as chairman/secretary/member well
 Able to draw conclusions from the results of the discussion
Dealing  Communicate politely
with There are 3 criteria for material completeness out of 5 criteria that are met 3
others
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Able to defend his opinion accompanied by sources 4
which is valid
 Able to provide responses or input on other members' opinions
 Able to reflect on the results of the discussion
 Able to improve abilities according to input from tutors
 Arrive on time
Dealing  Neatness of clothing
with one
self
There are 3 – 4 criteria for material completeness out of the 6 criteria 3
Fulfilled
There are 2 criteria for material completeness out of 6 criteria that are met 2
There is 1 criterion for completeness of material out of 6 criteria that is met 1

MODUL PRAKTIKA EBP 45

 ORAL PRESENTATION ASSESSMENT
INSTRUMENTS (GROUP)

Academic Year : Subject: Semester:

Topic :
Meeting to:
Lecturers:
Groups:

No NIM Student name

Show Filling Instruction:

Give a grade according to the assessment rubric instructions (score 1-4) for each student
It is permissible to provide values with decimal fractions (e.g. 3.5)

Student Name
No Observed aspects
1 2 3 4 5
1 Material completeness
2 Writing material
3 Presentation skills
Total score
Final score

MODUL PRAKTIKA EBP 46

 ORAL PRESENTATION ASSESSMENT RUBRIC
Aspect Criteria Skor
 Power point consists of a title, material content accompanied 4
by citations references, and bibliography
 Power points are arranged systematically according to the
material
 References used from relevant sources
 Equipped with images/animations that are interesting and
appropriate to the material
To complete There are 3 criteria for completeness of material from a score of 4 3
material Fulfilled

There are 2 criteria for the completeness of the material from a 2

score of 4
Fulfilled
There is 1 criterion for the completeness of the material from a 1
score of 4
Fulfilled
 The material is made in power point form 4
Each slide can be read clearly
 The content of the material is made concise and insightful
(evidence based, critical thinking, clinical reasoning)
Writing  The language used is appropriate to the material
material There are 3 criteria for writing material from score 4 that are met 3
There are 2 criteria for writing material from score 4 that are met 2
There is 1 criterion for writing material from score 4 that is met 1
 Presented with confidence, enthusiasm and clear language 4
clear
 Able to integrate Islamic values
 All group members participate in the presentation
 Can express ideas and argue well
 Good management of presentation time

Capable There are 3 criteria for presentation ability from a score of 4 3

presentatio Fulfilled
n
There are 2 criteria for presentation ability from a score of 4 2
Fulfilled

There is 1 criterion for presentation ability from a score of 4 1

Fulfilled

MODUL PRAKTIKA EBP 47

Learning Activities 9

CONDUCTING A CRITICAL APPRAISAL: CASE CONTROL STUDY

🕣170 Minutes

E. LEARNING OBJECTIVES
(COGNITIVE, AFFECTIVE AND PSYCHOMOTOR)

After you complete learning activities 9, 1 X170 minutes of practical work in the laboratory, you
are expected to be able to:
1. Know about conducting critical appraisal: Case control study

B. MAIN MATERIAL

To achieve the learning objectives above, you will study the following material:
1. To analyze the results of critical appraisal: Case control study

E. MATERIAL DESCRIPTION

Observational research is a type of epidemiological research design which can take the form of a
cohort, case-control, or cross-sectional study. This type of research design (observational) is defined as
non-experimental research, where the researcher observes certain environmental behavior without
artificially controlling the environment being studied. To ensure high-quality reporting of observational
studies, the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines
were developed following a collaborative initiative of epidemiologists, methodologists, statisticians,
researchers, and journal editors in 2004.GuidelinesIt is created to assist in the presentation of
observational studies conducted to ensure adequate reporting (what was planned, done, found, and
concluded) as well as an assessment of the strengths and weaknesses of the study. Such study information
is of great importance in a manuscript because it will determine whether the established results can be
included in a future systemic review. Additionally, STROBE guidelines enable journal editors, reviewers,
and readers to critically assess research.
The aim of the STROBE guidelines is to provide a readily available checklist to ensure a clear
presentation of what is planned and carried out in observational studies. These studies aim to investigate
the relationship between exposure and health outcomes. These guidelines are in no way designed to

MODUL PRAKTIKA EBP 48

provide a methodological framework for conducting observational research. These guidelines were also
not developed as an instrument for evaluating the quality of observational research. In addition, these
guidelines do not aim to promote standardization of manuscripts but rather to encourage the production of
interesting and narrative articles while maintaining transparency.
1) Item 1: Title and Abstract
The research design adopted should be part of the manuscript title to ensure correct indexing of
the manuscript in electronic databases. Indexing published manuscripts is very important to ensure the
visibility of researchers' work and increase the citation potential of published manuscripts. Citation of
published manuscripts is essential to improve a researcher's research metrics and to increase the
prestigious recognition of the researcher and his work in the scientific community. The abstract should
include a brief summary of the research and only present information found in the actual body of the
manuscript.
2) Points 2 and 3: Introduction
The introduction must contain background information that will determine the background of the
research and research objectives. The objective states the researcher's intention to conduct the research
and the potential hypotheses that may arise from the research.
3) Items 4–12: Method
The methods section should provide a clear description of the research design at an early stage.
This will enable readers to understand the basis of the research and be able to critically assess the research
methodology. The STROBE guidelines do not permit the use of the words “prospective” or
“retrospective” or “concurrent” or “historical,” but rather encourage researchers to describe their actual
methodology. Information about measurement tools, settings, and locations should be reported to improve
readers' understanding of the research results. Reporting of participant recruitment procedures will vary
depending on the type of observation design undertaken. Therefore, it is important for researchers to be
knowledgeable about the epidemiological methodological design for each different observational study
(i.e., cohort, case-control, or cross-sectional).
All variables considered for the descriptive and statistical analysis of this study need to be noted
in the methods section. This also includes reporting any specific cutoff points applied during the analysis.
It is important for any exposures, confounders, or outcome measures to be noted and reported so that
readers can critically assess the reliability and validity of the study. Inclusion and exclusion criteria and
methods to address potential bias should also be noted.
The method used to determine the study size needs to be reported along with the confidence
intervals considered. It is important for readers to ascertain whether adequate statistical precision has been
achieved in this study.

MODUL PRAKTIKA EBP 49

 Reporting of statistical analyzes will vary depending on the study design (i.e. cohort, case-
control, or cross-sectional). However, all statistical methods and adjustments for potential confounders or
missing data must be clearly noted.
4) Items 13–17: Results
The results section should provide an in-depth explanation of response rates and a description of the study
population along with key descriptive and analytical results. The information provided will depend on the
type of observational design (i.e., cohort, case-control, or cross-sectional) the researcher participated in
and the associated statistical analyzes performed.
5) Items 18–21: Discussion
The discussion should address all central issues of the research including the validity of the research. The
purpose of the study should be kept in mind when discussing the findings. Comparison with published
literature is important. It may be appropriate to subdivide the discussion section into several distinct
sections to allow for better interpretation of the research findings. Researchers must provide an objective
assessment of their findings and avoid over-interpretation. Potential confounding effects that may impact
the results and relationships obtained in the study must be considered. Therefore, it is important to note
the potential limitations faced by this study, while also being mindful of any biases that may exist.
Additionally, researchers should remember that causality of a particular outcome cannot be determined in
most research designs, unless a longitudinal cohort study has been conducted. Therefore, this fact needs to
be acknowledged during discussions and may be a research limitation for certain research designs. The
limitations of the study align with recommendations for further research to validate the study or further
establish the relationships revealed by the study.
6) Number 22: Funding and Sponsorship
The source of funding and the role of the funder in this research is important information that
must be included at the end of the article. This is accompanied by conflicts of interest for both authors and
funders.
7) Conclusion
A large number of journals require authors to follow STROBE guidelines before submitting their
manuscripts inspired by observational studies. Therefore, a thorough understanding of the STROBE
guidelines is a requirement for authors who wish to conduct and publish observational studies. These
guidelines have been formulated as an aid to authors to enable them to structure an adequately presented
manuscript so as to enable readers to fully understand and critically assess the manuscript.

STROBE Statement—Checklist of items that should be included in reports of case-control

studies
Item
No Recommendations
Title and abstract 1 (a) Indicate the study's design with a commonly used term in the title or the

MODUL PRAKTIKA EBP 50

 abstract

(b) Provide in the abstract an informative and balanced summary of what was
done and what was found

Introduction
Background/rationale 2 Explain the scientific background and rationale for the investigation being
reported

Objectives 3 State specific objectives, including any prespecified hypotheses

Methods
Study design 4 Present key elements of study design early in the paper

Settings 5 Describe the settings, locations, and relevant dates, including periods of
recruitment, exposure, follow-up, and data collection

Participants 6 (a) Give the eligibility criteria, and the sources and methods of case
ascertainment and control selection. Give the rationale for the choice of cases
and controls

(b) For matched studies, provide matching criteria and the number of controls
per case

Variables 7 Clearly define all outcomes, exposures, predictors, potential confounders, and
effect modifiers. Provide diagnostic criteria, if applicable

Data sources/ 8* For each variable of interest, give sources of data and details of methods of
measurements assessment (measurement). Describe the comparability of assessment methods
if there are more than one group

Biased 9 Describe any efforts to address potential sources of bias

Study size 10 Explain how the study size was arrived at

Quantitative variables 11 Explain how quantitative variables were handled in the analyses. If applicable,
describe which groups were chosen and why

Statistical methods 12 (a) Describe all statistical methods, including those used to control for
confounding

(b) Describe any methods used to examine subgroups and interactions

(c) Explain how missing data were addressed

(d) If applicable, explain how matching of cases and controls was addressed

(e) Describe any sensitivity analyses

Results
Participants 13* (a) Report numbers of individuals at each stage of study—eg numbers
potentially eligible, examined for eligibility, confirmed eligible, included in
the study, completed follow-up, and analyzed

(b) Give reasons for non-participation at each stage

(c) Consider the use of a flow diagram

Descriptive data 14* (a) Give characteristics of study participants (eg demographic, clinical, social)

MODUL PRAKTIKA EBP 51

 and information on exposures and potential confounders

(b) Indicate number of participants with missing data for each variable of
interest

Outcome data 15* Report numbers in each exposure category, or summary measures of exposure

Main results 16 (a) Give unadjusted estimates and, if applicable, confounder-adjusted

estimates and their precision (eg, 95% confidence interval). Make clear which
confounders were adjusted for and why they were included

(b) Report category boundaries when continuous variables were categorized

(c) If relevant, consider translating estimates of relative risk into absolute risk
for a meaningful time period

MODUL PRAKTIKA EBP 52

 Other analyses 17 Report other analyzes done—eg analyzes of subgroups and interactions, and sensitivity
analyses

Discussion
Key results 18 Summarize key results with reference to study objectives

Limitations 19 Discuss limitations of the study, taking into account sources of potential bias or
imprecision. Discuss both direction and magnitude of any potential bias

Interpretation 20 Give a cautious overall interpretation of results considering objectives, limitations,

multiplicity of analyses, results from similar studies, and other relevant evidence

Generalisabilit 21 Discuss the generalisability (external validity) of the study results

y

Other information
Funding 22 Give the source of funding and the role of the funders for the present study and, if
applicable, for the original study on which the present article is based

*Give information separately for cases and controls.

Note:An Explanation and Elaboration article discusses each checklist item and gives methodological background
and published examples of transparent reporting. The STROBE checklist is best used in conjunction with this article
(freely available on the Web sites of PLoS Medicine at http://www.plosmedicine.org/, Annals of Internal Medicine
at http://www.annals.org/, and Epidemiology at http://www.epidem.com/). Information on the STROBE Initiative is
available at http://www.strobe-statement.org.

F. EXERCISE/TRIGGER CASE/TASK

Do a critical appraisal of this article

A retrospective case-cohort study comparing treatment outcomes in abacavir versus stavudine containing
first line antiretroviral treatment regimens in children <3yrs old, at a pediatric program based in Soweto,
South Africa. Cassim H, Otwombe K, Lazarus E, Liberty A, Gray GE, et al. (2017) A retrospective case-
cohort study comparing treatment outcomes in abacavir versus stavudine containing first line
antiretroviral treatment regimens in children <3yrs old, at a pediatric program based in Soweto, South
Africa. PLOS ONE 12(7): e0180645.https://doi.org/10.1371/journal.pone.0180645
. url:https://journals.plos.org/plosone/article/authors?id=10.1371/journal.pone.0180645.
Present as a group!

MODUL PRAKTIKA EBP 53

 E. FEEDBACK AND FOLLOW-UP

GROUP TUTORIAL ASSESSMENT RUBRIC

Aspect Criteria Score

 At the first meeting students demonstrated knowledge of the results 4
learn about related topics. At the second meeting, students bring a
minimum of 2 text books and 2 journals according to the
case/scenario
 During discussions, students are able to demonstrate abilities
according to the material they have studied
 Actively express ideas related to the topic/case (brainstorming)
 Actively participate in groups (at least 3 x in each step: 3,4, and 7)
Dealing  Provide responses to group members' opinions

MODUL PRAKTIKA EBP 54

 with work There are 3 – 4 criteria for material completeness out of 5 criteria that are 3
met
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Work together in a team 4
 Be a good listener
 Able to act as chairman/secretary/member well
 Able to draw conclusions from the results of the discussion
Dealing  Communicate politely
with There are 3 criteria for material completeness out of 5 criteria that are met 3
others
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Able to defend his opinion accompanied by sources 4
 which is valid
 Able to provide responses or input on other members' opinions
 Able to reflect on the results of the discussion
 Able to improve abilities according to input from tutors
 Arrive on time
Dealing  Neatness of clothing
with one
self
There are 3 – 4 criteria for material completeness out of the 6 criteria 3
Fulfilled
There are 2 criteria for material completeness out of 6 criteria that are met 2
There is 1 criterion for completeness of material out of 6 criteria that is met 1

MODUL PRAKTIKA EBP 55

 ORAL PRESENTATION ASSESSMENT
INSTRUMENTS (GROUP)

Academic Year : Subject: Semester:

Topic :
Meeting to:
Lecturer:
Groups:

No NIM Student name

Show Filling Instruction:

Give a grade according to the assessment rubric instructions (score 1-4) for each student
It is permissible to provide values with decimal fractions (e.g. 3.5)

Student Name
No Observed aspects
1 2 3 4 5
1 Material completeness
2 Writing material
3 Presentation skills
Total score
Final score

MODUL PRAKTIKA EBP 56

 ORAL PRESENTATION ASSESSMENT RUBRIC
Aspect Criteria Skor
 Power point consists of a title, material content 4
accompanied by citations references, and bibliography
 Power points are arranged systematically according to the
material
 References used from relevant sources
 Equipped with images/animations that are interesting and
appropriate to the material
To complete There are 3 criteria for completeness of material from a score of 4 3
material Fulfilled

There are 2 criteria for the completeness of the material from a 2

score of 4
Fulfilled
There is 1 criterion for the completeness of the material from a 1
score of 4
Fulfilled
 The material is made in power point form 4
 Each slide can be read clearly
 The content of the material is made concise and insightful
(evidence based, critical thinking, clinical reasoning)
Writing  The language used is appropriate to the material
material There are 3 criteria for writing material from score 4 that are met 3
There are 2 criteria for writing material from score 4 that are met 2
There is 1 criterion for writing material from score 4 that is met 1
 Presented with confidence, enthusiasm and clear language 4
 clear
 Able to integrate Islamic values
 All group members participate in the presentation
 Can express ideas and argue well
 Good management of presentation time
There are 3 criteria for presentation ability from a score of 4 3
Capable Fulfilled
presentation
There are 2 criteria for presentation ability from a score of 4 2
Fulfilled
There is 1 criterion for presentation ability from a score of 4 1
Fulfilled

MODUL PRAKTIKA EBP 57

Learning Activities 10

CONDUCTING A CRITICAL APPRAISAL: SYSTEMATIC REVIEW

🕣170 Minutes

F. LEARNING OBJECTIVES
(COGNITIVE, AFFECTIVE AND PSYCHOMOTOR)

After you complete the 10, 1X170 minute practical learning activities in the laboratory, you
are expected to be able to:
1. Know about conducting critical appraisal: Systematic Review

B. MAIN MATERIAL

To achieve the learning objectives above, you will study the following material:
1. To analyze the results of critical appraisal: Systematic Review

F. MATERIAL DESCRIPTION

When conducting a systematic review assessment using the JBI method, as a critical appraisal
instrument for systematic reviews. Primary and secondary reviewers should discuss each item in the
assessment instrument for each study item included in their review. In particular, the discussion
should focus on what is considered acceptable for the purposes of the review in terms of the
characteristics of a particular study. When assessing a systematic review this discussion may include
issues such as what represents an adequate search strategy or appropriate synthesis method.
Reviewers should clearly understand what constitutes an acceptable level of information for allocating
positive ratings versus negative ratings, or “unclear” answers. This discussion should ideally be
carried out in the presence of independent reviewers
carry out an assessment.
Within an umbrella review, quantitative or qualitative systematic reviews may be included, as well as
meta-analyses of existing research. There are 11 questions to guide the assessment of a systematic
review or meta-analysis. Each question should be answered with “yes,” “no,” or “unclear.” The non-
applicable “NA” word is also provided as an option and may be appropriate in rare cases.
JBI Assessment Format

MODUL PRAKTIKA EBP 58

Charging instructions
1. Is the review question clearly and explicitly stated?
The review question is an essential step in the systematic review process. A well-articulated
question defines the scope of the review and aids in the development of the search strategy to locate
the relevant evidence. An explicitly stated question, formulated around its PICO
(Population, Intervention, Comparator, Outcome) elements aids both the review team in the
conduct of the review and the reader in determining if the review has achieved its objectives. Ideally
the review question should be articulated in a published protocol; however this will not always be the
case with many reviews that are located
Are the inclusion criteria appropriate for the review question?
The inclusion criteria should be identifiable from, and match the review question. The necessary
elements of the PICO should be explicit and clearly defined. The inclusion criteria should be detailed
and the included reviews should clearly be eligible when matched against the stated inclusion criteria.

MODUL PRAKTIKA EBP 59

Appraisers of meta-analyses will find that inclusion criteria may include criteria around the ability to
conduct statistical analyzes which would not be the norm for a systematic review. The types of
included studies should be relevant to the review question, for example, an umbrella review aiming to
summarize a range of effective non-pharmacological interventions for aggressive behaviors among
elderly patients with dementia will limit itself to including systematic reviews and meta-analyses that
synthesize quantitative studies assessing the various interventions; Qualitative or economic reviews
would not be included.
3. Was the search strategy appropriate?
A systematic review should provide evidence of the search strategy that has been used to locate the
evidence. This may be found in the methods section of the review report in some cases, or as an
appendix that may be provided as supplementary information to the review publication. A systematic
review should present a clear search strategy that addresses each of the identifiable PICO components
of the review question. Some reviews may also provide a description of the approach to searching and
how the terms that were ultimately used were derived, although due to limits on word counts in
journals this may be more the norm in online only publications. There should be evidence of logical
and relevant keywords and terms and also evidence that Subject Headings and Indexing terms have
been used in the conduct of the search. Limits on the search should also be considered and their
potential impact; for example, if a date limit was used, was this appropriate and/or justified? If only
English language studies were included, would such a language bias have an impact on the review?
The response to these considerations will depend, in part, on the review question.
4. Were the sources and resources used to search for studies adequate?
A systematic review should attempt to identify “all” the available evidence and as such there should
be evidence of a comprehensive search strategy. Multiple electronic databases should be searched
including major bibliographic citation databases such as MEDLINE and CINAHL. Ideally, other
databases that are relevant to the review question should also be searched, for example, a systematic
review with a question about a physical therapy intervention should also look to search the PEDro
database, while a review focusing on an educational intervention should also search the ERIC.
Reviews of effectiveness should aim to search trial registries. A comprehensive search is the ideal
way to minimize publication bias, as a result, a well-conducted systematic review should also attempt
to search for gray literature, or “unpublished” studies; this may involve searching websites relevant to
the review question, or thesis repositories.
5. Are the criteria for appraising studies appropriate?
The systematic review should present a clear statement that critical appraisal was appropriate and
provide the details of the items that were used to assess the included studies. This may be presented in
the methods of the review, as an appendix of supplementary information, or reference to a source that
can be located. The tools or instruments used should be appropriate for the review question asked and

MODUL PRAKTIKA EBP 60

the type of research conducted. For example, a system review of effectiveness should present a tool or
instrument that addresses aspects of validity for experimental studies and randomized controlled trials
such as randomization and blinds– if the review included observational research to answer the same
question a different would be more appropriate. Similarly, a review assessing diagnostic test accuracy
may refthe recognized QUADAS 1 tools.
6. Was critical appraisal conducted by two or more reviewers independently?
Critical appraisal or some similar assessment of the quality of the literature included systematic
review is essential. A key characteristic to minimize bias or systematic error in conduct of a
systematic review is to have the critical appraisal of the included studies completely independently
and in duplicate by members of the review team. The systematic review shpresents a clear statement
that critical appraisal was conducted by at least two reviews working independently from each other
and conferring where necessary to achieve determination of study quality and eligibility on the basis
of quality.
7. Are there methods to minimize errors in data extraction?
Efforts made by review authors during data extraction can also minimize bias or system errors in the
conduct of a systematic review. Strategies to minimize bias may include conducting data extraction in
duplicate and independently, using specific tools or instruments to collect data extraction and some
evidence of piloting or training around their use.
8. Are the methods used to combine studies appropriate?
A synthesis of the evidence is a key feature of a systematic review. The synthesis presented should be
appropriate for the review question and the stated type of system review and evidence it refers to. If a
meta-analysis has been conducted this needs to be reviewed carefully. Is it appropriate to combine the
studies? Have the reviewers assessed statistical heterogeneity and provided some explanation for
heterogeneity that may be present? Often, where heterogeneous studies are included in the systematic
review, narrative synthesis will be an appropriate method for presenting the results of multiple
studies. qualitative review, are the methods that have been used to synthesize findings congruent to
the stated methodology of the review? Is there adequate descriptive and explanatory information to
support the final synthesized findings that have been constructed from findings sourced from the
original research?
9. Was the likelihood of publication bias assessed?
As mentioned, a comprehensive search strategy is the best means by which a review author
may alleviate the impact of publication bias on the results of the review. Reviews may also
present statistical tests such as Egger's test or funnel plots to also assess the potential presence of
publication bias and its potential impact on the results of the review. This question will not be
applicable to systematic reviews of qualitative evidence.
10. Are recommendations for policy and/or practice supported by the reported data?

MODUL PRAKTIKA EBP 61

While the first nine (9) questions specifically look to identify potential bias in the conduct of a
systematic review, the final questions are more indicators of review quality rather than validity.
Ideally a review should present recommendations for policy and practice. Where these
recommendations are made there should be a clear link to the results of the review. Is there
evidence that the strength of the findings and the quality of the research have been considered in
the formulation of review recommendations?
11. Are specific directions for new research appropriate?
The systematic review process is recognized for its ability to identify where gaps in the research, or
knowledge base, around a particular topic exist. Most systematic review authors will provide some
indication, often in the discussion section of the report, of where future research direction should lie.
Where evidence is scarce or sample sizes that support overall estimates of effect are small and effect
estimates are imprecise, repeating similar research to those identified by the review may be necessary
and appropriate. In other instances, the case for new research questions to investigate the topic may be
warranted.

G. EXERCISE/TRIGGER CASE/TASK

Do a critical appraisal of this article

Lovegrove J, Fulbrook P, Miles S, Steele M. Effectiveness of interventions to prevent pressure injury
in adults admitted to intensive care settings: A systematic review and meta-analysis of randomized
controlled trials. Aust Crit Care. 2022 Mar;35(2):186-203. doi: 10.1016/j.aucc.2021.04.007. Epub
2021 Jun 16. PMID: 34144865..
url: https://www.tandfonline.com/doi/full/10.1080/10376178.2023.2207687
Present as a group!

MODUL PRAKTIKA EBP 62

 F. FEEDBACK AND FOLLOW-UP

GROUP TUTORIAL ASSESSMENT RUBRIC

Aspect Criteria Score

 At the first meeting students demonstrated knowledge of the results 4
 blearn about related topics. At the second meeting, students bring a
minimum of 2 text books and 2 journals according to the
case/scenario
 During discussions, students are able to demonstrate abilities
according to the material they have studied
 Aactively express ideas related to the topic/case (brainstorming)
 Actively participate in groups (at least 3 x in each step: 3,4, and 7)
Dealing  Provide responses to group members' opinions
with work

There are 3 – 4 criteria for material completeness out of 5 criteria that are 3
met
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Work together in a team 4
 Be a good listener
 Able to act as chairman/secretary/member well
 Able to draw conclusions from the results of the discussion
Dealing  Communicate politely
with There are 3 criteria for material completeness out of 5 criteria that are met 3
others
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1

MODUL PRAKTIKA EBP 63

  Able to defend his opinion accompanied by sources 4
 which is valid
 Able to provide responses or input on other members' opinions
 Able to reflect on the results of the discussion
 Able to improve abilities according to input from tutors
 Arrive on time
Dealing  Neatness of clothing
with one
self
There are 3 – 4 criteria for material completeness out of the 6 criteria 3
Fulfilled
There are 2 criteria for material completeness out of 6 criteria that are met 2
There is 1 criterion for completeness of material out of 6 criteria that is met 1

ORAL PRESENTATION ASSESSMENT INSTRUMENTS

(GROUP)

Academic Year : Subject: Semester:

Topic :
Meeting to:
Lecturer :
Group :

No NIM Student name

Show Filling:

MODUL PRAKTIKA EBP 64

Give a grade according to the assessment rubric instructions (score 1-4) for each student
It is permissible to provide values with decimal fractions (e.g. 3.5)

Student Name
No Observed aspects
1 2 3 4 5
1 Material completeness
2 Writing material
3 Presentation skills
Total score
Final score

MODUL PRAKTIKA EBP 65

 ORAL PRESENTATION ASSESSMENT RUBRIC
Aspect Criteria Skor
 Power point consists of a title, material content 4
accompanied by citations, references, and bibliography
 Power points are arranged systematically according to the
material
 References used from relevant sources
 Equipped with images/animations that are interesting and
appropriate to the material
To complete There are 3 criteria for completeness of material from a score of 4 3
material Fulfilled

There are 2 criteria for the completeness of the material from a 2

score of 4
Fulfilled
There is 1 criterion for the completeness of the material from a 1
score of 4
Fulfilled
 The material is made in power point form 4
 Each slide can be read clearly
 The content of the material is made concise and insightful
(evidence based, critical thinking, clinical reasoning)
Writing  The language used is appropriate to the material
material There are 3 criteria for writing material from score 4 that are met 3
There are 2 criteria for writing material from score 4 that are met 2
There is 1 criterion for writing material from score 4 that is met 1
 Presented with confidence, enthusiasm and clear language 4
clear
 Able to integrate Islamic values
 All group members participate in the presentation
 Can express ideas and argue well
 Good management of presentation time
There are 3 criteria for presentation ability from a score of 4 3
Capable Fulfilled
presentation
There are 2 criteria for presentation ability from a score of 4 2
Fulfilled
There is 1 criterion for presentation ability from a score of 4 1
Fulfilled

MODUL PRAKTIKA EBP 66

Learning Activities 11

CONDUCTING A CRITICAL APPRAISAL: Randomized Control Trial

🕣170 Minutes

G. LEARNING OBJECTIVES
(COGNITIVE, AFFECTIVE AND PSYCHOMOTOR)

After you complete learning activity 11, 1X170 minutes of practice in the laboratory, you
are expected to be able to:
1. Know about conducting critical appraisal: Randomized Control Trial

B. MAIN MATERIAL

To achieve the learning objectives above, you will study the following material:
1. To analyze the results of critical appraisal: Randomized Control Trial

G. MATERIAL DESCRIPTION

Different research designs are available, one of which is the Randomized controlled trial
(RCT). RCTs are the gold standard for efficiently evaluating and translating research data into clinical
practice. In fact, this type of study provides the foundations of evidence-based medicine and is the
most reliable research design of all available epidemiological studies.[ Therefore, reporting these
invaluable interventions requires high-quality reporting techniques, which allow for transparency
while enabling readers to critically assess trial findings. To avoid systematic reporting errors while
ensuring high-quality RCT reporting standards, the CONSORT statement was created in 1996.
CONSORT was revised over the years to provide a clearer explanation and elaboration of the
CONSORT principles. The last version was created in 2010 (available athttps://www.equator-
network.org/reporting-guidelines/consort/), on which this article is based. In fact, the original articles
that published the 2010 CONSORT statement along with their bibliographies have been identified and
thoroughly reviewed.
CONSORT stands for “Consolidated Standards of Reporting Trails” and was developed to
help authors present RCTs in a clean, transparent, and complete manner, and does not act as a quality
assessment tool. CONSORT consists of a 25-item checklist, which focuses on reporting trial design,

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analysis, and interpretation, such as. A CONSORT flowchart is also available, showing the progress of
all samples through the pathway.
A brief description of each checklist item is provided below.
Item 1: Title and abstract
The title of the manuscript should include the words “randomized trial” to ensure proper
indexing of the manuscript in the electronic database. Indexing published manuscripts is essential to
ensure identification of those manuscripts describing a trial. In addition, proper indexing also
increases the visibility of researchers' work and increases the citation potential of published
manuscripts. Citation of published manuscripts is essential to improve a researcher's research metrics
and to increase the prestigious recognition of the researcher and his work in the scientific community.
The abstract should include a structured, concise, and clear summary of the research while
presenting the information found in the actual content of the manuscript. The abstract should be well
written, as readers are likely to judge the overall quality of the trial just by reading the abstract.
Additionally, because not all trial reports are completely freely available to readers, the abstract may
be the only source of initial information that readers have access to.
Item 2: Introduction
The Introduction section explains the scientific scene and the rationale for why testing is
important. Trials involving human subjects must have ethical clearance and demonstrate substantial
benefit to humanity. The objectives and hypotheses set to be investigated in the trial should be clearly
reported in this section.
Items 3 to 12: Method
The Methods section should include a detailed report on how the trial was conducted
including the type of design followed and a description of the protocol followed. The type of trial
undertaken needs to be clearly noted, namely whether it consists of a parallel group design or a
factorial design. The most commonly followed trial design is a randomized parallel group design, and
in fact the CONSORT statement focuses primarily on such trial designs. All eligibility criteria used in
a trial protocol should be clearly defined as this will enable readers to adequately interpret the study
results. Additionally, the location and location (district, city, hospital, and clinic) of the trial need to be
reported, as this information impacts the validity of the study.
Sufficient details regarding the intervention and control groups are required for the trial to be
reproducible. When drug intervention trials are reported, it is important to provide details of drug
name, dose, route of administration, timing, and duration.
Outcome measures, whether primary or secondary outcomes, should be identified and defined
as part of the Methods section so that readers can use the same results for their own situations. It is
not unusual for initial goals and protocols to change during the trial. In this case, these changes must
be reported.

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 The process of determining an ethically and scientifically approved trial sample size needs to
be considered and justified. The information needs to provide evidence of the statistical power of the
sample population studied. In addition, the protocol for randomizing the sample population into the
intervention group and the control group must be considered. Trials that follow a blinding protocol
need to ensure the following: how the blinding was conducted, who knew about the blinding, whether
the blinding started early in the trial, and other details. This is to ensure that potential bias in the
results can be identified and taken into account.
A detailed description of all statistical analyzes of data obtained from all stages of the trial needs to be
reported.
Items 13 to 19:
Results A CONSORT flowchart, is provided to guide authors to the necessary details in the Results
section. It is strongly recommended that authors use CONSORT flowcharts to describe trial results. A
detailed description of the intervention and control groups is required including loss to follow-up and
individual exclusions that occurred during the trial. If the trial ends prematurely, the reasons
contributing to this need to be reported. It is recommended to describe the basic characteristics of the
studied population followed by the primary and secondary outcomes of the study. Additionally, any
harm or undesirable effects stemming from the trial need to be reported.
Items 20 to 22: Discussion
The Discussion section must contain evidence supporting the trial findings along with the pros and
cons of the results obtained. Any external validation performed needs to be reported and discussed.
Item 23: Other information
Clinical trials must be registered early on to avoid patent or infringement issues. Such details must be
included in manuscripts reporting clinical trials. Details on where readers can access the complete trial
protocol also need to be included. Clinical trials are very expensive to conduct and require funding to
be successful. It is very important for all funding sources and the role of the funder in the trial
protocol to be stated in the text.

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Format consort

CONSORT 2010 checklist of information to include when reporting a randomized trial*

Ite Reported
m on page
Section/Topic No Checklist items No
Title and abstract
1a Identification as a randomized trial in the title

1b Structured summary of trial design, methods, results, and conclusions (for specific guidance see
CONSORT for abstracts)

Introduction
Background and 2a Scientific background and explanation of rationale
objectives
2b Specific objectives or hypotheses

Methods
Trial design 3a Description of trial design (such as parallel, factorial) including allocation ratio

3b Important changes to methods after trial commencement (such as eligibility criteria), with reasons

Participants 4a Eligibility criteria for participants

4b Settings and locations where the data were collected

Interventions 5 The interventions for each group with sufficient details to allow replication, including how and when
they were actually administered

Outcomes 6a Completely defined pre-specified primary and secondary outcome measures, including how and when
they were assessed

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 6b Any changes to trial outcomes after the trial commenced, with reasons

Sample size 7a How sample size was determined

7b When applicable, explanation of any interim analyzes and stopping guidelines

Randomisation:
Sequence 8a Method used to generate the random allocation sequence
generation
8b Type of randomisation; details of any restrictions (such as blocking and block size)

Allocation 9 Mechanism used to implement the random allocation sequence (such as sequentially numbered
concealme containers), describing any steps taken to conceal the sequence until interventions were assigned
nt
mechanism

10 Who generated the random allocation sequence, who enrolled participants, and who assigned
Implementation participants to interventions

Blinding 11a If done, who was blinded after assignment to intervention (for example, participants, care providers,
those assessing outcomes) and how

11b If relevant, description of the similarity of interventions

Statistical 12a Statistical methods used to compare groups for primary and secondary outcomes
methods
12b Methods for additional analyses, such as subgroup analyzes and adjusted analyses

Results
Participant flow 13a For each group, the numbers of participants who were randomly assigned, received intended
(a diagram is treatment, and were analyzed for the primary outcome
strongly
recommended) 13b For each group, losses and exclusions after randomisation, together with reasons

Recruitment 14a Dates defining the periods of recruitment and follow-up

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 14b Why the trial ended or was stopped

Baseline data 15 A table showing baseline demographic and clinical characteristics for each group

Numbers 16 For each group, number of participants (denominator) included in each analysis and whether the
analyzed analysis was by original assigned groups

Outcomes and 17a For each primary and secondary outcome, results for each group, and the estimated effect size and
estimation its precision (such as 95% confidence interval)

17b For binary outcomes, presentation of both absolute and relative effect sizes is recommended

Ancillary 18 Results of any other analyzes performed, including subgroup analyzes and adjusted analyses,
analyses distinguishing pre-specified from exploratory

Harm 19 All important harms or unintended effects in each group (for specific guidance see CONSORT for
harms)

Discussion
Limitations 20 Trial limitations, addressing sources of potential bias, imprecision, and, if relevant, multiplicity of
analyses

Generalisability 21 Generalisability (external validity, applicability) of the trial findings

Interpretation 22 Interpretation consistent with results, balancing benefits and harms, and considering other relevant
evidence

Otherinformation
Registration 23 Registration number and name of trial registry

Protocols 24 Where the full trial protocol can be accessed, if available

Funding 25 Sources of funding and other support (such as supply of drugs), role of funders

Citation: Schulz KF, Altman DG, Moher D, for the CONSORT Group. CONSORT 2010 Statement: updated guidelines for reporting parallel group randomized trials. BMC
Medicine. 2010;8:18.

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© 2010 Schulz et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0),
which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
*We strongly recommend reading this statement in conjunction with the CONSORT 2010 Explanation and Elaboration for important clarifications on all the items. If relevant, we
also recommend reading CONSORT extensions for cluster randomized trials, non-inferiority and equivalence trials, non-pharmacological treatments, herbal interventions, and
pragmatic trials. Additional extensions are forthcoming: for those and for up-to-date references relevant to this checklist, seewww.consort-statement.org.

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 H. EXERCISE/TRIGGER CASE/TASK

Do a critical appraisal of this article

Pileggi C, Bianco A, Flotta D, Nobile CG, Pavia M. Prevention of ventilator-associated

pneumonia, mortality and all intensive care unit acquired infections by topically applied
antimicrobial or antiseptic agents: a meta-analysis of randomized controlled trials in
intensive care units . Crit Care. 2011 Jun 24;15(3):R155. doi: 10.1186/cc10285. PMID:
21702946; PMCID: PMC3219029.
url:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3219029/

Present as a group!

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 GROUP TUTORIAL ASSESSMENT RUBRIC

Aspect Criteria Score

 At the first meeting students demonstrated knowledge of the results 4
learn about related topics. At the second meeting, students bring a
minimum of 2 text books and 2 journals according to the
case/scenario
 During discussions, students are able to demonstrate abilities
according to the material they have studied
 Actively express ideas related to the topic/case (brainstorming)
G. FEEDBACK AND FOLLOW-UP
 Actively participate in groups (at least 3 x in each step: 3,4, and 7)
Dealing  Provide responses to group members' opinions
with work
There are 3 – 4 criteria for material completeness out of 5 criteria that are 3
met
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Work together in a team 4
 Be a good listener
 Able to act as chairman/secretary/member well
 Able to draw conclusions from the results of the discussion
Dealing  Communicate politely
with There are 3 criteria for material completeness out of 5 criteria that are met 3
others
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Able to defend his opinion accompanied by sources which is valid 4
 Able to provide responses or input on other members' opinions
 Able to reflect on the results of the discussion
 Able to improve abilities according to input from tutors
 Arrive on time
 Neatness of clothing
Dealing
with one There are 3 – 4 criteria for material completeness out of the 6 criteria 3
self Fulfilled
There are 2 criteria for material completeness out of 6 criteria that are met 2
There is 1 criterion for completeness of material out of 6 criteria that is met 1

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ORAL PRESENTATION ASSESSMENT INSTRUMENTS (GROUP)

Academic Year: Subject: Semester:

Topic :
Meeting to:
Lecturer:
Group:

No NIM Student name

Show Filling:
Give a grade according to the assessment rubric instructions (score 1-4) for each student
It is permissible to provide values with decimal fractions (e.g. 3.5)

Student Name
No Observed aspects
1 2 3 4 5
1 Material completeness
2 Writing material
3 Presentation skills
Total score
Final score

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 ORAL PRESENTATION ASSESSMENT RUBRIC
Aspect Criteria Skor
 Power point consists of a title, material content accompanied 4
by citations
 references, and bibliography
 Power points are arranged systematically according to the
material
 References used from relevant sources
 Equipped with images/animations that are interesting and
There are 3 criteria for completeness of material from a score of 4 3
To complete Fulfilled
material
There are 2 criteria for the completeness of the material from a 2
score of 4
Fulfilled
There is 1 criterion for the completeness of the material from a 1
score of 4
Fulfilled
 The material is made in power point form 4
 Each slide can be read clearly
 The content of the material is made concise and insightful
(evidence based, critical thinking, clinical reasoning)
Writing  The language used is appropriate to the material
material There are 3 criteria for writing material from score 4 that are met 3
There are 2 criteria for writing material from score 4 that are met 2

There is 1 criterion for writing material from score 4 that is met 1

 Presented with confidence, enthusiasm and clear language 4
 clear
 Able to integrate Islamic values
 All group members participate in the presentation
 Can express ideas and argue well
 Good management of presentation time
There are 3 criteria for presentation ability from a score of 4 3
Capable fulfilled
presentatio There are 2 criteria for presentation ability from a score of 4 2
n fulfilled
There is 1 criterion for presentation ability from a score of 4 1
fulfilled

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Learning Activities 12
CRITICAL APPRAISAL : QUALITATIVE RESEARCH

🕣170 Minutes

H. LEARNING OBJECTIVES
(COGNITIVE, AFFECTIVE AND PSYCHOMOTOR)

After you complete learning activity 12, during 1x170 minutes of practice in the laboratory, you
are expected to be able to:
1. Know about critical appraisal qualitative research

B. MAIN MATERIAL

To achieve the learning objectives above, you will study the following material:
1. To learn about critical appraisal qualitative research

E. MATERIAL DESCRIPTION

The Standards for Reporting Qualitative Research (SRQR) consists of 21 items. The
author defines and explains the key elements of each item and provides examples from recently
published articles to illustrate ways in which the standards can be met. SRQR aims to increase
transparency in all aspects of qualitative research by providing clear standards for reporting
qualitative research. These standards will assist authors during manuscript preparation, editors
and reviewers in evaluating manuscripts for potential publication, and readers when critically
assessing, applying, and synthesizing research findings.

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 Format
Standards for Reporting Qualitative Research (SRQR)
O'Brien BC, Harris, IB, Beckman, TJ, Reed, DA, & Cook, DA (2014). Standards for reporting qualitative
research: a synthesis of recommendations. Academic Medicine, 89(9), 1245-1251.

No. Topics Items

Title and abstract

S1 Title Concise description of the nature and topic of the study identifying the
study as qualitative or indicating the approach (eg, ethnography,
grounded theory) or data collection methods (eg, interviews, focus
groups) is recommended
S2 Abstract Summary of key elements of the study using the abstract format of the
intended publication; typically includes objectives, methods, results,
and conclusions

Introduction

S3 Problem formulation Description and significance of the problem/phenomenon studied;

review of relevant theory and empirical work; problem statement
S4 Purpose or research Purpose of the study and specific objectives or questions
question

Methods

S5 Qualitative approach Qualitative approach (eg, ethnography, grounded theory, case study,
and research paradigm phenomenology, narrative research) and guiding theory if appropriate;
identifying the research paradigm (eg, positivist,
constructivist/interpretivist) is also recommended
S6 Researcher Researchers' characteristics that may influence the research, including
characteristics and personal attributes, qualifications/experience, relationship with
reflexivity participants, assumptions, or presuppositions; potential or actual
interaction between researchers' characteristics and the research
questions, approach, methods, results, or transferability
S7 Context Setting/site and salient contextual factors; rational
S8 Sampling strategy How and why research participants, documents, or events were
selected; criteria for deciding when no further sampling was necessary
(eg, sampling saturation); rational
S9 Ethical issues relating Documentation of approval by an appropriate ethics review board and
to human subjects participant consent, or explanation for lack thereof; other confidentiality
and data security issues
S10 Data collection Types of data collected; details of data collection procedures including
methods (as appropriate) start and stop dates of data collection and analysis,
interative process, triangulation of sources/methods, and modification
of procedures in response to evolving study findings; rational

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S11 Data collection Description of instruments (eg, interview guides, questionnaires) and
Instruments and devices (eg, audio recorders) used for data collection; if/how the
Technologies instrument(s) changed over the course of the study
S12 Units of study Number and relevant characteristics of participants, documents, or
events included in the study; level of participation (could be reported in
results)
S13 Data processing Methods for processing data prior to and during analysis, including
transcription, data entry, data management and security, verification of
data integrity, data coding, and anonymization/identification of excperts
S14 Data analysis Process by which inferences, themes, etc., were identified and
developed, including researchers involved in data analysis; usually
references a specific paradigm or approach; rational
S15 Techniques to Techniques to enhance trust worthiness and credibility of data analysis
Enhance Trust (eg, member checking, audit trail, triangulation); rational
Worthiness

Results/Findings

S16 Synthesis and Main findings (eg, interpretations, inferences, and themes); might
Interpretation include development of a theory or model, or integration with prior
research or theory
S17 Links to Empirical Evidence (eg, quotes, field notes, text excerpts, photographs) to
data substantiate analytical findings

Discussion

S18 Integration with prior Short summary of main findings; explanation of how findings and
work, implications, conclusions connect to, support, elaborate on, or challenge conclusions
transferability, and of earlier scholarship; discussion of scope of
contribution(s) to the field application/generalizability; identification of unique contribution(s) to
scholarship in a discipline or field
S19 Limitations Trustworthiness and limitations of findings

Other

S20 Conflicts of interest Potential sources of influence or perceived influence on study conduct
and conclusions; how these were managed
S21 Funding Sources of funding and other support; role of funders in data collection,
interpretation, and reporting

a
The rationale should briefly discuss the justification for choosing that theory, approach, method, or
technique rather than other options available, the assumptions and limitations implicit in those choices,
and how those choices influence study conclusions and transferability. As appropriate, the rationale for
several items might be discussed together.

D. EXERCISE/TRIGGER CASE/TASK

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Do a critical appraisal of this article
Alch CK, Wright CL, Collier KM, Choi PJ. Barriers to Addressing the Spiritual and Religious Needs of
Patients and Families in the Intensive Care Unit: A Qualitative Study of Critical Care Physicians. Am J
Hosp Palliat Care. 2021 Sep;38(9):1120-1125. doi: 10.1177/1049909120970903. Epub 2020 Nov 4.
PMID: 33143446.
URL: https://pubmed.ncbi.nlm.nih.gov/33143446/

Present as a group!

E. FEEDBACK AND FOLLOW-UP

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 GROUP TUTORIAL ASSESSMENT RUBRIC

Aspect Criteria Score

 At the first meeting students demonstrated knowledge of the results 4
 blearn about related topics. At the second meeting, students bring a
minimum of 2 text books and 2 journals according to the
case/scenario
Dealing  During discussions, students are able to demonstrate abilities
with work according to the material they have studied
 Actively express ideas related to the topic/case (brainstorming)
 Actively participate in groups (at least 3 x in each step: 3,4, and 7)
 Provide responses to group members' opinions

There are 3 – 4 criteria for material completeness out of 5 criteria that are 3
met
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Work together in a team 4
 Be a good listener
 Able to act as chairman/secretary/member well
 Able to draw conclusions from the results of the discussion
Dealing  Communicate politely
with There are 3 criteria for material completeness out of 5 criteria that are met 3
others
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Able to defend his opinion accompanied by sources 4
 which is valid
 Able to provide responses or input on other members' opinions
 Able to reflect on the results of the discussion
 Able to improve abilities according to input from tutors
 Arrive on time
Dealing  Neatness of clothing
with one
self There are 3 – 4 criteria for material completeness out of the 6 criteria 3
Fulfilled
There are 2 criteria for material completeness out of 6 criteria that are met 2
There is 1 criterion for completeness of material out of 6 criteria that is met 1

MODUL PRAKTIKA EBP 82

 ORAL PRESENTATION ASSESSMENT INSTRUMENTS
(GROUP)

Academic Year: Subject: Semester:

Topic :
Meeting to:
Lecturer :
Groups :

No NIM Student name

Show Filling Instruction:

Give a grade according to the assessment rubric instructions (score 1-4) for each student
It is permissible to provide values with decimal fractions (e.g. 3.5)

Student Name
No Observed aspects
1 2 3 4 5
1 Material completeness
2 Writing material
3 Presentation skills
Total score
Final score

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 ORAL PRESENTATION ASSESSMENT RUBRIC
Aspect Criteria Skor
 Power point consists of a title, material content accompanied by 4
citations
 references, and bibliography
 Power points are arranged systematically according to the material
 References used from relevant sources
 Equipped with images/animations that are interesting and
appropriate to the material
There are 3 criteria for completeness of material from a score of 4 3
To complete Fulfilled
material
There are 2 criteria for the completeness of the material from a score of 4 2
Fulfilled

There is 1 criterion for the completeness of the material from a score of 4 1

Fulfilled

 The material is made in power point form 4

 Each slide can be read clearly
 The content of the material is made concise and insightful
(evidence based, critical thinking, clinical reasoning)
Writing  The language used is appropriate to the material
material
There are 3 criteria for writing material from score 4 that are met 3
There are 2 criteria for writing material from score 4 that are met 2

There is 1 criterion for writing material from score 4 that is met 1

 Presented with confidence, enthusiasm and clear language 4
 clear
 Able to integrate Islamic values
 All group members participate in the presentation
 Can express ideas and argue well
 Good management of presentation time
There are 3 criteria for presentation ability from a score of 4 3
Capable Fulfilled
presentation
There are 2 criteria for presentation ability from a score of 4 2
Fulfilled

There is 1 criterion for presentation ability from a score of 4 1

Fulfilled

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Learning Activities 13

EBP DISSEMINATION METHOD

🕣170 Minutes

I. LEARNING OBJECTIVES
(COGNITIVE, AFFECTIVE AND PSYCHOMOTOR)

After you complete learning activity 13, during 1x170 minutes of practice in the
laboratory, you are expected to be able to:
1. Know about EBP dissemination methods

B. MAIN MATERIAL

To achieve the learning objectives above, you will study the following material:
1. To learn about EBP dissemination methods

F. MATERIAL DESCRIPTION

Disseminating EBP in nursing means sharing the results and implications of EBP projects,
innovations, or initiatives with relevant stakeholders, such as colleagues, managers, policy makers,
patients, and the public. Outreach is an important part of the EBP process, as it can increase awareness,
acceptance, and implementation of EBP among nurses and other health professionals. Dissemination can
also facilitate EBP evaluation and feedback, which can lead to further improvement and refinement of
practice. Additionally, dissemination can demonstrate the value and impact of nursing practice and
contribute to the advancement of nursing knowledge and science.
Disseminating EBP in nursing requires understanding the purpose, audience, and context of
dissemination. Common methods and channels for doing this include oral presentations, written
publications, and electronic media. Oral presentations may be delivered at conferences, workshops,
seminars, rounds, or staff meetings. Here you can present your EBP project, findings, recommendations,
or results to a live audience with the help of slides, posters, handouts, or other visual aids. Written
publications are published in journals, newsletters, magazines, books, or reports to communicate your
EBP project to a wider and more diverse audience. Electronic media such as websites, blogs, podcasts,

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videos, social media, or online forums can share your EBP project with a global and interactive audience.
When using these channels, it is important to consider the format, length, and tone of your message and
use reliable, reputable sources and platforms.
Example of EBP Dissemination

D. EXERCISE/TRIGGER CASE/TASK

1. Each group looks for 1 nursing research article that has been published in international conference
proceedings, journals, or posters on the topic of nursing
2. Conduct a seminar on 1 journal article obtained!

E. FEEDBACK AND FOLLOW-UP

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 GROUP TUTORIAL ASSESSMENT RUBRIC

Aspect Criteria Score

 At the first meeting students demonstrated knowledge of the results 4
learn about related topics. At the second meeting, students bring a
minimum of 2 text books and 2 journals according to the
case/scenario
 During discussions, students are able to demonstrate abilities
according to the material they have studied
 Actively express ideas related to the topic/case (brainstorming)
 Actively participate in groups (at least 3 x in each step: 3, 4, and 7)
Dealing  Provide responses to group members' opinions
with work
There are 3 – 4 criteria for material completeness out of 5 criteria that are 3
met
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Work together in a team 4
 Be a good listener
 Able to act as chairman/secretary/member well
 Able to draw conclusions from the results of the discussion
Dealing  Communicate politely
with There are 3 criteria for material completeness out of 5 criteria that are met 3
others
There are 2 criteria for material completeness out of 5 criteria that are met 2
There is 1 criterion for material completeness out of 5 criteria that is met 1
 Able to defend his opinion accompanied by sources 4
 which is valid
 Able to provide responses or input on other members' opinions
 Able to reflect on the results of the discussion
 Able to improve abilities according to input from tutors
 Arrive on time
Dealing  Neatness of clothing
with one
self There are 3 – 4 criteria for material completeness out of the 6 criteria 3
Fulfilled
There are 2 criteria for material completeness out of 6 criteria that are met 2
There is 1 criterion for completeness of material out of 6 criteria that is met 1

MODUL PRAKTIKA EBP 87

Learning Activities 14

PREPARATION OF EBP PROPOSAL

🕣170 Minutes

J. LEARNING OBJECTIVES
(COGNITIVE, AFFECTIVE AND PSYCHOMOTOR)

After you complete the 8, 1 x 170 minute practical learning activities in the laboratory,
you are expected to be able to:
1. Design an evidence based proposal

B. MAIN MATERIAL

To achieve the learning objectives above, you will study the following material:
1. To produce an EBP proposal

C. JOB DESCRIPTION

Assignment Objectives
Students receive structured and scheduled guidance in preparing the
EBN implementation plan

Job description
The guidance/mentoring process is carried out by students with their respective
facilitators. Students are required to carry out guidance 3 times as scheduled or as
agreed with the facilitator. Guidance must be carried out in groups with the
following description:
a. PertThe first finding, students discuss and choose the theme/topic of the
journal, look for sources related to the material to carry out analysis/critical
appraisal of the journal. Students bring references related to the topic they will
write (each student is required to choose a different type of journal, for
example: RCT, non-RCT, systematic review, etc.)

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 b. In the second meeting, students consulted on a critical appraisal of the journal
that had been created
c. In the third meeting, students discussed plans for preparing the EBN
implementation plan.
d. In the fourth meeting, students submit the results of the implementation plans
that have been made and are given an assessment using a rubric on the spot
(assessment using
paper rubrick and mentoring process).
e. Papers must be uploaded to ELS according to the specified schedule

D. FEEDBACK AND FOLLOW-UP

ORAL PRESENTATION ASSESSMENT

INSTRUMENTS (GROUP)

Academic Year: Block Semester:

Topic : K:
Meeting to:
Lecturer:
Groups:

No NIM Student name

Show Filling:
Give a grade according to the assessment rubric instructions (score 1-4) for each student
It is permissible to provide values with decimal fractions (e.g. 3.5)

MODUL PRAKTIKA EBP 89

 Student Name
No Observed aspects
1 2 3 4 5
1 Material completeness
2 Writing material
3 Presentation skills
Total score
Final score

MODUL PRAKTIKA EBP 90

 ORAL PRESENTATION ASSESSMENT RUBRIC

Aspect Criteria Skor

 Power point consists of a title, material content accompanied 4
by citations, references, and bibliography
 Power points are arranged systematically according to the
material
 References used from relevant sources
 Equipped with images/animations that are interesting and
appropriate to the material

To complete There are 3 criteria for completeness of material from a score of 4 3

material Fulfilled
There are 2 criteria for the completeness of the material from a 2
score of 4
Fulfilled
There is 1 criterion for the completeness of the material from a 1
score of 4
Fulfilled
 The material is made in power point form 4
 Each slide can be read clearly
 The content of the material is made concise and insightful
(evidence based, critical thinking, clinical reasoning)
 The language used is appropriate to the material
Writing
material There are 3 criteria for writing material from score 4 that are met 3
There are 2 criteria for writing material from score 4 that are met 2
There is 1 criterion for writing material from score 4 that is met 1
 Presented with confidence, enthusiasm and clear language 4
clear
 Able to integrate Islamic values
 All group members participate in the presentation
 Can express ideas and argue well

There are 3 criteria for presentation ability from a score of 4 3

Fulfilled
Capable There are 2 criteria for presentation ability from a score of 4 2
presentatio Fulfilled

MODUL PRAKTIKA EBP 91

 n There is 1 criterion for presentation ability from a score of 4 1
Fulfilled

ORAL PRESENTATION ASSESSMENT

INSTRUMENT(Individual)

Academic Year: Subject: Semester:

Topic :
Meeting to:
Lecturer:
Group:

Show Filling:
Give grades according to the assessment rubric instructions (score 1-4)
It is permissible to provide values with decimal fractions (e.g. 3.5)

No Observed aspects Skor

1 Material completeness
2 Writing material
3 Presentation skills
Total score
Final score

MODUL PRAKTIKA EBP 92

 ORAL PRESENTATION ASSESSMENT RUBRIC

Aspect Criteria Skor

 Power point consists of a title, material content accompanied 4
by citations, references, and bibliography
 Power points are arranged systematically according to the
material
 References used from relevant sources
 Equipped with images/animations that are interesting and
appropriate to the material

To complete There are 3 criteria for completeness of material from a score of 4 3

material
Fulfilled
There are 2 criteria for the completeness of the material from a 2
score of 4
There is 1 criterion for the completeness of the material from a 1
score of 4
 The material is made in power point form 4
 Each slide can be read clearly
 The content of the material is made concise and insightful
(evidence based, critical thinking, clinical reasoning)
 The language used is appropriate to the material
Writing There are 3 criteria for writing material from score 4 that are met 3
material
There are 2 criteria for writing material from score 4 that are met 2

There is 1 criterion for writing material from score 4 that is met 1

 Presented with confidence, enthusiasm and clear language 4
clear
 Able to integrate Islamic values
 All group members participate in the presentation
 Can express ideas and argue well

There are 3 criteria for presentation ability from a score of 4 3

fulfilled
Capable There are 2 criteria for presentation ability from a score of 4 2
presentatio fulfilled
n There is 1 criterion for presentation ability from a score of 4 1
fulfilled

MODUL PRAKTIKA EBP 93

MODUL PRAKTIKA EBP 94
 TEAMWORK ASSESSMENT INSTRUMENT (PEER REVIEW ASSESSMENT)

Academic Year: Subject: Semester :

Topic :
Meeting to:
Lecturer:
Groups :
Name of student assessor:

Show Filling:
Assess your group members according to the assessment rubric instructions
(score 1-4)
It is permissible to provide values with decimal fractions (e.g. 3.5)

Name of student being assessed

1 2 3 4 5 6 7
No Observed aspects
1 Contribute to assignments
2 Collaboration
3 Group management
Total score
Final score

MODUL PRAKTIKA EBP 95

 TEAM COOPERATION ASSESSMENT RUBRIC (PEER REVIEW ASSESSMENT)

Aspect Criteria Skor

 Communicate ideas relevant to group assignments 4
 Contribute fully to team work by providing all abilities and
individual qualities in completing group tasks
 Have the same goal
 100% attendance percentage
There are 3 criteria for completeness of material from a score of 4 3
Fulfilled
Contributi There are 2 criteria for the completeness of the material from a score 2
on to the of 4
assignment
Fulfilled
There is 1 criterion for the completeness of the material from a score 1
of 4
 Collaborate in completing group assignments 4
 Participate in completing group assignments
 Provide solutions in resolving group problems
 Interaction between group members is good, including
respecting other people's opinions
There are 3 criteria for the completeness of the material from score 4 3
Fulfilled
There are 2 criteria for the completeness of the material from a score 2
Collaboration of 4
Fulfilled
There is 1 criterion for the completeness of the material from a score 1
of 4
Fulfilled
 Able to plan 4
 Able to organize
 Able to control
 Able to evaluate group work to complete tasks well.

There are 3 criteria for completeness of material from a score of 4 3

Fulfilled

Group There are 2 criteria for the completeness of the material from a score 2
of 4
managemen
t Fulfilled
There is 1 criterion for the completeness of the material from a score 1
of 4 Fulfilled

MODUL PRAKTIKA EBP 96

 MENTORING PROCESS ASSESSMENT
INSTRUMENT (Individual)

Academic Year: Semester :

Topic :
Meeting to:
Lecturer:
Group :
Student name :

Show Charging:
Rubric 3 is an individual assessment
Give a value to each item (score 1-4) according to the mentoring process assessment rubric

Mar
k
No. Observed
Mentoring Mentoring Mentoring Mentoring Avera
aspects ge
1 2 3 4
1 Preparation
Prior knowledge
Sthe right source
On time
Paper availability

2 Peimplementation
Liveliness and
relevance
Feedback
Value
other people's
opinions
Receive input
from other people
Total score
Final score

MODUL PRAKTIKA EBP 97

MODUL PRAKTIKA EBP 98
 MENTORING PROCESS ASSESSMENT RUBRIC

Stages Description Criteria Skor

To activities
Have initial knowledge according to the topic and 4
Sufficient for the mentoring discussion process
Have initial knowledge according to the topic however 3
inadequate for the mentoring discussion process
Prior Having prior knowledge is less relevant to the topic 2
knowledge and inadequate for the mentoring discussion process
Having prior knowledge is not appropriate to the topic 1
The sources brought are in accordance with the topic of 4
at least 2 texts
The source brought is in accordance with the topic of at 3
The right least 1 text
source booksource
The and 2 brought
journals is in accordance with the topic of at 2
least 1 text
The sources brought do not match the topic 1
Arrive as scheduled 4
15 minutes late than scheduled 3
On time 20 minutes late than scheduled 2
30 minutes late than scheduled 1
Preparation
Beneat appearance, not tight, covering the private parts, 4
no transparent
Sloppy appearance, not tight, covering the private parts, 3
no
Syar'i Untidy appearance, tight, covering the private parts, no 2
performance transparent
Untidy appearance, tight, does not cover the private parts, 1
transparent
Convey opinions and are relevant to the topic discussion 4
during the discussion process
Convey opinions but are sometimes relevant 3
Livelines with the discussion topic during the discussion process
s and Expressing opinions and most don't 2
relevance relevant to the discussion topic during the discussion
Do not express opinions during the discussion process 1
Actively provide constructive feedback throughout 4
discussion process
Actively provide feedback, sometimes constructive 3
during the discussion process

Feedback Actively giving feedback that is not constructive 2

Implementati during the discussion process
on
Do not provide feedback during the discussion process 1

MODUL PRAKTIKA EBP 99

 Value Listen, pay attention to opinions and respond 4
other Shows 2 aspects of the 3 aspects of respect other people's 3
people's opinions
opinions

Shows 1 aspect of 2 aspects of appreciation 2

other people's opinions

Does not show respect for people's opinions 1

Other
Listen to suggestions, questions and criticism with 4
open, open-minded and assertive attitude
Listen to suggestions, questions and criticism however 3

Receive anon-verbal specs are not appropriate

input from Listen to suggestions, questions and criticism however 2
others
accept emotionally
Do not want to accept suggestions, questions or criticism 1
from other people

MODUL PRAKTIKA EBP 100

 INSTRUMENTS FOR ASSESSING THE
CONTENTS OF PAPERS

Academic Year: Semester:

Topic :
Meeting to:
Lecturer:
Group:
Student name :

1. 5.
2. 6.
3 7.
4. 8.

Pre Requisite:
1. Papers can be assessed after a minimum of 4 consultations
2. Write the contents of the paper according to the paper writing instructions

Show Filling:
Give a value to each item (score 1-4) according to the paper content assessment rubric

No. Observed aspects Skor

1 Foreword
2 Concepts and theories
1. Understanding the concept
2. Supporting knowledge
3 Results and Discussion
1. Argumentation
2. Quality of problem solving
4 Conclusion
5 Reference
Total score
Final score

MODUL PRAKTIKA EBP 101

 PAPER CONTENTS ASSESSMENT RUBRIC

Aspect Criteria Skor

Fore Word Able to explain the background (6 background aspects: 4

seriousness of the problem, magnitude, community concern,
political concern, manageability,supporting data),
formulating problems, determining general and specific goals
SMART (5 aspects of goals: Specific, Measurable,
Achievable, Realistic and Time-based) and benefits both
theoretically and practically
Able to explain the background (4-5 aspects), formulate 3
problems, determining general and specific SMART goals (3-
4 SMART aspects) and benefits both theoretically and
practically
Able to explain the background (2-3 aspects), formulate 2
problems, determining general and specific SMART goals (2
SMART aspects) and benefits both theoretically and
practically
Able to explain the background (1 aspect), formulate 1
problems, determining general and specific SMART goals (1
SMART aspect) and benefits both theoretically and
practically
Concepts and theories
1. Understanding Able to observe problems from various positions, including 4
concept main issues and identifying main ideas
Viewing the problem with a somewhat limited scope, however 3
have been able to identify more than one problem
Just having a general mastery of the problem, you know one 2
problem and one principle/issue
Barely understands the problems and issues discussed 1
2. Knowledge Using the knowledge he has is good for provide feedback or 4
supporter compare with previous facts

Using general ideas from previous knowledge and when 3

discussing issues the accuracy is less than excellent
Only able to utilize a little knowledge previously 2

Have no other knowledge other than the facts in front of him 1

Results and Discussion
1. Argumentation Take a strong position, define the problem well, and supported 4
by evidence
Have been able to establish a position even though it is still 3
general with simple arguments.
Was able to take a position, and just gave general reasoning to 2
support the discussion

MODUL PRAKTIKA EBP 102

 An does not indicate position at all, shallow, and the 1
description seems unrelated

2. Quality The proposed problem solving alternative is very appropriate 4

problem and very possible to implement
The proposed alternative problem solving is very appropriate 3
but some of it is less feasible to implement
The alternative solution to the problem proposed is not 2
appropriate and is unlikely to be implemented

The proposed problem solving alternative is inappropriate and 1

very difficult to implement

Conclusion Provide conclusions and suggestions logically and 4

systematically

Provide conclusions and suggestions logically and 3

unsystematically

Provide conclusions and suggestions illogically and 2

unsystematically

Does not provide conclusions and suggestions 1

Reference Include updated references with a minimum of 10 (5 journals 4
+ 5 text books) and writing according to Harvard

Include updated references with a minimum of 5 (journals + 3

text books) and writing according to Harvard

Include references that are not updated with numbers and 2

writing according to standards

Does not include references 1

MODUL PRAKTIKA EBP 103

 BI
BL
IO
Paul Glasziou, Chris Del Mar & Janet Salisbury. 2003. Evidence-based Medicine Workbook:
G
Finding and applying the best research evidence to improve patient care. London:
BMJ Publishing Group
R
http://ngha.med.sa/English/Professionals/pgme/orientationwr/EBM_Evidence_Based_
Medicine_Workbook1stEdition.pdf A
DanMayer. 2010. Essential evidence-based medicine 2nd ed. Cambridge: Cambridge P
University Press. http://www.nogracias.eu/wp-
content/uploads/2011/06/Essential_Evidence_based_Medicine.pdf H
Trisha Greenhalgh. 2019. How to Read a Paper The Basics of Evidence-Based Medicine Y and
Healthcare 6th Edition. West Sussex: John Wiley & Sons Ltd
https://t.me/MBS_MedicalBooksStore/12316
Bernadette Mazurek Melnyk & Ellen Fineout-Overholt. 2019. Evidence-based practice in
nursing & healthcare: a guide to best practice. fourth edition. Philadelphia: Wolters
Kluwer Health. https://t.me/TLS_Nursing_Books/1119
Lisa McKenna and Beverley Copnell. 2019. Fundamentals of Nursing and Midwifery
Research: a practical guide for evidence-based practice. Crows Nest NSW: Allen &
Unwinhttps://t.me/TLS_Nursing_Books/1035
Susan K. Grove & Jennifer R. Gray. 2019. Understanding Nursing Research Building an
Evidence-Based Practice 7th Ed. St. Louis, Missouri:
Elsevier.https://t.me/TLS_Nursing_Books/1103
Geri LoBiondo-Wood, Judith Haber, Marita G. Titler. 2019. Evidence-Based Practice For
Nursing And Healthcare Quality Improvement. St. Louis, Missouri:
Elsevier.https://t.me/TLS_Nursing_Books/1228
Carol Boswell, Sharon Cannon. 2020. Introduction to nursing research: incorporating
evidence-based practice. fifth edition. Burlington, Massachusetts: Jones & Bartlett
Learning.https://t.me/TLS_Nursing_Books/1226
Nieva VF, Murphy R, Ridley N, et al. From Science to Service: A Framework for the Transfer
of Patient Safety Research into Practice. In: Henriksen K, Battles JB, Marks ES, et al.,
editors. Advances in Patient Safety: From Research to Implementation (Volume 2:
Concepts and Methodology). Rockville (MD): Agency for Healthcare Research and
Quality (US); 2005 Feb. Available from:
https://www.ncbi.nlm.nih.gov/books/NBK20521/pdf/Bookshelf_NBK20521.pdf
Supporters:

MODUL PRAKTIKA EBP 104

Keele, R. (2011) Nursing research and evidence-based practice: Ten steps to success. Jones &
Bartlett Learning publishing.
Melnyk, BM, Fineout-Overholt, E., Stillwell, S. B & Williamson, KM (2010) The seven steps
of evidence-based practice: Following this progressive, sequential approach will lead
to improved health care and patient outcomes. Journal of Advanced Nursing, 110(1):
51-53
Melnyk, BM, Fineout-Overholt, E., Stillwell, S. B & Williamson, KM (2010) The seven steps
of evidence-based practice: Following this progressive, sequential approach will lead
to improved health care and patient outcomes. Journal of Advanced Nursing, 110(1):
51-53
Trinder, L & Reynolds, S. (2000) Evidence-based practice: A critical appraisal. Blackwell
publishing company.
Whiting P, Rutjes AWS, Reitsma JB, Bossuyt PMM, Kleijnen J. The development of
QUADAS: a tool for the quality assessment of studies of diagnostic accuracy included
in systematic reviews. BMC Medical Research Methodology. 2003; 3: 25
doi:10.1186/1471-2288-3-25.

MODUL PRAKTIKA EBP 105

 CL
O
This is the Learning Module for the Evidence Based Nursing Course that we have
SI
compiled. Thank you to all parties who have been involved in preparing this module, so that
N
we can complete this module well and in accordance with the provisions that have been
G
approved. Hopefully this module can be useful for students and lecturers who are able to
provide Evidence Based Nursing lectures according to the module. Students are able to gain
knowledge of Evidence Based Nursing well and according to predetermined procedures.

MODUL PRAKTIKA EBP 106