Can the Critical Appraisal Skills Programme check‐lists be used alongside Grading of Recommendations Assessment, Development and Evaluation to improve transparency and decision‐making?. (12th February 2020)

• Record Type: Journal Article
• Authors: Purssell, Edward
• Is Part Of: Journal of advanced nursing. Volume 76:Number 4(2020)
• Page Start: 1082
• Page End: 1089
• Publication Date: 2020-02-12
• Subjects: CASP -- GRADE approach -- guideline -- nursing practice; nursing theory -- practice guideline -- randomized controlled trial; Nursing -- Periodicals; 610.7305
• DOI: 10.1111/jan.14303
• Languages: English
• ISSNs: 0309-2402

Abstract

Abstract: Aims: The Grading of Recommendations Assessment, Development and Evaluation (GRADE) Working Group Guidance is widely used to increase the transparency by which evidence is turned into recommendations. Although the process is clearly defined, it may be difficult to use in nursing education and practice because it uses separate terminology and tools to those sometimes used in education, such as those devised by the Critical Appraisal Skills Programme (CASP). This paper aims to show how these tools can be used together. Design: Discussion paper. Data sources: Documentation from the GRADE Working Group, and the CASP, as of 14 June 2019. Implications for nursing: All of the items from the CASP check‐list can be incorporated into GRADE which might allow for wider use of its principles in nursing education and practice. Some additions are required, however, to complete the outcome‐level assessment, these being the consistency of the results and possible publication bias. More details on the extent to which the benefits are worth any harms and costs and different types of inconsistency (heterogeneity) would also be useful. This approach is consistent with the Group's Criteria for determining whether the GRADE approach was used. Conclusion: The CASP tool can be used with minor modification to a GRADE‐like manner. This would allow for GRADE to be taught and used in nursing education and transferred to practice. Impact: This discussion paper addressed the use of the CASP Randomised Controlled Trial check‐list to undertake GRADE‐like assessments of evidence. With minor modifications to the way CASP is used, it is possible to use this tool to make GRADE‐like assessments of the body of evidence and to critique individual studies. This finding will allow for the full use of the GRADE approach in healthcare education using the CASP tools. Abstract : 目的: 为提高将证据转化为建议的透明度, 广泛采用了推荐分级的评估、制定和评价(GRADE)工作组的指导意见。尽管对这一过程有明确的定义, 但此定义在护理教育和实践中可能很难使用, 因为它使用的专业术语和工具与有时在教育中使用的专业术语和工具不同, 例如, 通过关键评估技能计划(CASP)设计的专业术语和工具。本文旨在说明这些工具是如何一起使用的。 设计: 讨论论文 数据来源: 截至2019年6月14日的GRADE工作组文档和关键评估技能计划清单。 对护理的意义: CASP清单中的所有条目均可以合并到GRADE中, 这样可以在护理教育和实践中更广泛地应用CASP的原则。然而, 为了完成结果层面的评估, 需增加一些内容, 这些内容涉及结果的一致性和可能的发表性偏倚。在某种程度上, 如果细节更详细, 能抵消一些不利影响或所花费的成本, 并且不同类型的不一致性(异质性)也将是有用的。这一方法与工作组确定是否使用GRADE方法的标准一致。 结论: 能够以类似于GRADE的方式, 对CASP工具稍加修改。这将允许在护理教育中教授和使用GRADE, 并将其转移到实践中。 影响: 该讨论稿论述了使用CASP随机对照试验清单对证据进行类似于GRADE评估的问题。对CASP的使用方式稍加修改, 就可以使用该工具对证据进行类似于GRADE的评估, 并对个别研究进行评判。该项研究发现将允许在使用CASP工具的医疗保健教育中充分利用GRADE方法。