Clinical Outcome Research Regarding Pediatric Bipolar...

Section 1. Summary of Clinical Outcome Research Regarding Pediatric Bipolar Disorder Bipolar Disorder is a life-impacting condition that is often chronic, creates significant impairment, and is marked by a cycling between depressive and manic episodes. These episodes are manifested by unusual and extreme shifts in mood, energy levels, and behaviors that interfere with executive functioning (Wilkinson, Taylor, Holt, 2002). Divided into two levels of diagnosis; Bipolar I Disorder is defined by the occurrence of a manic episode that may or may not be accompanied by hypomanic or major depressive episodes (American Psychological Association, 2013). Furthermore, a diagnosis of Bipolar II Disorder is comprised by a hypomanic episode and a major depressive episode (American Psychological Association, 2013). For many years, the diagnosis of Bipolar Disorder in children has been controversial, partly due to the difficulty of identifying symptoms that are age appropriate versus clinically significant in children (Birmaher, 2013). Furthermore, Pediatric Bipolar Disorder can often present similarly to or occur comorbidly with other disorders such as Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder, and anxiety disorders (Hart, Brock, Jeltova, 2014). Flaherty (2013) depicts Pediatric Bipolar Disorder as often having similar symptomatic presentation to pediatric schizophrenia. However, in recent years, Pediatric Bipolar Disorder has been gainingShow MoreRelatedWhat Is Childhood Bipolar Disorder?2344 Words   |  10 Pages What is Childhood Bipolar Disorder? A Review of the Literature Barbara Diaz University of Houston-Downtown Author Note This paper was prepared for Psychology 4308, taught by Dr. Jennifer Montgomery Abstract Since the 1990s, the amount of children who are diagnosed with a form of bipolar disorder have rocketed sky high. Children, like adults can possibly have neurological issues in the brain that does not allow them to function properly. These children are seen as hyperactiveRead MoreEarly Diagnosis And Indicators Of Bipolar Disorder3068 Words   |  13 Pagesdiagnosis and the application of a variety of therapies for bipolar disorder are examined through the lens of a mix of quantitative, qualitative and mixed peer reviewed journals acquired from data sources such as MEDLINE, and Psycinfo by using Boolean language in Lamar University’s library data base. 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LAVANYA P SHARMA DEPARTMENT OF PSYCHIATRY, NATIONAL INSTITUTE OF MENTAL HEALTH AND NEUROSCIENCES (INSTITUTE OF NATIONAL IMPORTANCE) BANGALORE, 560029 2017 NATIONAL INSTITUTE OF MENTAL HEALTH AND NEUROSCIENCESRead MoreHealth Advocacy Campaign3015 Words   |  13 Pages6 million individuals live with a serious mental illness such as schizophrenia, depression, or bipolar disorder (National Alliance on Mental Illness, 2013). http://www.nami.org/factsheets/mentalillness_factsheet.pdf. Further, data revealed that 20 percent of youth ages 13 to 18 years old have experienced severe mental disorders within a given year, and about 13 percent of these populations are pediatrics patients that range between the ages of ages 8 to 15 years old. The United States spends nearlyRead MoreMedical Test with Answers Essay example16933 Words   |  68 Pagescriterion for an occupational and environmental health nurse? A. Serves as a consultant to businesses and management. B. 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Essay on Cartesian Dualism and Gilbert Ryle - 1899 Words

Gilbert Ryle is well known in the philosophical world specifically as a behaviorist. According to Internet Encyclopedia of Philosophy behaviorist are â€Å"followers in the ‘ordinary language’ tradition of analytic philosophy, while, for the most part, regarding behavioral scientific hopes as vain, hold views that are, in other respects, strongly behaviorists†(Hauser 1). In the middle of the twentieth century the ordinary language behaviorist movement was strongly covered by Ryle and Wittgenstein. These bright minds established a relationship; â€Å"In 1929 Ryle met Wittgenstein and struck up a friendship that profoundly altered the direction of Ryle’s Philosophical thinking†( Stroll 147). Oxford took over for Cambridge as the center of philosophy†¦show more content†¦It is not merely an assemblage of particular mistakes. It is one big mistake and a mistake of a special kind. It is, namely, a category mistake†(Ryle 26). Ryles thesis i n The Concept of Mind is that the official doctrine has key principles that â€Å"are unsound and that conflict with the whole body of what we know about minds when we are not speculating about them†(Ryle 23). Laid out, the official doctrine retain that every person has a body and a mind, that they are normally â€Å"harnessed† together and that after death of a body the mind may continue to function and exists. Cartesian theory summarized; embraces that volitional acts of the body are caused by volitionl acts of the mind thus mental acts determine physical acts. Ryle thought the ‘official theory’ was absurd or bitter like, and labels it â€Å"the dogma of the Ghost in the Machine†. A great portion of Ryle’s argument is pointed toward a â€Å"category mistake†. These mistakes that Ryle makes note â€Å"The mistakes were made by people who did not know how to wield the concepts University, division and team-spirit. Their puzzles arose from inability to use certain items the English vocabulary†(27). This dualist doctrine formed a polar opposition between the mind and body. Ryle states that the official doctrine as a category mistake; â€Å"It represents the facts of mental life as if they belonged to one logical type or category (or range of types or categories), when they actually belong to another†(26). Meaning mind andShow MoreRelatedDescartes Teachings On Dualism977 Words   |  4 Pages To understand how the dualist commits a category mistake, one must first understand Descartes’ teachings on dualism from the Meditations on First Philosophy. Firstly, Descartes sees the mind as an immaterial, non-physical soul. He believes that his thoughts can be altered but he can never be tricked into the thinking that he is thinking when he is not. While he has complete faith in the existence of his mind, he doubts the existence of his body and the existence of other people s minds. The reasonRead Mor eThe Theory Of The Mind Body Dualism1232 Words   |  5 Pagesaccording to the Encyclopedia Britannica, â€Å"was one of the first to abandon scholastic Aristotelianism and created the first version of the modern mind-body dualism or emotion† (Encyclopedia Britannica). Born on March 31, 1596, he was dubbed as the Father of Modern Philosophy. His theory on the mind-body dualism, also known as Cartesian Dualism, created a stem of the modern problem of the relationship between the mind and body. He created the early version to further explain the interaction of theRead MoreCartesian Dualism vs Logical Behaviorism Essay1483 Words   |  6 Pagesrelevant to philosophy of the mind and discussed through a variety of arguments. Two of the most important arguments with this discussion are Cartesian dualism and logical behaviorism, both of which argue the philosophy of the mind in two completely different ways. Robert Lane, a professor at the University of West Georgia, define the tw o as follows: Cartesian dualism is the theory that the mind and body are two totally different things, capable of existing separately, and logical behaviorism is the theoryRead More Gilbert Ryles The Concept of Mind Essay2412 Words   |  10 PagesGilbert Ryles The Concept of Mind In The Concept of Mind Gilbert Ryle attempts, in his own words, to explode the myth of Cartesian dualism. His primary method in this endeavour is to explain why it is a logical error to describe minds and bodies with semantically similar language; while secondarily, he proposes that even to speak of minds as a second-order ontology is to take the first step in the wrong direction towards intellectual clarity. Thus, with the desire to arrive at this hypotheticalRead MoreThe Mind And Body Problem1443 Words   |  6 Pagesstates. Behaviours visually express mental states better than knowing if one has a Cartesian soul or the requirement of a normal human brain. Body: It is reasonable to think that the patient has the usual range of mental states because she is behaviourally indistinguishable from a normal human. Behaviours make mental states more evidentially obvious than knowing the brain state of a patient or if they have a Cartesian soul or not. Doctor 4 provides the argument that since the patient is behaviourallyRead MoreEssay on The Philosophy of Cognitive Science2158 Words   |  9 PagesThe Philosophy of Cognitive Science Psychophysical dualism — the distinction between mind and body — is the counterposition between essentially irreducible elements: the mind and body. Such a dualism implies the main ontological problem of the philosophy of cognitive science and philosophy of mind: the mind-body problem (MBP). The dualism and the referred-to problem has been insistently discussed in the philosophical tradition and several solutions have been proposed. Such solutions are properlyRead MoreDualism And Its Effects On The World1870 Words   |  8 Pageshave been gracefully put to rest, Dualism has, for better or worse, stuck around. Here I will briefly discuss a few of the proposed alternatives to Dualism and some of the issues they have encountered, with the aim to show that, unlike those subjects covered by the physical sciences, the mind brings it some unique properties that may simply not lend themselves to physical explanation. Ryle s Onslaught and the Behaviorists In his book The Concept of Mind, Gilbert Ryle made a seminal argument that wouldRead MoreThe Mind Body Problem, By Rene Descartes Essay1331 Words   |  6 Pageslarge collection of problems which focuses upon the fundamental issue of reality and knowledge in so far as such analysis may clarify the relationship between the mind and body, and the intelligibility of any alleged relationship between them. Cartesian dualism holds the presupposition that man is made of two elements, a body and a soul (mind). This presumption is informed by the notion that man by his ability to think, choose, reason, imagine, etc. cannot just be physical, there must be something inRead MoreWhat Advantages Does Spinoza’s Substance Monism Have over Descartes’ Dualism?3467 Words   |  14 PagesDescartes’ dualism. Through works such as the Ethics, Spinoza seeks to address the main flaws in Descartes’ philosophy. These flaws included but were by no means limited to, proof for the existence of God and the interaction between mind and body. This essay will highlight the advantages of Spinoza’s monism over Descartes’ dualism by looking at Spinoza’s response to these issues. First, in order to consider the advantages of Spinoza’s substance monism over Descartes’ dualism it is necessaryRead MoreThe Cartesian Theory Of Mind1648 Words   |  7 Pagesresponsible for many ideas and theories still used in the philosophical world today. He earned the nickname â€Å"Father of modern philosophy† for his work. One of his most in depth and lasting legacies is his â€Å"mind-body dualism† thesis also known as the Cartesian theory of mind. The Cartesian theory states that there are two different types of existence, physical and mental. Whatever exists must fall into only one of these existences and they cannot be both. This could be compared to the two faces of

Pen and Paper Free Essays

Many people believe that formal â€Å"pen and paper† examinations are not the best method of assessing educational achievement.Discuss this view and give your own opinion.achievement ? improvement Schooling development is becoming increasingly popular and prominent as well as education improvement is (the improvement of education representing) (N+N) an essential stage for any countries(country) which seeking to develop itself. We will write a custom essay sample on Pen and Paper or any similar topic only for you Order Now Number of people (A considerable number of people ) think that using a pen and paper in examinations are(is) not the best way of appreciation education achievement(means by which to appreciate educational achievement) .Opponents regards(regard) that using(the use of) classic formal (pen and paper)examinations are(as being)(( the best manner of assessing education development (by which to assess educational development). This essay will discuss these tow (two) views in terms of the technological field and the traditional field .On the one hand , there is no justification for using traditional examinations in the presence (the face of the expansion) of technology . By(The use of) technological tools and programs becomes processing a data (makes data processing) after the test very(highly) comfortable and easy (straightforward). In addition , it can be use the information(the information can be used) to discover things(examine issues) such as the discovery of common mistakes , finding the most difficult questions and many more(so on) . Furthermore , it is really easy to correct examinations after the exams(subsequent to being sat) , as well as do not take a long(taking less) time to finish all it (such corrections). For example , the TCExam is an electronic tasting(testing) program which(for) making a exams and (that) it can correct 100 exams for (in) less than one minute . Because of technology , it could say (be said that) we do not use traditional exams are no longer needed.On the other hand , classic exams could reinforce a saving words(the retention of information) in the human memory rather(better) than any(other) method . For instance , According(according) to statistics , when the learner use writing(writes information) by hand , prevent forget words(they forget)30% for the (less of the information than a )person using a computer . Moreover , using a pen and paper in a formal are(setting allows for a) very straightforward examinations . When(When) are decided(deciding) to using(use) a traditional exams technique , there is only a need to (for) papers and pens , unlike technological exams which need to(a) complete set of equipment . and accurate . As a result , using(the use of a) formal (pen and paper) examination can represent a substantial element in education(educational) development .In conclusion , it might not be possible to cover all the aspects of this issue . However , this essay has focused only on the technological field and traditional fields . The most important points that have mentioned are that there is no justification for using traditional examinations in the presence of technology , and (whilst )using a pen and paper formal are(allows for a) very straightforward examinations . Finally , it can be said that using technological exams most likely represents the best way of assessing education(educational) achievement . How to cite Pen and Paper, Papers

Research Process and Development of Evidence

Question: Describe about the Report for Research Process and Development of Evidence. Answer: Evidence-based practice (EBP) refers to an interdisciplinary approach in nursing practice. The approach has been gaining ground since its introduction in clinical medicine in 1992. Its origin was in the field of medicine where it began as evidence-based medicine (EBM) (Wallin, Bostrm, Wikblad Ewald, 2003). Later it soared to other areas among them dentistry, psychology, audiology, nursing, and social work among others. There are three primary principles of EBP, which are listed below. (1) Gathering the best research evidence that explains whether and why a treatment method works. (2) The presence of clinical experience and judgment to determine the health state and diagnosis of the patient. (3) The preferences and values of the patient (DiCenso, Guyatt Ciliska, 2014). There are different types of evidence gathered in EBP. They include the meta-analysis and systematic reviews, randomised controlled trials, cohort studies, case-control studies, and case series/reports. The particular instance determines the nature of the evidence required in question (Horn Gassaway, 2007). Therefore, these different types are used evidence methodologies applied in various scenarios. The health practising must understand what each entails, and ensure that he/she identifies the one that best fits in the case under analysis (DiCenso, Guyatt Ciliska, 2014). Meta-analysis evidence incorporates information gathered from quantitative methods, independent studies, and synthesis of summaries and conclusions that can be effective therapeutically (Banning, 2005). The second type of proof is systematic review collected from published books and articles. Randomised controlled trial, which is another kind of evidence, is gathered previous works involving clinical trials, with one treatment and a control experiment. The research process used to gather randomised controlled trial evidence is a random selection of treatments. Cohort studies refer o evidence collected on identified and distinct populations. Case-control studies are another critical type of proof used in clinical practice. The process of gathering such evidence involves the identification of an affected group and another that is not affected by the diseases being studied. The type of proof seeks to determine the exposure to diseases in different regions. Finally, there is the case ser ies and reports, which are clinical presentations that are often followed by evaluative studies, and eventually diagnosis (DiCenso, Guyatt Ciliska, 2014). It is important to note at this stage that there is no comparison in the case series and reports. It is expected that the practitioner should determine the level of evidence to use in clinical practice. It is not possible to find the highest level of evidence (experimental study), which is often, gathered using systematic reviews and controlled trials. The second tier of evidence is the quasi-experimental studies, in which the information is collected using a combination of randomised controlled studies and quasi-experiments. Meta-analysis research approach may be utilised or not. The third level of evidence comprises of non-experimental studies. Qualitative studies and systematic reviews with or without meta-analysis fall under this level. Other standards include the opinion of authorities based on scientific research and based on experimental and non-research evidence. The grading or rather hierarchy of proof helps other practitioners who might use the information gathered to determine the strength of the literature and sources of the knowledge before applying in EPB (Tabak, et al. 2012). Evidence-based practice (EBP) is widely recognised in the health sectors globally. It is seen as a crucial driver towards positive outcomes in clinical and nursing practices. Scholars define EBP as "careful incorporation of most reliable research evidence into clinical practice and patient values and needs with the aim of delivering cost-effective, and high-quality health care services" (Grove, Burns, Gray,2014, p.4). Therefore, based on the definition it is evident that EBP provides nurses with the opportunity to use safe and suitable treatment approaches and decision-making procedure. It is through doing the use of evidence that the quality and cost-effectiveness of health care services improves as well. Considering the importance of EBP in clinical practice, nurses should not view it as an extra workload. The knowledge base they gain from various educational programs, which prepare them for the research in the development of EBP, serve a critical role in ensuring that they understand the importance and significance of basing different medical interventions on researched information (Majid, et al. 2011). It is general practice for nurses to reflect daily on the various treatment options they have used during the day. That helps them identify weaknesses and strengths in different treatment methods and also enables them to evaluate the various options and how effective they are when used on patients. The reflection forms the basis of the research process through which evidence in clinical practice is developed. Making references to the evidence gathered does not imply that the process has to be lengthy, complicated, and full of protocols, with access to the internet and local policies, and based on best practice statements/reports (Satterfield, et al. 2009). However, nurses have to develop the ability to differentiate the bases knowledge and skills. That way they can easily apply the evidence from research studies in their practice with great ease. During the investigation process, nurses are required to take their time and formulate effective research questions. They then have to go back to the issues and carefully seek for answers. That means that they have to expand their clinical expertise to incorporate research skills, which are essential in finding evidence. Grove, Burns, and Gray (2014) identify critical article reviewing as one of the best ways for nurses to locate the evidence they are looking for within a short time. It is possible for nurses to make effective decisions by thoroughly analysing and critiquing previous research journals. The primary focus when carrying it the reviews should be on the reliability and validity of the information contained in the journal articles. It is possible for nurses to predetermine the most likely effects of the evidence they find from various sources on their clinical outcome (Rycroft-Malone Bucknall, 2011). During the research and evidence development process nurses must take in to account the legal and ethical dilemmas that arise from time to time in their clinical practice (Gerrish, et al. 2007). They must also identify gaps within their research processes and suggest ways improve the available evidence through further/expanded studies. In a nutshell, nurses are expected to harness critical clinical question formulation, literature searching skills, and research analysis skills in the process of developing their EBP. They must also have access to various agency databases, which support the development of evidence-based practice. These include theCumulative Index to Nursing and Allied Health Literature (CINAHL) and the British Nursing Index (BNI) (Tabak, et al. 2012). It is important for nurses to seek clarifications from their colleagues to ensure that they questions they formulate meet the ethical and legal considerations. They clinical research questions must show respect to the beliefs and values of patients and employees in the health facility. Therefore, care must be taken to ensure that the issues are developed in a highly ethical manner. Nurses should try to search the highest level' of evidence such as systematic reviews, which involve the ranking and compilation of evidence acquired by research methods use to collect such information (Hunink, et al. 2014). Systematic reviews often analyse the findings of high-quality studies, with most of them being reviews of randomised controlled trials. Such reports identify the interventions that are likely to work and limitations in the studies, which must be addressed before the application of the evidence from such sources. By doing this, bias is reduced in the process and effects of various inter ventions are not overestimated. Through the use of proof, nurses reduce the time require in carrying out critical appraisals. It is important to note that although the clinical practice is patient centred, there is the still lack of appreciation when it comes to best evidence for a patient's response emotionally, physically, and mentally. Instead, the primary focus is on scientific interventionism (Rycroft-Malone Bucknall, 2011). There are several barriers to the implementation of EBP in clinical and hospitals. The first common barrier is the lack of information and skills required for the process to function effectively (Kitson, 2002). There are many cases of health professionals lacking adequate knowledge in regards to clinical research findings and recommendations. As a result, they lack the skills to apply the information from evidence-based research studies in their practice (Munroe, Duffy, Fisher, 2008). At the end of the day, such health professionals rely more on their expertise than clinical evidence (Majid, et al. 2011). Another barrier is the lack of time to apply research in their practice (Grol Wensing, 2004). It is especially the case in clinical facilities where the number of nurses remains low as the patients continue to increase. In such situations, nurses and other health professionals face the challenge of applying research in their practice and at the same time providing medical care ser vices within a short time frame. To handle the issue of time management, educators and researchers have developed a toolkit to help ease the application of evidence-based practice in clinical practice (Majid, et al. 2011). Despite the development of the "toolkit", there are cases where health professionals have no prior knowledge to use the equipment preventing them from applying evidence in their practice. Polit and Beck (2013) indicate that the dissemination process informs people about the findings of specific research studies. There are different methods of presenting such results, among them seminars, videos, and professional journal articles (Tabak, et al. 2012). However, with the development of technology and the fact that the internet is accessible in almost all parts of the world; it is possible for researchers to post the results of their studies on National Health Service (NHS) trust or university websites. However, there is a significant shortcoming in that information from the internet provides no guarantee of quality and reliability (Gerrish Lacey 2006). Scottish Intercollegiate Guidelines Network guidelines are circulated for free across Scotland. Therefore, they must be made available in all hospitals as soon as they are available; however, on their own, they have proved to be ineffective. It is especially the case if the dissemination is done through educational interv entions and later implemented using patient-specific means that relate directly to the nursing activities (Tabak, et al. 2012). So far this paper has discussed various elements of evidence-based practice in clinical practice and the research process through which information for use in healthcare service delivery is acquired. The paper has also considered the importance of EBP and barriers to its practical application in the health care sector. Further, to this essay will be critical reviews of two journal articles. Each article will be evaluated on the basis its appropriateness for application in EBP. Critique 1 Kyle, R. G., Neall, R. A., Atherton, I. M. (2016). Prevalence of overweight and obesity among nurses in Scotland: A cross-sectional study using the Scottish Health Survey.International journal of nursing studies,53, 126-133. As the title of the article suggests, Kyle, Neall and Atherton (2016) seek to explore and identify the prevalence of obesity among nurses. The aim is to use nurses as a health promotion tool by studying their habits and behaviours and how they influence the obesity rate among the nurse professionals. Unlike other studies on obesity, the three researchers take a professional group as a representative sample. The fact that nurses handle different health issues implies that they ought to be role models when it comes to eradication of certain ailments, Therefore, estimating the prevalence of obesity and overweight among them is crucial. The aim of the research, in the article, was to determine the overweight and obesity rate among nurses in Scotland and compare the data to the prevalence in other professionals, which are not health related. It is evident from the onset that the study does not intend to provide a solution to a particular health issue. Hence, it is only likely to serve as an informative study, but not necessarily a useful evidence source. Moreover, it is a cross-sectional study, hence, describes the relationship between obesity and the nature of one's profession. It is evident that although Kyle, Neall and Atherton incorporate statistical data in their article, most of the information is on prevalence. There is little information on how to change the outcomes and the timing of exposure in cross-sectional studies (Whittemore, 2005). Therefore, most of the information in the article is not applicable in intentions, but rather useful in diagnosis. Studies such as this one, which is more useful in diagnos tic tests than actual treatment, are referred to as blind comparison studies (Tabak, et al. 2012; Brownson, et al. 2010). The information in this study can be used a controlled trial. Therefore, it can be categorised under the third level of evidence, which incorporates information from quasi-experiments and other controlled trial cases (Brownson, et al. 2010). It is possible to compare information on the prevalence of obesity among healthcare professionals to workers in other fields and determine which factors cause the discrepancies. Through such comparisons, a nurse can easily identify the risk factors associated with obesity and overweight issues. Therefore, although this study does not provide treatment options, it can be used for diagnostic and preventive purposes in the health care sector. Further, the research uses quantitative research analysis methods. Estimates of obesity and overweight prevalence in different occupational groups are calculated using a 95% confidence interval. The researchers also develop a logistic regression model to compare the odds of being obese for nurses compared to people in other professions. The researchers also identify the software used to analyse the data, which is SAS version 9.1.3. Grove, Burns and Gray (2014) indicate that the primary focus of quantitative studies in evidence-based practice is to measure the relationship between variables. Therefore, the creation of logistic regression model to compare the chances of a healthcare professional being obese provides a basis to measure the relationship between the health occupation and obesity. The aim is to ensure that changes in variables are taken into consideration during the research process. Out of the 17.294 individuals who participated in the study, only 411were nurses. The samp le is relatively small to represent the nursing professionals. Hence, most of the information is generalised as opposed to being specifically based on the nurses and the prevalence of obesity among them. Moreover, the study seeks to compare very many occupations at the same time, which narrows down the chances of identifying the specific factors causing the high prevalence rate of obesity among nurses. The research uses interviews as the main method of data collection,. The researchers identified households that were eligible to answer face to face and computer assisted interviews and asked them question on the issue of obesity. The approach is not likely to have yielded the best results since most of the people are likely to view such information as sensitive and private. Therefore, the best way to gather information in a study such as this one is through questionnaires as more people are likely to believe that their information will be kept confidential. The primary objective of the study is well stated, but the research lacks an objective research question to accompany the main aim. It is necessary for the evidence-based practice research to provide an analysis of the interventions, which are useful (Rycroft-Malone Bucknall, 2011). Therefore, this study ought to have compared its findings to previous similar studies to identify whether the prevalence rate has increased or decreased. In the case of an increment, the focus should have been on the factors that have caused the change and how the situation can be rectified. On the other hand, if it was determined that the prevalence rate had declined, and then the researchers ought to have provided an explanation of why obesity rates among nurses have decreased. Currently, although the study is informative regarding identifying the prevalence of obesity and overweight issues among nurses in Scotland, it lacks to provide the completeness required for use in EBP because it does not make recommendations. Critique 2 Tan, M. F., Lopez, V., Cleary, M. (2015). Nursing management of aggression in a Singapore emergency department: A qualitative study. Nursing health sciences,17(3), 307-312. As the title suggest, the article seeks to determine the most efficient as to handle aggression in Singapore emergency departments. Further, the title also suggests that the research being reported was conducted using a qualitative research methodology. In EBP, qualitative case studies are known to provide more comprehensive information compared to other sources of data (Melnyk Fineout-Overholt, 2011). Further, the scholars also indicate that the use of qualitative studies allows researchers to present data gathered using different methods. For example, in this study, the primary sources of evidence were nurses, former nurses and observation. Availability of several data collection approaches improves the validity and reliability of the data. Qualitative research also happens to be more systematic and subjective (Grove, Burns Gray, 2014). The approach also presents useful data based on experiences, practices, and perceptions of professionals who have been involved in the issues bei ng investigated (Melnyk Fineout-Overholt, 2011). Tan, Lopez and Cleary (2015) use a purposive sampling method to ensure that the participants in their study are nurses and former professionals who have had to deal with aggressive patients. Their study is based on the events in a Singapore emergency department, where they also observe how aggressive patients were being handled. The participants are interviewed in regards to their experiences with aggression in emergency departments. The transcriptions of the interviews are later analysed and coded. That helps arrive at the conclusion of the study, which indicates that nurses in Singapore are highly concerned about how to manage aggressive patients in emergency departments. The use of interviews in this study was accurate as the information being collected was not sensitive in nature as far as the participants were concerned. Moreover, the interviews were in English and the people being interviewed are professionals in the health care industry, hence are in a position to understand t he question posed to them. However, it seems as though all the participants were not asked similar questions, which means that the information gathered was not focused on one perspective. The researchers should have formulated clear and succinct interview questions that focus on the primary aim of the study. The study exploited the perceptions and ideas of nurses in regards to aggression in emergency departments. The participants in the study were ten registered nurses who had worked in an emergency department of an acute public hospital in Singapore. Following the thematic analysis, Tan, Lopez and Cleary (2015) developed for primary themes. These are the impact if aggression on nurses, nurses' evaluation of attack behaviour, management of aggression, and organisational supports and responsiveness. The subdivision of the results into four primary themes makes it easy to apply the information in clinical practice because nurses can quickly identify the area they are interested n and compare the findings under the topic. However, further research into the issue is necessary since this study was conducted in a small hospital and the sample size of the participants was extremely low. Only ten registered nurses were interviewed, which means that the information they provided is limited. To ensure validity and reliability of the information in the study, Tan, Lopez and Cleary should have used more sources of information such as available literature sources and surveys. That would have helped to broaden the scope of the data used to analyse the issue and arrive at better and more reliable results. Further research, is also required in the study before its application in EBP to provide improved support for nurses to deliver optimal care to aggressive patients in emergency departments. Finally, although Tan, Lopez and Cleary (2015) approach the issue of aggression behaviour in emergency departments in a systematic manner, which makes it possible for nurses to use the information in EBP, the scope of their research is limited. They would have improved on their research by using more methods to gather information on how to manage aggression in emergency departments. That would have helped them gain more insight in regards to aggressive behaviours in emergency departments. Moreover, the number of participants was small, and the study was carried out in a small hospital, which might limit its application in large healthcare organisations. Conclusion To conclude, it is necessary for health professionals, especially nurse to adopt evidence-based practice. Currently, as discussed in this report there is a barrier to the application of evidence-based practice in clinical practice because of emphasis on specific empirical research findings (Grol Wensing, 2004). The empirical research evidence that most professionals emphasise on is scarce in nursing practice. It is therefore, important for nurses to develop the knowledge of applying different types of evidence in their practice because evidence-based practice in the medical field has proven to be extremely useful in treatment and prevention of illnesses (Youngblut Brooten, 2001). Therefore, nurses must realise the significance of evidence-based practice if they are to improve the quality of the health care services they offer. To achieve this, nurses must equip themselves with the skills and knowledge in accessing and critiquing research studies relevant to their practice (Cronenwe tt, et al. 2007). 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