You are a graduate student conducting an

You are a graduate student conducting an EBP project. You’ve identified your clinical issue (clinical inquiry—Step 0), crafted your PICOT question with the help of your colleagues (Step 1), and searched the databases for literature that addresses your clinical inquiry (Step 2). You are now ready to critically appraise the literature (Step 3). When you get to class, your professor provides you with a paper that has 60 questions on it and tells you it’s now time to critique your articles. You remember in your undergraduate EBP course your professor explained there is a difference between critiquing articles (concept and skill central to research) versus critically appraising articles for their strength, quality and applicability to your clinical inquiry and population (one of the steps of EBP). You go and look in your current textbook and it, too, explains there is a difference between critiquing and critically appraising, and says in EBP you should be critically appraising articles instead of critiquing them. 3A: How would you handle this situation? Would you speak to the professor and explore why the assignment is what it is or would you simply take the critiquing worksheet and do the assignment without questioning the professor and his/her intentions/goals for the assignment?

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