Integrative Review Capstone Toolkit

The CASP International Network (CASPin) is an international collaboration which supports the teaching and learning of critical appraisal skills, and in particular helps other people set up sustainable training programmes.

AMSTAR 2 is the revised version of the popular AMSTAR tool (a tool for critically appraising systematic reviews of RCTs). AMSTAR 2 can be used to critically appraise systematic reviews that include randomized or non-randomized studies of healthcare interventions, or both.

The CONSORT Statement is an evidence-based, minimum set of standards for reporting of randomized trials. It offers a standard way for authors to prepare reports of trial findings, facilitating their complete and transparent reporting, and aiding their critical appraisal and interpretation.

CEBM offers Critical Appraisal Worksheets for both diagnosis and prognosis studies.

Assessment of practice guidelines.

"The MMAT is a critical appraisal tool that is designed for the appraisal stage of systematic mixed studies reviews, i.e., reviews that include qualitative, quantitative and mixed methods studies. It permits to appraise the methodological quality of five categories to studies: qualitative research, randomized controlled trials, non randomized studies, quantitative descriptive studies, and mixed methods studies."

Used 2 appraisal checklists - one for qualitative studies and one for quantitative studies - see p. 264 and Appendices D and E.

Summers, J. A. (2017). Developing competencies in the novice nurse educator: An integrative review. Teaching and Learning in Nursing, 12(4), 263–276. https://doi.org/10.1016/j.teln.2017.05.001

Used the Mixed Methods Appraisal Tool (MMAT) - see p. 1106

Bucknall, T. K., Hutchinson, A. M., Botti, M., McTier, L., Rawson, H., Hitch, D., Hewitt, N., Digby, R., Fossum, M., McMurray, A., Marshall, A. P., Gillespie, B. M., & Chaboyer, W. (2020). Engaging patients and families in communication across transitions of care: An integrative review. Patient Education and Counseling, 103(6), 1104–1117. https://doi.org/10.1016/j.pec.2020.01.017

Used CASP Checklists - see p. 82.
Also used quality assessment as a screening criteria (see fig. 1)

Bakon, S., Craft, J., Wirihana, L., Christensen, M., Barr, J., & Tsai, L. (2018). An integrative review of graduate transition programmes: Developmental considerations for nursing management. Nurse Education in Practice, 28, 80–85. https://doi.org/10.1016/j.nepr.2017.10.009

Used CASP Checklist for qualitative studies and National Health Medical Research Council (NHMRC) Appraisal Evidence Matrix for mixed methods and quantitative research - see p. 3.
Also used quality assessment as a screening criteria - see fig.1.

O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., & McGrath, D. (2018). Barriers and solutions to online learning in medical education – an integrative review. BMC Medical Education, 18(1), 130. https://doi.org/10.1186/s12909-018-1240-0