Wasim is a 29 year old male student studying Arts at an Australian University. Wasim is reading facebook and sees that all his university friends are talking about buying ‘smart drugs’ to help them perform well in exam

Wasim is a 29 year old male student studying Arts at an Australian University. Wasim is
reading facebook and sees that all his university friends are talking about buying ‘smart
drugs’ to help them perform well in exams. Wasim knows that these ‘smart drugs’ are
stimulants that are prescribed for conditions like ADHD (attention-deficit hyperactivity
disorder). He used to have a friend at school with ADHD but doesn’t think any of his
friends have been diagnosed with it, nor does he know anyone who has been
prescribed stimulants. Wasim has just started at university and has learned that harm
can come from either wrong information or lack of information about drugs, so decides
to test out his skills in evaluating evidence by finding out about whether the claims his
friends are making are true or not.
Clinical question
Do stimulants increase academic performance in university students?
Evidence
Hildt, E., Lieb, K., & Franke, A. G. (2014). Life context of pharmacological academic
performance enhancement among university students – a qualitative approach.
BMC Medical Ethics, 15(1), 23-23. doi:10.1186/1472-6939-15-23
Munro, B. A., Weyandt, L. L., Marraccini, M. E., & Oster, D. R. (2017). The relationship
between nonmedical use of prescription stimulants, executive functioning and
academic outcomes. Addictive Behaviors, 65, 250-257.
doi:http://dx.doi.org/10.1016/j.addbeh.2016.08.023
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Students are required to demonstrate the ability to reflect on a health scenario and critically evaluate the evidence provided in relation to the health question and scenario. Students are required to justify, make judgements and analyse at a beginning level, the research quality of evidence-based literature. Finally students are required to discuss the factors which influence the use of evidence in practice and consider the PICO/PICo question/elements. The evaluation of evidence must be supported with valid and varied academic sources (minimum x6 including research papers under evaluation).
Evaluate the evidence provided (two supporting research studies) and read the health scenario and related PICO question. Writing in an essay format (introduction, body, conclusion, reference list) answer the questions in Part A and Part B. The research paper being evaluated should be written as a full reference at the beginning of the section (and included in the reference list). Intext the paper can be referred to as (author, year). Each paper should be evaluated separately. Small/short headings may be used. Do not repeat the questions or scenario.
The following questions in Part A and Part B form the basis of your critical evaluation of each research study. Please provide answers to all questions for each study written in an essay format supporting all explanation and discussion with supporting evidence (e.g. Richardson-Tench et al., 2016).
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Part A – requires the student to identify strengths and weaknesses of each research study by critical evaluation. This will be achieved by answering the following questions:
1. Authorship
a. Make a judgement regarding the authors’ expertise, qualifications and affiliations.
b. Are there grounds for conflict of interest related to the authors of the paper and the study findings?
2. Research Aims
a. What were the research question, aims or hypothesis (if stated)?
b. Explain how the authors justified the need for the study?
3. Design
a. Examine the research methodology and methods used in the study?
b. Justify why the methodology and methods were appropriate to meet the aims of the study?
c. Who were the participants in the research study?
4. Findings
a. Discuss how the findings/results/conclusion answers the stated research question, aim or hypothesis?
Part B – requires the student to discuss the factors which influence the use of evidence in practice. This will be achieved by answering the following questions:
1. Discuss the barrier’s for the application of evidence in practice.
2. Discuss how closely the research studies provided align with the PICO question/elements.
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References
Greenhalgh, T.M., Bidewell, J., Crisp, E., Lambros, A., & Warland, J. (2017). Understanding research methods for evidence-based practice in health 1e Wileyplus learning space Wiley e-text powered by Vitalsource. Wiley. Retrieved from https://acu-edu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=61ACU_ALMA21112742500002352&context=L&vid=61ACU&search_scope=61ACU_All&tab=61acu_all&lang=en_US
Hildt, E., Lieb, K., & Franke, A. G. (2014). Life context of pharmacological academic performance enhancement among university students – a qualitative approach. BMC Medical Ethics, 15(1), 23-23. doi:10.1186/1472-6939-15-23
Munro, B. A., Weyandt, L. L., Marraccini, M. E., & Oster, D. R. (2017). The relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes. Addictive Behaviors, 65, 250-257. doi:http://dx.doi.org/10.1016/j.addbeh.2016.08.023
Richardson-Tench, M., Taylor, B., Kermode, S., & Roberts, K. (2016). Inquiry in health care (5th [ACU] ed.). South Melbourne, Australia: Cengage Learning.

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