EBP is often described as a process consisting of distinct activities including, formulating questions, searching for information, compiling the appraised information, implementing evidence, and evaluating the resulting practice.
Some stroke professionals in Canada reported difficulty appraising research and implementing some guideline recommendations [ 20], while others felt they possessed the necessary skills (and tools) to screen for depression [ 21].
Rarely do these processes go on to appraise, evaluate, or implement the adaptation strategies identified (Wilby and Dessai 2010).
Taking the local experiences and broader challenges identified in the literature as starting points, a framework was developed to appraise the health systems challenges of implementing mHealth for CBS at scale.
Such approaches could be useful for the food industry to appraise various intervention strategies implemented in food production.
One of this, the Evidence Based Practice Questionnaire (EBPQ) [ 11] focuses on research utilization, in particular nurses' ability to access and appraise research reports and implement research findings in practice.
However, they reasoned that they now had the necessary expertise to identify relevant literature, appraise its usefulness and implement the evidence according to their perceived need in the clinical situation.
Both tasks require students to (i) identify an appropriate clinical scenario, (ii) based on the scenario, construct a clinical question, (iii) identify an appropriate study from the literature to answer the question, (iv) critically appraise the article, (v) implement the findings to their clinical scenario).
By implementing the Cooperative Learning, the importance of the positive interdependence for critical thinking was appraised and a move away was detected from the theoretical content and meaning of the everyday context of the students.
The result was appraised by Ministry of Land and Resources, and implemented in Wanbei Coal Company.
