GRADE Evidence to Decision (EtD) frameworks: a systematic and transparent approach to making well informed healthcare choices. 1: Introduction

Alonso‐Coello, Pablo; Schünemann, Holger J.; Moberg, Jenny; Brignardello‐Petersen, Romina; Akl, Elie A.; Davoli, Marina; Treweek, Shaun; Mustafa, Reem A.; Rada, Gabriel; Rosenbaum, Sarah; Morelli, Angela; Guyatt, Gordon; Oxman, Andrew D

doi:10.1136/bmj.i2016

Cited by 763 publications

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“…Because these ambiguities remain, we encourage educators to provide feedback to SEAs and the U.S. Department of Education about particularly pressing ambiguities in the evidence standards. Moving forward, we particularly encourage the exploration of more-stringent criteria for the highest evidence tiers and the promotion of established approaches for considering the body of evidence in decisionmaking (Guyatt et al 2008;Alonso-Coello et al, 2016a;Alonso-Coello et al, 2016b). In addition, because some ambiguities stem from missing details in evaluation reports, we encourage evaluators to preregister their evaluations and report their evaluations more comprehensively (Grant et al, 2013) to increase the utility of the findings to educators.…”

Section: Provide Feedback On Evidence Tier Requirementsmentioning

confidence: 99%

Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Grant¹,

Hamilton²,

Wrabel³

et al. 2017

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Limited Print and Electronic Distribution RightsThis document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.html.The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest.RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org For more information on this publication, visit www.rand.org/t/RR2133Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2017 RAND CorporationR® is a registered trademark.iii PrefaceThe reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL).The RAND Corporation reviewed recent evidence on U.S.-based SEL interventions for K-12 students to better inform the use of SEL interventions under ESSA. This report discusses the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that should be eligible for federal funds through ESSA. Federal, state, and district education policymakers can use this report to identify relevant, evidence-based SEL interventions that meet their local needs.This research was conducted in RAND Education (a division of the RAND Corporation) and commissioned by The Wallace Foundation. The Wallace Foundation is committed to supporting programs and practices that help children and young people develop the social and emotional skills they need for success, and to commissioning research that contributes credible, useful evidence to the field. SummaryAmong educators and researchers, there is growing acknowledgement that student success depends not only on achievement in core academic subjects but also on learning a broader range of intrapersonal and interpersonal competencies. Efforts to develop these competencies are often described using the phrase social and emotional learning (SEL). Although the federal Every Student Succeeds Act (ESSA) legislation does not explicitly mention SEL, educators and policymakers can leverage funding offered under ESSA to support evidence-based programming that is related to SEL and ...

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Section: Provide Feedback On Evidence Tier Requirementsmentioning

confidence: 99%

Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Grant¹,

Hamilton²,

Wrabel³

et al. 2017

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“…A avaliação constante da pele, cuidados de higiene adequados e a gestão da continência são atividades fundamentais de enfermagem na prevenção na DAI (6,12) . A observação periódica da pele e os cuidados preventivos devem ser especialmente direcionados para pessoas que, para além sofrem de incontinência fecal/urinária, apresentam outras comorbilidades, tais como diabetes mellitus, índice de massa corporal aumentado e elevada dependência ao nível da funcionalidade (7)(8)14,17) .…”

Section: Discussão Dos Resultadosunclassified

“…A limpeza da pele imediatamente após evacuar/urinar e evitar a fricção excessiva da pele contribui para a redução da ocorrência de DAI (6)(7)(8)12) . O processo de secagem da pele através da evaporação é recomendado para atenuar os danos provocados pelo atrito causado pela fricção de uma toalha (18) .…”

Section: Discussão Dos Resultadosunclassified

“…Quimicamente, o contacto da pele com fezes e/ou urina confere um aumento do pH relativamente aos valores fisiológicos, o que reduz a sua capacidade para atuar como uma barreira contra a proliferação de microorganismos (6,7) . A exposição prolongada um meio constantemente húmido origina localmente uma maceração cutânea que ao evoluir para erosão da epiderme, torna a pele mais vulnerável ao efeito nefasto da pressão, aumentado a suscetibilidade para o desenvolvimento de úlceras por pressão, para infeção por Staplylococcus, podendo evoluir anda para celulite e fasceíte necrosante (8) .…”

Section: Introductionunclassified

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<br /><br />RESULTADOS DA INTERVENÇÃO DE ENFERMAGEM NA PREVENÇÃO E CICATRIZAÇÃO DA DERMATITE ASSOCIADA À INCONTINÊNCIA (DAI): Revisão sistemática da literatura<br /> NURSING INTERVENTION RESULTS IN THE PREVENTION AND HEALING OF DERMATITIS ASSOCIAT

Tavares

Ramos

Vieira

et al. 2017

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“…The development of the EtD frameworks and their rationale for different types of decisions are described elsewhere (11). In this article, we describe the use of EtD frameworks for coverage decisions.…”

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confidence: 99%

GRADE EVIDENCE TO DECISION (EtD) FRAMEWORK FOR COVERAGE DECISIONS

Parmelli

Amato

Oxman

et al. 2017

Int J Technol Assess Health Care

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Objectives: Coverage decisions are decisions by third party payers about whether and how much to pay for technologies or services, and under what conditions. Given their complexity, a systematic and transparent approach is needed. The DECIDE (Developing and Evaluating Communication Strategies to Support Informed Decisions and Practice Based on Evidence) Project, a GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group initiative funded by the European Union, has developed GRADE Evidence to Decision (EtD) framework for different types of decisions, including coverage ones. Methods: We used an iterative approach, including brainstorming to generate ideas, consultation with stakeholders, user testing, and pilot testing of the framework. Results: The general structure of the EtD includes formulation of the question, an assessment using twelve criteria, and conclusions. Criteria that are relevant for coverage decisions are similar to those for clinical recommendations from a population perspective. Important differences between the two include the decision-making processes, accountability, and the nature of the judgments that need to be made for some criteria. Although cost-effectiveness is a key consideration when making coverage decisions, it may not be the determining factor. Strength of recommendation is not directly linked to the type of coverage decisions, but when there are important uncertainties, it may be possible to cover an intervention for a subgroup, in the context of research, with price negotiation, or with restrictions. Conclusions: The EtD provides a systematic and transparent approach for making coverage decisions. It helps ensure consideration of key criteria that determine whether a technology or service should be covered and that judgments are informed by the best available evidence. Coverage decisions are decisions by third party payers (public or private health insurers) about whether and how much to pay for drugs, tests, devices, or services and under what conditions. These decisions are made at national, regional, or local levels, depending on the type of interventions and the way health services are paid for in a country. Often, committees or panels that may include policy makers, managers, clinicians, from the Italian Ministry of Health ( Keywords: GRADE, Coverage decisions

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GRADE Evidence to Decision (EtD) frameworks: a systematic and transparent approach to making well informed healthcare choices. 1: Introduction

Cited by 763 publications

References 34 publications

Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

<br /><br />RESULTADOS DA INTERVENÇÃO DE ENFERMAGEM NA PREVENÇÃO E CICATRIZAÇÃO DA DERMATITE ASSOCIADA À INCONTINÊNCIA (DAI): Revisão sistemática da literatura<br /> NURSING INTERVENTION RESULTS IN THE PREVENTION AND HEALING OF DERMATITIS ASSOCIAT

GRADE EVIDENCE TO DECISION (EtD) FRAMEWORK FOR COVERAGE DECISIONS

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