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Rational-emotive and Cognitive- behavior therapy vs pharmacotherapy vs REBT/CBT plus pharmacotherapy in the treatment of major depressive disorder in youth: A randomized clinical trial.

this is a nursing research class. I need to fill this form for 6 different article. the form both 1 appendix h and G.Article 1-Rational-emotive and Cognitive- behavior therapy vs pharmacotherapy vs REBT/CBT plus pharmacotherapy in the treatment of major depressive disorder in youth: A randomized clinical trial.
Article 2-A comparison of Nefazodone and Cognitive behavioral analysis system of psychotherapy, and their combination for the treatment of chronic depression.Article 3-The effects of cognitive – behavioral therapy on mood-related ruminative response style in depressed adolescents.article 4-Nonpharmacologic vs Pharmacologic Treatment of Adult Patients with Major Depressive Disorder. A Clinical Practice Guideline From the American College of Physiciansarticle 5-Combined Cognitive-Behavioral Therapy and Pharmacotherapy for Adolescent Depression: Does it Improve Outcomes Compared With Monotherapy?article 6-Combination Psychotherapy and Antidepressant Medication Treatment for Depression: For Whom, Where and HowDocument Preview:

Key Points: Evidence synthesis is best done through group discussion. All team members share their perspectives, and the team uses critical thinking to arrive at a judgment based on consensus during the synthesis process. The synthesis process involves both subjective and objective reasoning by the full EBP team. Through reasoning, the team: Reviews the quality appraisal of the individual pieces of evidence Assesses and assimilates consistencies in findings Evaluates the meaning and relevance of the findings Merges findings that may either enhance the team’s knowledge or generate new insights, perspectives, and understandings Highlights inconsistencies in findings Makes recommendations based on the synthesis process When evidence includes multiple studies of Level I and Level II evidence, there is a similar population or setting of interest, and there is consistency across findings, EBP teams can have greater confidence in recommending a practice change. However, with a majority of Level II and Level III evidence, the team should proceed cautiously in making practice changes. In this instance, recommendation(s) typically include completing a pilot before deciding to implement a full-scale change. Generally, practice changes are not made on Level IV or Level V evidence alone. Nonetheless, teams have a variety of options for actions that include, but are not limited to: creating awareness campaigns, conducting informational and educational updates, monitoring evidence sources for new information, and designing research studies. The quality rating (see Appendix D) is used to appraise both individual quality of evidence and overall quality of evidence. Created with an evaluation copy of Aspose.Words. To discover the full versions of our APIs please visit: ?2017 The Johns Hopkins Hospital/ The Johns Hopkins University Johns Hopkins Nursing Evidence-Based Practice Appendix H: Synthesis Process and Recommendations Tool Johns…

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