ABSTRACT
This chapter explores the idea that, if appraisal involves or requires that appraisers substantively understand how individual report findings are derived before those findings are accepted and acted upon, then most students/nurses cannot meaningfully appraise research. While qualitative/quantitative research appraisal always involves elements or aspects of subjective assessment and normative evaluation, relatively objective and/or agreed appraisal criteria exist for quantitative studies and, hence, expert bodies can step in to take over the appraisal task. Individual nurses are thus personally accountable for providing care grounded on best available evidence and best practice; that is, individuals are responsible for undertaking or engaging with Evidence-based Practice (EBP). This responsibility includes, certainly for current students and recent graduates, reading research, and is done to assess whether report findings are robust enough to legitimately influence practice. Nurse educators play a key role in critically unwrapping EBP's assumptions so that problems associated with EBP can be fruitfully addressed and teaching and clinical care might be improved.
