Welcome to the RAPid Critical Appraisal Program [RAPcap]. The RAPid Critical Appraisal Program is comprised of seven modules. As a guide, it is expected that the course will take 35 hours to complete.

However, you may complete the course at no charge if you agree to complete 3 RAP Reviews per year.

Reviewing RAP sheels involves assessing submitted RAP sheets for congruency and accuracy in the

• topic identification
• question development
• critically appraising the evidence
• summarising the evidence; and
• reporting the results of this process in an accessible format to maximise knowledge transfer to practice.

Participants who successfully complete this program are eligible to apply to:

• become a Joanna Briggs Institute RAP Appraiser; and
• become a Member of the Joanna Briggs Institute Evidence Appraisal Network.

In order to undertake this program, you must first complete an on-line form and agreement.
Please click here to access this form

The RAPid Critical Appraisal Program.

Acknowledgements: This program was written by Christine Neville and Marilyn Dorman.
© The Joanna Briggs Institute 2005

Dr Christine Neville
Christine has been a registered nurse since 1983. She is now a senior lecturer and clinical school co-ordinator within the Nursing Department at the University of Southern Queensland. Christine's clinical and teaching experience focuses in the areas of aged care and mental health in the undergraduate and postgraduate programs, on-campus and by distance mode. Recently she has researched pain in relation to people with dementia and is finalising a project for Lutheran Community Care, looking at their model of care for aged and disability services. Her PhD study examined the impact of residential respite care on the behaviour of older people.

Marilyn Dorman
Marilyn is an instructional designer and lecturer in the Distance and e-Learning Centre, University of Southern Queensland, and has taught at pre-tertiary as well as postgraduate levels. She has over 20 years experience in instructional design and development within the USQ and for other Australian universities, as well as for health education providers. She has also worked as a journalist/editor in health education, plus several years as publishing editor of Distance Education, an international journal.
Her research interests focus on constructive alignment in higher education course development, including aspects of cultural diversity, learning styles and preferences, and computer-supported learning.