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External Validation Process<br />

In May 2007 external validation <strong>of</strong> <strong>the</strong> guideline was conducted using a limited Delphi round.<br />

The purpose <strong>of</strong> validation <strong>of</strong> a guideline by <strong>an</strong> external group <strong>of</strong> experts is threefold. Firstly,<br />

this group reviews <strong>the</strong> purpose <strong>an</strong>d scope <strong>of</strong> <strong>the</strong> guideline to ensure <strong>the</strong> relev<strong>an</strong>t clinical<br />

aspects have been addressed. Secondly, <strong>the</strong> p<strong>an</strong>el reviews <strong>the</strong> process to ensure rigour <strong>of</strong><br />

guideline development. Lastly, <strong>the</strong> p<strong>an</strong>el reviews <strong>the</strong> clinical practice recommendations <strong>for</strong><br />

suitability in terms <strong>of</strong> both <strong>the</strong> available scientific evidence <strong>an</strong>d current clinical practice.<br />

Fur<strong>the</strong>rmore a p<strong>an</strong>el should include experienced clinici<strong>an</strong>s <strong>an</strong>d academics (AGREE 2001;<br />

Alderson 2006). The process <strong>of</strong> consensus development within <strong>the</strong> EVP was <strong>for</strong>malised<br />

using a single Delphi round <strong>an</strong>d a Likert scale (Rycr<strong>of</strong>t-Malone 2001). A Delphi round was<br />

used to promote <strong>the</strong> involvement <strong>of</strong> clinici<strong>an</strong>s <strong>an</strong>d academics from across Australia thus<br />

ensuring consultation with a broad r<strong>an</strong>ge <strong>of</strong> intensive care clinical <strong>an</strong>d academic expertise.<br />

Formation <strong>of</strong> External Validation P<strong>an</strong>els<br />

P<strong>an</strong>el members (n=46) <strong>for</strong> all guidelines were identified using pr<strong>of</strong>essional networks <strong>an</strong>d<br />

associations <strong>an</strong>d were allocated to a specific guideline using two processes. Firstly <strong>the</strong>re<br />

were nine p<strong>an</strong>el members who were approached directly because <strong>of</strong> <strong>the</strong>ir acknowledged<br />

expertise with a particular practice (including research or pr<strong>of</strong>essional role). The o<strong>the</strong>r p<strong>an</strong>el<br />

members were r<strong>an</strong>domly allocated to a specific guideline by placing all names into a hat <strong>an</strong>d<br />

assigning names sequentially to each guideline until names <strong>an</strong>d p<strong>an</strong>el positions were<br />

exhausted. P<strong>an</strong>el members completed a conflict <strong>of</strong> interest <strong>for</strong>m which included<br />

demographic data. Table 3 lists p<strong>an</strong>el members. One nursing academic was a member <strong>of</strong><br />

two p<strong>an</strong>els.<br />

Method <strong>of</strong> validation<br />

P<strong>an</strong>el members received <strong>the</strong> draft guideline <strong>an</strong>d <strong>the</strong> literature review (which included <strong>the</strong><br />

data extraction tools completed by <strong>the</strong> GDN members) along with a recommendation<br />

agreement <strong>for</strong>m. They were <strong>the</strong>n asked to assign <strong>the</strong>ir level <strong>of</strong> agreement (Likert 1-9) with<br />

<strong>the</strong> recommendation statement. A medi<strong>an</strong> score <strong>of</strong> at least 7 was set <strong>for</strong> consensus to be<br />

reached. Table 5 sets out <strong>the</strong> results <strong>of</strong> <strong>the</strong> EVP process <strong>for</strong> this guideline.<br />

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