Evidence-Based Practice Project Proposal Presentation NUR 590

Grand Canyon University Evidence-Based Practice Project Proposal Presentation NUR 590-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University Evidence-Based Practice Project Proposal Presentation NUR 590 assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for Evidence-Based Practice Project Proposal Presentation NUR 590

Whether one passes or fails an academic assignment such as the Grand Canyon University Evidence-Based Practice Project Proposal Presentation NUR 590 depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for Evidence-Based Practice Project Proposal Presentation NUR 590

The introduction for the Grand Canyon University Evidence-Based Practice Project Proposal Presentation NUR 590 is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for Evidence-Based Practice Project Proposal Presentation NUR 590

After the introduction, move into the main part of the Evidence-Based Practice Project Proposal Presentation NUR 590 assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for Evidence-Based Practice Project Proposal Presentation NUR 590

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for Evidence-Based Practice Project Proposal Presentation NUR 590

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Assessment Description

The dissemination of an evidence-based practice project proposal is an important part of the final project. Dissemination of your project to a local association or clinical site/practice informs important stakeholders of evidence-based interventions that can improve clinical practice and ultimately patient outcomes.

For this assignment, develop a professional presentation that could be disseminated to a professional group of your peers.

Develop a 12-15 slide PowerPoint detailing your evidence-based practice project proposal. Create speaker notes of 100-250 words for each slide. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the topic Resources for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning and an additional slide for References at the end. Be sure to consider your personal demeanor and tone during the recorded presentation.

Include the following in your presentation:

Introduction (include PICOT statement)
Organizational Culture and Readiness
Problem Statement and Literature Review
Change Model, or Framework
Implementation Plan
Evaluation Plan
Conclusion

You are required to cite a minimum of six peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Sample Answer for Evidence-Based Practice Project Proposal Presentation NUR 590

Introduction & Purpose of the Presentation

The dissemination of evidence-based practice (EBP) information is an important part of effective care delivery for providers as it allows stakeholders to implement different changes to meet patient expectations. Dissemination involves the spread and sharing of clinical, research, and theoretical findings with goals of transitioning new knowledge to points of care (DeNisco, 2019). Dissemination requires organizations to have effective culture and be ready for change as well as selection of the best EBP model to implement new change. The use of Fall TIPS to reduce falls in medical-surgical units reduces the adverse effects of fall, improves patient safety and overall satisfaction. The purpose of this presentation is to disseminate the outcomes of the proposed EBP project for effective implementation in the medical-surgical unit to reduce the prevalence of patient falls.

EBP Project

The evidence-based practice process involve the integration of research findings, clinician’s care experience and patient preferences. EBP projects focus on optimizing providers and team conduct to support changes for patients to get quality care and reduce adverse effects of falls like injuries and associated complications and costs. Patient satisfaction and engagement are important while implementing EBP in health care settings. In this case, the need to reduce falls through tailoring interventions for patient safety (TIPS) is essential to offering quality care and considering the concerns that patients may have and critical to improving their response to safety measures by providers.

PICOT Statement

Among hospitalized adult patients in medical-surgical units (P) does the use of TIPS toolkit as a bundled care approach (I) compared to normal falls prevention approach (C) reduce the prevalence of falls by 20%(O) within 6 months (T)?

Organizational Culture and Readiness

Organizational culture which entails values, mission, vision and operational efficiencies is important on implementing or introducing changes to nursing units or workplace. The implementation of EBP project proposal to reduce falls through Fall TIPS approach requires organizations to have a change-oriented culture and values. Evaluation is essential as it allows project team to determine the level of readiness and acceptance of change. In this case, the organizational structure in the medical-surgical unit is positive. The findings from the Organizational Capacity Assessment Tool (OCAT) created by the United Nations Development Program (UNDP) shows that the unit has decentralized structure that allows engagement and participation of nurses to implement changes to improve the quality of patient care (Ratnapalan, 2019.

The OCAT tool assesses overall readiness and highlights organizational capacities and strengths. Based on the model, the overall organizational culture and readiness for change is positive since the unit as part of the entire facility has capacities and strengths. These include having effective teamwork to improve communication, integration of providers’ perspectives when implementing new approaches to care, and better communication and effective collaboration among the internal stakeholders. Data analysis tools are also essential to improving overall efficacy of the proposed solution (DeNisco, 2019). The organizational culture also focuses on health promotion and saving lives through involvement of all stakeholders at different levels of care delivery.

Problem Statement

Falls are a major concern and public health issue because they affect quality of care and patient safety. The Centers for Disease Control and Prevention (CDC) (2021) observes that one in every four older people experiences falls. Close to 800,000 individuals are hospitalized each year due to falls, especially in critical care settings. more than 95% of hip fracture occur due to falls and falls are the most prevalent cause of traumatic brain injuries (Heng et al., 2020). The Centers for Medicare and Medicaid Services (CMS) categorize falls as never events since a majority of them are preventable. Falls also increase hospital stays and increase cost of care. Therefore, reducing falls is a critical part of improving patient safety ad overall care delivery (PSNet, 2019). Existing literature supports the use of Fall TIPS as an EBP intervention to reduce and prevent falls.

Literature Review

The proposed interventions should be appropriate through a review of existing literature consisting of previous research studies to support implementation and expected benefits to the targeted population. In this case, through a comprehensive search of the literature, one can ascertain if the interventions meets the stakeholders’ goals and aspirations (Zhao et al., 2018). The literature review for the project involved the definition and use of terms associated with Fall TIPS and its benefits for patients, especially in medical-surgical settings. The review also employed appropriate search engines and databases associated with the nursing issue to ensure that the generated articles focus on the problem under investigation (Khan et al., 2018). The main inclusion criteria included article published within the last five years, articles that capture aspects of the PICOT question and focus on effective interventions to reduce falls and efficacy of Fall TIPS implementation.

Literature Review

The proposed project reviewed several research studies based on the inclusion and exclusion criteria to ascertain support for the intervention to enhance patient safety and quality of care through fall prevention using the Fall TIPS model. Literature synthesis and critical analysis show increased support for the intervention of using Fall TIPS model to reduce falls. Studies by LeLaurin et al. (2019); Xia et al. (2022); Kelly (2022), and Dykes et al. (2020) agree that fall prevention bundles through the TIPS model reduce incidences of falls and improve overall patent safety. The studies show that Fall TIPS is effective and should be implemented on diverse settings that include medical-surgical units because of their benefits like being customized to meet patient needs and situations. The studies also emphasize the need for effective guideline for providers to enhance their adoption of fall TIPS in their practice settings.

Change Model or Framework

The selected model is the Iowa EBP framework. The Iowa model focuses on the entire healthcare system and stakeholders who comprise of patients, practitioners, and infrastructure. The framework uses a problem-solving and implores staff to question the current nursing practices and if they can improve care through using current evidence. The model is effective for the project as it focuses on promoting quality care using EBP interventions (DeNisco, 2019). The initial stage of the model is identification and selection of a health problem while the second stage involved determining if the issue is healthcare organization’s priority areas for patient care (Melnyk & Fineout-Overholt, 2019). The third stage requires reflection about the issue of interest and engaging stakeholders while the fourth stage is to identify availability and merit of the chosen evidence (Cullen et al., 2020). The fifth stage entails implementation of a pilot change based on the available evidence and its credibility. The sixth stage is to appraise the pilot practice change based on the degree of success and subsequent dissemination of findings to the providers and organizations.

Implementation Plan

The project will be set in the medical-surgical unit/ward with the patients as the main participants. They will have informed consent and voluntary accept to participate in the study. The implementation timeline would be six months. The timeline will have different aspects as defined by the project scope and activities. Nurse training and requirement definition as well a project schedule will be part of these activities. Resources needed will include both financial and human for the implementation of the project. The project will employ a qualitative approach in collecting data. The qualitative approach is appropriate as it allows the use of different techniques like interviews, observation, review of literature and even focus groups (Tang, 2019). The implementation team will use an audit tool and a patient survey. The survey tool will collect feedback and opinions from participants on the effectiveness of the fall TIPS framework. Using these tools will help determine the overall effects of the Fall TIPS.

The delivery of the intervention will entail having an inter-professional team consisting of different healthcare providers in the medical-surgical unit. The interventions will entail staff training on all components of the TIPS bundles, development of safe toileting, effective communication and patient education. The project will have different stakeholders who would include nurses and nurse leaders, nurse managers, project team and manager, trainers and patients as well as their families (Amit-Aharon et al., 2019). Others will be organizational management and health information technology vendors. The implementation plan will encounter barriers and challenges like resistance to change, limited resources to implement the plan, and insufficient knowledge and skills by nurses on Fall TIPS (Pop et al. (2020). There will also be facilitators like sufficient resource allocation. The project’s overall feasibility is high due to its cost-effectiveness and associated benefits to patients and the healthcare system.

Evaluation Plan

The main outcome is to reduce patient falls in the medical-surgical unit by 30% in six months of its implementation. The Fall TIPS will enable nurses and other providers to customize fall prevention intervention based patient’s conditions and preferences and not a one-fits-all approach. The EBP project will employ qualitative design implying that it will use questionnaires and focus groups to collect data. It will also observation to determine the level of implementation (Grove et al., 2019). The statistical test in this case would be the t-test because of its suitability to the project.

Using data collected through semi-structured questionnaires, the researchers will measure patient outcomes and experiences (Lengnick-Hall et al., 2020). They will then tabulate the data to determine if there are changes after the implementation of the Fall TIPS. The research will the deploy computation tools to determine rates of improvement based on the reduction of falls within the unit. Strategies to improve outcome will include re-examination of the implemented intervention through analyzing the process and all associated components at each level. The team will also formulate timelines and explore corrective measures to improve outcomes . The sustenance of the EBP will entail training, continuous monitoring of quality care, and creating teams that will review areas of concern and ensure that Fall TIPS integrate patients and concerns.

References

Amit-Aharon, A., Melnikov, S., & Warshawski, S. (2020). The effect of evidence-based

practice perception, information literacy self-efficacy, and academic motivation

on nursing students’ future implementation of evidence-based practice. Journal of

professional nursing, 36(6), 497-502. DOI: 10.1016/j.profnurs.2020.04.001.

Centers for Disease Control and Prevention (CDC) (2021). Facts About Falls.

https://www.cdc.gov/falls/facts.html

Grove, S. K., & Cipher, D. J. (2019). Statistics for Nursing Research-e-book: A workbook for evidence-based

practice. Elsevier Health Sciences.

Lengnick-Hall, R., Willging, C. E., Hurlburt, M. S., & Aarons, G. A. (2020). Incorporators, early investors, and

learners: A longitudinal study of organizational adaptation during EBP implementation and

sustainment. Implementation Science, 15(1). https://doi.org/10.1186/s13012-020-01031-w

Melnyk, B. M. & Fineout-Overholt, E. (2019). Evidence-based Practice in Nursing &

Healthcare: A Guide to Best Practice. Wolters Kluwer.

Rebekah, G., & Ravindran, V. (2018). Statistical analysis in nursing research. Indian Journal of Continuing

Nursing Education,19(1), 62-70. https://www.ijcne.org/text.asp?2018/19/1/62/28649

Amit-Aharon, A., Melnikov, S., & Warshawski, S. (2020). The effect of evidence-based

practice perception, information literacy self-efficacy, and academic motivation

on nursing students’ future implementation of evidence-based practice. Journal of

professional nursing, 36(6), 497-502. DOI: 10.1016/j.profnurs.2020.04.001.

Centers for Disease Control and Prevention (CDC) (2021). Facts About Falls.

https://www.cdc.gov/falls/facts.html

Grove, S. K., & Cipher, D. J. (2019). Statistics for Nursing Research-e-book: A workbook for evidence-based

practice. Elsevier Health Sciences.

Lengnick-Hall, R., Willging, C. E., Hurlburt, M. S., & Aarons, G. A. (2020). Incorporators, early investors, and

learners: A longitudinal study of organizational adaptation during EBP implementation and

sustainment. Implementation Science, 15(1). https://doi.org/10.1186/s13012-020-01031-w

Melnyk, B. M. & Fineout-Overholt, E. (2019). Evidence-based Practice in Nursing &

Healthcare: A Guide to Best Practice. Wolters Kluwer.

Rebekah, G., & Ravindran, V. (2018). Statistical analysis in nursing research. Indian Journal of Continuing

Nursing Education,19(1), 62-70. https://www.ijcne.org/text.asp?2018/19/1/62/28649\

Sample Answer 2 for Evidence-Based Practice Project Proposal Presentation NUR 590

Introduction

Welcome to this presentation on the proposed evidence-based practice (EBP) project. As the healthcare industry struggles to address cost and access problems, nursing professionals should embrace their role as change leaders through evidence-based interventions. This role obligates nurses to identify clinical problems affecting specific populations and implement appropriate interventions. Older adults encounter many health problems, and a decline in functional performance is common among those with type 2 diabetes. The purpose of this presentation is to describe how to implement an intervention (twice-weekly physical exercise program) to improve functional fitness/performance and independence in this group. Focus areas include organizational culture and readiness, literature supporting the intervention, change model to guide project implementation, the implementation plan, and the evaluation plan.

Organizational Culture and Readiness

EBP succeeds in organizations with a culture that is ready for change. As a result, change leaders should evaluate the organizational culture to determine its readiness and potential barriers to successful implementation. A detailed analysis of variables such as leadership, shared values, and internal relationships demonstrates a clan culture in the organization. According to Ghiasi et al. (2022), a clan culture is associated with high internal focus and flexibility. Its people-centered and flexible nature supports innovation to a significant degree. Other success factors regarding culture include friendly leaders encouraging change and promoting interprofessional collaboration. Importantly, the nursing environment values employee participation and teamwork, crucial when introducing new ideas for optimizing cost-effectiveness and patient satisfaction.

Organizational readiness for change determines how seamless or challenging the implementation process will be. According to Vax et al. (2021), organizational readiness denotes stakeholders’ willingness and perceived capacity to adopt new practices. Given this, high readiness implies quick adoption of EBP practices since they introduce positive change in healthcare. After assessing readiness using the Organizational Readiness to Change Assessment (ORCA) tool, it emerged that the implementation site is ready for change due to a high score (92.8%) in critical determinants like leadership support, facilitation, and the overall context. According to Kononowech et al. (2021), the ORCA tool assesses readiness by examining the strength of evidence supporting change, organizational context, and facilitation in terms of culture and leaders’ ability to help people change their behaviors. To maximize readiness, leaders should foster a culture of innovation and teamwork through action plans that accelerate the adoption of new practices.

Problem Statement and Literature Review

Healthcare professionals and leaders should prioritize issues that increase costs, clinical visits, and the overall management burden. Although population aging is a global phenomenon, the resultant physical decline and functional capacity loss is a genuine healthcare concern. According to Wickramarachchi et al. (2023), muscular strength declines at 12%-14% per decade after 50 years of age. Causes include loss of muscle mass, changes in the sensory system, and decreased aerobic capacity. Older adults with type 2 diabetes are at a high risk of this physical decline, resulting in accidental falls, fractures, body pain, and poor mental health due to constant fear of falls. These issues further increase healthcare costs due to increased clinical visits, necessitating programs that promote physical activity to enhance balance, muscle strength, and endurance.

The decline in functional capacity and independence among older adults is a severe healthcare problem hampering life quality and increasing the risk of other health problems. According to Wickramarachchi et al. (2023), functional capacity loss and independence decline are risk factors for accidental falls among older adults. The authors recommend muscle-strengthening activity programs, underscoring the value of regular physical exercises. To determine the risk of falls and functional disabilities, Wickramarachchi et al. (2023) suggest a strength test (hand grip and leg test) for screening older adults. Zarco et al. (2021) found that reduced physical and cognitive function causes cardiovascular and mental health problems. They also increase the risk of Alzheimer’s disease. In this study, the authors evaluate the value of essentrics, a guided physical exercise program for strength and flexibility training.

Type 2 diabetes is associated with accelerated metabolic aging, causing many physical problems, such as functional decline and physical disability. Among older adults, health problems that co-occur with type 2 diabetes intensify physical impairment. As Ahmad et al. (2022) stated, the adverse health effects of these body changes include a high risk of falls and poor quality of life. Lifestyle interventions, mainly physical exercises and modification of risk factors, are highly recommended in this study. According to Motamed-Jahromi and Kaveh (2021), functional decline generates disability in basic activities of daily living (BADLs), such as self-care. Other adverse outcomes include hampering life quality and an overall decline in social and mental health. The authors recommend regular physical activity that prioritizes mobility exercise and functional training.

Change Management Model

Effective EBP implementation requires a systematic process guided by a change model. The Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model fits the proposed project since it is procedural and easy to follow. According to Friberg and Creasia (2023), the JHNEBP model was created in 2002 to fix gaps in evidence utilization in nursing. Its essential components are three and critical to positive changes in patient care. They include the practice question, evidence (search and appraisal), and translation to practice (Dusin et al., 2023). Utilizing this model implies implementing the proposed change through a step-wise approach and being guided by a model characterized by interrelationships between scientific inquiry, practice improvements, and learning.

The proposed intervention is a two-weekly tailored physical exercise training program to improve functional fitness and independent living among older adults with type 2 diabetes. Given this, the practice question is whether the training program will enhance the participants’ functional fitness and independent living in eight weeks. The evidence to answer this question has been searched from credible sources and then appraised and rated as the JHNEBP model recommends. Since the evidence (levels 1 and 2) validates and finds such training effective, the last step will be translating the findings to clinical practice. This step involves project implementation, and how it will be done is discussed in the next slides.

Implementation Plan

The project will be implemented in a general practice setting with a clan culture. Such a culture supports team-based innovation and continuous improvements in patient care. The program requires approximately eleven weeks, with eight weeks set aside for conducting the physical exercise initiative. The program is estimated to cost $1,150 for educational materials, the support team, data collection and analysis tools, and communication. A quantitative research design is appropriate since it allows researchers to collect numerical data and test hypotheses deductively (Bazen et al., 2021). Surveys (questionnaires) will be used, and data will be collected at baseline, after four weeks, and at the end of the eighth week to facilitate evaluation.

Delivering the intervention is the actual implementation since it denotes executing the desired changes. The process will begin by identifying eligible participants (older adults with type 2 diabetes) from the clinical records. The next step is obtaining informed consent from these participants, which ensures compliance with the ethical guidelines of research involving human subjects (Laurijssen et al., 2022). The other main activities will be introducing the participants to the project, providing them with essential educational materials, and training them on how to conduct the twice-weekly physical exercise program. Participants will be further guided on data collection and reporting the progress to the project leader. The data will facilitate project evaluation and objective deduction of its clinical significance. Patient-provider communication, guided support to inform decision-making, and resource facilitation will be continuous.

Effective EBP implementation is contingent on stakeholders’ commitment, attitude, and knowledge. Within nursing, stakeholders are the individuals or groups that make crucial healthcare decisions or are directly affected by them (Magwood et al., 2021). In the proposed project, these stakeholders include the organizational leaders who provide resources and guided support, the nursing team, and patients (healthcare consumers). The busy nature of the leaders and nursing team could be a massive barrier to implementation since it affects their availability. However, open communication and active engagement will be used to earn their support. Evidence of feasibility regarding the project includes exclusive reliance on internal resources, making it cost-effective. It also aligns with the organization’s values, inferring that it will get much stakeholder support.

Evaluation Plan

When proposing EBP projects, nurses look forward to accomplishing specific health outcomes. Similarly, the proposed project seeks better health outcomes characterized by enhanced functional performance/fitness and independence among older adults with type 2 diabetes. Active participation in the project and successful completion will improve physical health variables, including flexibility, muscle strength, balance, and body movement. As Wickramarachchi et al. (2023) stated, increasing muscular strength and flexibility helps to prevent balance disorders associated with aging. Preventing these issues will improve the patient’s overall quality of life and reduce their consumption of healthcare services. As a result, it will be pivotal in reducing healthcare spending.

Project evaluation is a comprehensive process that relies heavily on data. This data will be collected using questionnaires to help collect numerical data and quantify the project outcomes. O’Connor et al. (2022) found questionnaires highly valid and reliable since they allow researchers to collect rich and large amounts of data. The data will then be subjected to inferential statistics by calculating the range (percentage differences in health changes and experiences). To calculate the range, the health statuses will be rated using a scale of 1-4 (no change, struggling, improving, greatly improved), and the total under each column at the baseline, at four weeks, and at eight weeks converted into a percentage. In case of nonpositive outcomes, a comprehensive outcome evaluation will be conducted to identify the causes of performance gaps to determine whether the project should be redone or modified.

The project should be maintained and implemented regularly if it achieves the expected outcomes (clinically significant results). In this case, other patients should be helped to implement it in the future to improve functional performance and independence. It should be extended if positive results are visible, but better outcomes can be achieved by improving some areas. A revision would be necessary if there are visible issues on how, where, and when the project was implemented. A suitable example of such a revision is adding another exercise component, such as endurance training. The project should be discontinued if the patients are no longer interested in it or there lacks adequate resources to sustain it.

Conclusion

In conclusion, it is crucial to highlight the major points of this presentation. As nursing professionals, everyone has a role in embracing and supporting EBP to enable progressive changes in practice. Such changes are accomplished by proposing and implementing projects that improve outcomes, such as a twice-weekly physical exercise program. This project will enhance functional performance and independence among older adults with type 2 diabetes. The Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model will facilitate systematic, stepwise implementation through its three steps of practice question, evidence, and translation to practice. Organizational leaders, the nursing team, and patients are the primary stakeholders. Data collection, analysis, evaluation, and other research design essentials will be quantitative.

References

uAhmad, E., Sargeant, J. A., Yates, T., Webb, D. R., & Davies, M. J. (2022). Type 2 diabetes and impaired physical function: a growing problem. Diabetology, 3(1), 30-45. https://doi.org/10.3390/diabetology3010003

uBazen, A., Barg, F. K., & Takeshita, J. (2021). Research techniques made simple: an introduction to qualitative research. Journal of Investigative Dermatology, 141(2), 241-247. https://doi.org/10.1016/j.jid.2020.11.029

uDusin, J., Melanson, A., & Mische-Lawson, L. (2023). Evidence-based practice models and frameworks in the healthcare setting: a scoping review. BMJ Open, 13(5), e071188. https://doi.org/10.1136/bmjopen-2022-071188

uFriberg, E. E., & Creasia, J. L. (2023). Conceptual Foundations-E-Book: the Bridge to Professional Nursing Practice. Elsevier Health Sciences.

uGhiasi, A., Lord, J., Banaszak-Holl, J., Davlyatov, G., Hearld, L., & Weech-Maldonado, R. (2022). Organizational culture and high Medicaid nursing homes financial performance. Journal of Long-Term Care, (2022), 142–153. https://doi.org/10.31389/jltc.115

uKononowech, J., Hagedorn, H., Hall, C., Helfrich, C. D., Lambert-Kerzner, A. C., Miller, S. C., Sales, A. E., & Damschroder, L. (2021). Mapping the organizational readiness to change assessment to the Consolidated Framework for Implementation Research. Implementation Science Communications, 2(1), 19. https://doi.org/10.1186/s43058-021-00121-0

uLaurijssen, S. J., van der Graaf, R., van Dijk, W. B., Schuit, E., Groenwold, R. H., Grobbee, D. E., & de Vries, M. C. (2022). When is it impractical to ask informed consent? A systematic review. Clinical Trials (London, England), 19(5), 545–560. https://doi.org/10.1177/17407745221103567

uMagwood, O., Riddle, A., Petkovic, J., Lytvyn, L., Khabsa, J., Atwere, P., … & Tugwell, P. (2022). PROTOCOL: Barriers and facilitators to stakeholder engagement in health guideline development: A qualitative evidence synthesis. Campbell Systematic Reviews, 18(2), e1237. https://doi.org/10.1002/cl2.1237

uMotamed-Jahromi, M., & Kaveh, M. H. (2021). Effective interventions on improving elderly’s independence in activity of daily living: a systematic review and logic model. Frontiers in Public Health, 8, 516151. https://doi.org/10.3389/fpubh.2020.516151

uO’Connor, S. (2022). Designing and using surveys in nursing research: a contemporary discussion. Clinical nursing research, 31(4), 567-570. https://doi.org/10.1177/10547738211064739

uVax, S., Farkas, M., Russinova, Z., Mueser, K. T., & Drainoni, M. L. (2021). Enhancing organizational readiness for implementation: Constructing a typology of readiness-development strategies using a modified Delphi process. Implementation Science: IS, 16(1), 61. https://doi.org/10.1186/s13012-021-01132-0

uWickramarachchi, B., Torabi, M. R., & Perera, B. (2023). Effects of physical activity on physical fitness and functional ability in older adults. Gerontology & Geriatric Medicine, 9, 23337214231158476. https://doi.org/10.1177/23337214231158476

uZarco, E. P. T., Aquino, M., Petrizzo, J., Wygand, J., & McGorry, A. (2021). Perceived benefits of a guided exercise program among older adults. Gerontology and Geriatric Medicine, 7, 23337214211060147. https://doi.org/10.1177/23337214211060147