NUR 590 Evidence-Based Practice Project Proposal Presentation

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

This guide will demonstrate how to complete the Grand Canyon University NUR 590 Evidence-Based Practice Project Proposal Presentation  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 NUR 590 Evidence-Based Practice Project Proposal Presentation     

Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 550 Benchmark – Evidence-Based Practice Project: Literature Review 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 NUR 590 Evidence-Based Practice Project Proposal Presentation     

The introduction for the Grand Canyon University NUR 590 Evidence-Based Practice Project Proposal Presentation  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 NUR 590 Evidence-Based Practice Project Proposal Presentation     

After the introduction, move into the main part of the NUR 590 Evidence-Based Practice Project Proposal Presentation 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 NUR 590 Evidence-Based Practice Project Proposal Presentation     

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 NUR 590 Evidence-Based Practice Project Proposal Presentation     

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

Introduction

Covid-19 pandemic impacted peoples’ lives negatively, it led to millions of deaths, harmed people’s health and negatively impacted people financially. As such, the Covid-19 vaccines were made in record time in a bid to control the pandemic and bring life back to normal (Santos et al.,2021). Even though the vaccines have played a big role in reducing the impacts of the pandemic, there is still a need to ensure that people take the vaccine to prevent further infections. As such, it is important to use strategies that can be used to improve people’s willingness to take the vaccine. Therefore, the purpose of this project is to use health education to increase the willingness to those at risk of Covid-19 virus to take the vaccine.

PICOT statement: Among the general population and individuals at risk of covid-19, will the use of health education about covid-19 vaccination plans, as compared to no intervention, lead to a 50% increased willingness to take covid-19 vaccine within six months?

Organizational Culture and Readiness

The implementation of an evidence-based practice project requires the readiness of the targeted organization in terms of its leadership and culture. Therefore, it is important to assess the readiness of the organization as well as its culture. Fortunately, there are various tools which can be used to accomplish such assessment and reflect the real picture of the organization in terms of its culture and readiness. This assessment also helps in finding out if the proposed change aligns with the organization’s vision, values and mission (Ost et al.,2020). From the assessment, the leaders are ready to support EBP initiatives to participate in improving population health in line with their mission. The organization also targets a magnet status in the future, hence  support initiatives that would bring quality to the organization. The organization also supports interprofessional teams which key to effective EBP implementation.

The organizational culture and readiness for the System-Wide Integration of the EBP survey tool was used in the assessment of the organizational culture and readiness (Patton et al.,2022). This tool have been proven to be effective in the assessment of organization culture and readiness. As such, the tool also helped in determining the organization’s ability to support and promote EBP and understand the staff and leaders readiness when it comes to the implementation of EBP. The survey results showed that up to 90% of the staff would support the EBP initiative. This implies that majority of the employees are ready for the proposed change and would positively contribute to it. In addition, up to 80% of the leaders showed an intention of supporting the EBP initiative, which is a majority. Therefore, the organization can be considered ready for the EBP project.

Problem Statement

The Covid-19 vaccines were developed in a record time to help reduce the rates of infection and help people return to normal life. Therefore, researchers made big strides and delivered the vaccines in a record time. Since the millions of people have received the vaccine which has helped in slowing the rates of infections and reinfections. However, millions of people are still skeptical of the vaccines and have failed to take the vaccine so far (Motta et al.,2021). Therefore, there is a need to use effective strategies such as health education that can be used to encourage individuals to take the vaccine.

Literature Review

A literature review was performed to explore articles which support the implementation of the proposed EBP project. Motta et al.(2021) performed a study to determine the impact of educational messages in improving individuals’ willingness to take the Covid-19 vaccine. The researchers found that the pro-vaccine health messages substantially improved the individuals’ willingness to take the vaccine. Another study was conducted by James et al. (2021). This study was conducted with the major aim of determining if the use of persuasive messages as an education strategy can impact Covid-19 vaccine uptake. The researchers noted that the use of persuasive messaging led to an increased willingness to take vaccines, influence others to do so, and become less judgmental about those who have taken the vaccine. Jensen et al. (2022) explored the use of health education delivered through video-based messages. Therefore, the purpose of this study was to determine the effectiveness of educational video-based messages in lowering hesitancy in taking the covid-19 vaccine. . The researchers found out that the messages that increased confidence in the vaccines drove the willingness to take the vaccine. The messages were also effective in increasing willingness to take the vaccine among the skeptical population.

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Piltch-Loeb et al. (2021) also conducted a study with the major aim of exploring the impact of channels for passing educational information on the Covid-19 vaccine. The researchers noted that the use of both traditional media and social media to pass vaccination education led to an increased likelihood of vaccine acceptance among the participants. Another relevant research was conducted by Li et al.(2022) with the major purpose of exploring the effect of education on Covid-19 vaccine hesitancy. The use of education significantly reduced vaccine hesitancy and improved their willingness to take the vaccine. Davis et al.(2022) conducted a study to determine if providing information contrasting the high effectiveness of covid-19 vaccine with the lower efficacy of the annual flu vaccine would increase vaccine uptake. offering such information about the safety of covid-19 vaccine improved the participants’ willingness and intentions to take the vaccine.

Argote et al. (2021) also carried out research that focused on exploring the impact of education accomplished through vaccine campaigns in improving the willingness of individuals to take vaccines. The provision of vaccine efficacy information improved the individual’s willingness to take the vaccine. The next research was conducted by Santos et al.(2021) with the major purpose of evaluating the impacts of messages targeting behavior on vaccination registration and acceptance. The educational messages were designed to target the participant’s behavior, and the researcher collected data through a survey and email. As part of the findings, the researchers found that the intervention substantially increased the number of individuals registering and willing to take the covid-19 vaccine.

The Change Model

Models or frameworks for change play a critical role of guiding the process of change implementation to ensure that it is a success. They are also used to reduce the possibility of change resistance since the staff in most cases tend to oppose proposed change. Models for change act as a guide and provides steps for implementing the project, therefore, it is important to choose a suitable model. Therefore, the selected model for change is Lewin’s change model. This model has three phases including unfreezing, change and refreezing. These three phase represent distinct phases of change implementation. The change takes place when the driving forces are greater than the restraining forces (Muldoon, 2020).

Lewin’s model will be applied to guide the implementation of the proposed project (Muldoon, 2020). It is important to note that all the three phases will be used as a guide to the implementation process. Therefore, in the first stage, which is unfreezing, individuals at the organization and patients who visit will be informed of the need to increase Covid-19 vaccine uptake. This will be achieved by referring to the existing statistics. The second phase will involve educating the nurses on the health education content to teach the population to help increase the willingness to take vaccines. The final phase will entail that the culture of willingness to take vaccines is retained among people through a continuous process of health education and health promotion.

Implementation Plan

Implementation of an EBP project is one of the most crucial stages as the proposed solution is implemented in this phase to help improve the chances of the project’s success. Therefore, it is important to have an appropriate implementation plan in place. As part of the implementation plan, The setting for this project is an outpatient health facility offering care to patients with different diseases and in need of care services from the facility. As such, the potential subjects are those who come to the facility to seek patient care services and are at risk of contracting the Covid-19 virus (Dror et al.,2020). The timeline for the project has also been proposed to take six months. It is important to have a budget and resource list. Therefore, a total of $26,000 will be needed in terms of financial resources to help in a full implementation of the project.

As part of the implementation plan, quantitative design approach has been chosen. This approach will support the use of numbers to report the outcomes as opposed to qualitative, which uses narration (Jolley, 2020). The quantitative approach will also support easier data collection and analysis as quantitative data can easily be analyzed using standard statistical tools. The questionnaires will be used to understand the baseline willingness and attitude of the participants regarding taking the Covid-19 vaccine. One of the reasons for choosing the questionnaires is that they are easy to use and administer. The project will be delivered in phases, starting with needs assessment up to the implementation phase.  Various stakeholders have been identified for the project. The stakeholders include the nurse working in the outpatient unit, the nurse manager of the outpatient unit, the finance office, the nurse leader, and the nurse educator. These stakeholders are expected to accomplish their roles to ensure that the project is a success.

Evaluation Plan

Evaluation is one of the last phases of the EBP implementation process, therefore, it is also important to have an appropriate evaluation plan in place. Therefore, as part of the evaluation plan, various outcomes are expected. One of the expected outcomes is increased willingness to take any of the Covid-19 vaccines. It is also expected that the targeted population will turn up for the health education program to receive the education content (James et al.,2021). Another expected outcome is an upsurge in the intake of Covid-19 vaccines to help improve the patient’s immunity against the Covid-19 virus.  Questionnaires will be used to assess the population’s knowledge regarding the Covid-19 vaccine plans before the health education program and after the education program. The data obtained at these two points will be vital in assessing the efficacy of the health education program. Statistical tests are used as part of data analysis to help reveal any data trends. Therefore, the chosen statistical test is paired sample T-test (Ahmad et al.,2020).

Sometimes, the intervention may lead to unexpected results. Therefore, it is important to have an appropriate plan in place. As part of the strategies, the project team can re-examine the intervention applied in a project. A re-examination will enable the project team to identify areas of weakness and come up with potential improvements for better outcomes (Melnyk & Fineout-Overholt, 2022). Another strategy is to extend the project timeline to allow the project team to take various corrective measures. The project will be maintained upon achieving positive impacts and a better clinical process. The project will also be maintained if it proves to be cost-effective. The extension of the project will also be triggered in case the outcomes are inconclusive (Linsley et al.,2019). As part of the extension duration, additional data may be acquired to help in further evaluation of the project. A revision will also be done in cases where the strategies do not align with the outcomes.

References

Ahmad, W. M. A. W., Ghazali, F. M. M., & Hasan, R. (2022). Basic Statistical Analysis For Applied Sciences. Penerbit USM.

Argote, P., Barham, E., Daly, S. Z., Gerez, J. E., Marshall, J., & Pocasangre, O. (2021). The shot, the message, and the messenger: COVID-19 vaccine acceptance in Latin America. NPJ Vaccines, 6(1), 118. https://doi.org/10.1038/s41541-021-00380-x

Davis, C. J., Golding, M., & McKay, R. (2022). Efficacy information influences the intention to take the COVID‐19 vaccine. British Journal of Health Psychology, 27(2), 300–319. https://doi.org/10.1111/bjhp.12546

Dror, A. A., Eisenbach, N., Taiber, S., Morozov, N. G., Mizrachi, M., Zigron, A., … & Sela, E. (2020). Vaccine hesitancy: the next challenge in the fight against COVID-19. European Journal of Epidemiology, 35, 775-779. Doi: 10.1007/s10654-020-00671-y

James, E. K., Bokemper, S. E., Gerber, A. S., Omer, S. B., & Huber, G. A. (2021). Persuasive messaging to increase COVID-19 vaccine uptake intentions. Vaccine, 39(49), 7158-7165. https://doi.org/10.1016/j.vaccine.2021.10.039

Jensen, U. T., Ayers, S., & Koskan, A. M. (2022). Video-based messages to reduce COVID-19 vaccine hesitancy and nudge vaccination intentions. PloS One, 17(4), e0265736. https://doi.org/10.1371/journal.pone.0265736

Jolley, J. (2020). Introducing Research and Evidence-Based Practice for Nursing and Healthcare Professionals. Routledge.

Li, P. C., Theis, S. R., Kelly, D., Ocampo, T., Berglund, A., Morgan, D., … & Burtson, K. (2022). Impact of an education intervention on COVID-19 vaccine hesitancy in a military base population. Military Medicine, 187(Special Issue_13), e1516-e1522. https://doi.org/10.1093/milmed/usab363

Linsley, P., Kane, R., & Barker, J. H. (2019). Evidence-based Practice for Nurses and Healthcare Professionals. SAGE.

Melnyk, B. M., & Fineout-Overholt, E. (2022). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.

Motta, M., Sylvester, S., Callaghan, T., & Lunz-Trujillo, K. (2021). Encouraging COVID-19 vaccine uptake through effective health communication. Frontiers in Political Science, 3, 630133. https://doi.org/10.3389/fpos.2021.630133

Muldoon, J. (2020). Kurt Lewin: Organizational Change. The Palgrave Handbook of Management History, 615–632.

Ost, K., Blalock, C., Fagan, M., Sweeney, K. M., & Miller-Hoover, S. R. (2020). Aligning organizational culture and infrastructure to support evidence-based practice. Critical Care Nurse, 40(3), 59–63. https://doi.org/10.4037/ccn2020963

Patton, L. J., Garcia, M., Young, V., Bradfield, C., Gosdin, A., Chen, P., … & Tidwell, J. (2022). Exploring nurse beliefs and perceived readiness for system wide integration of evidence-based practice in a large pediatric health care system. Journal of Pediatric Nursing, 63, 46-51 https://doi.org/10.1016/j.pedn.2021.12.018

Piltch-Loeb, R., Savoia, E., Goldberg, B., Hughes, B., Verhey, T., Kayyem, J., … & Testa, M. (2021). Examining the effect of information channels on COVID-19 vaccine acceptance. Plos One, 16(5), e0251095. https://doi.org/10.1371/journal.pone.0251095

Santos, H. C., Goren, A., Chabris, C. F., & Meyer, M. N. (2021). Effect of targeted behavioral science messages on COVID-19 vaccination registration among employees of a large health system: A randomized trial. JAMA Network Open, 4(7), e2118702-e2118702. Doi: 10.1001/jamanetworkopen.2021.18702

Shih, H. I., Wu, C. J., Tu, Y. F., & Chi, C. Y. (2020). Fighting COVID-19: A quick review of diagnoses, therapies, and vaccines. Biomedical Journal, 43(4), 341-354. https://doi.org/10.1016/j.bj.2020.05.021

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

Introduction & Purpose of the Presentation

Quality healthcare provision focuses on offering interventions that aim to enhance patient outcomes. A core aspect of quality care is patient safety. However, challenges like nurse burnout affect the quality of healthcare and risk patient safety. Burnout lowers the quality of care because of limited concentration by nurses and other healthcare providers, especially in the emergency department or room. Healthcare organizations and their management, including nurse leaders, should develop effective interventions to address burnout. Evidence-based practice (EBP) interventions like meditation and mindfulness breathing can help nurses reduce burnout and attain resiliency despite having increased workload (Tappen et al., 2022). The purpose of this presentation is to disseminate information concerning the implementation of the proposed EBP intervention to reduce and tackle burnout as a core nursing issue in the organization using meditation and mindfulness breathing.

Objectives of the Presentation

The presentation tackles core areas of the EBP that include developing a PICOT statement, evaluating the overall organizational culture and readiness to implement the suggested project, explores the problem and its effects on quality of care and patient safety. The presentation also focuses on existing literature to support the proposed solution and change model or framework that providers and organizations can use to implement the transformation. The presentation details different aspects of the implementation plan and the evaluation plan based on expected outcomes and changes that can occur in the organization.

EBP Project &PICOT Statement

Nurses and other healthcare providers leverage EBP interventions to improve care through resource optimization in different care settings. According to Tappen (2022), EBP aims at optimizing provider and team behavior to embrace and adopt changes in patient care to attain quality care. EBP also reduces risks and improve aspects of care provision as well as encouraging providers and organizations to optimally use available resources. The proposed project on meditation and mindfulness breathing education aims at reducing the rates of nurse burnout due to the critical nature of the emergency department.

PICOT Question

In nurses working in the emergency department (ED) with increased burnout rates (P) does the use of meditation and mindfulness breathing education (I) compared to no intervention or usual practice (C), reduce nurse burnout rates by 50% (O) within six months (T)?

Organizational Culture & Readiness

A culture that supports change is essential for any organization and comprises values, mission, and vision based on effective engagement of employees. The evaluation of an organization’s readiness is essential to align with the proposed EBP project implementation. Using new approaches to implement change is critical for any entity, especially in ED. Readiness implies focusing on interventions that improve patient safety. Based on the organizational capacity assessment tool (OCAT) developed by the United Nations Development Program (UNDP), the organization is ready for implementation of the proposed EBP due to its mission and vision that are patient-centered and focused on quality care delivery (Tappen, 2022). The ED nurses have sufficient skills and expertise to implement the intervention and are ready for changes based on the model used. The unit also embraces teamwork and information flow while also having healthcare processes and engaging stakeholders to attain expected outcomes. The department and the organization have integrated effective health IT components like telehealth and artificial intelligence to health monitor patients presenting in the unit. The use of health IT will also be integral in the overall provision of the proposed intervention to reduce burnout by improving coping and resilient strategies of nurses.

Problem Statement

Burnout among nurses in ED is a patient safety issue because of the adverse effects associated with the problem. The increased use of ED by patients who seek care creates more workload for nurses leading to burnout that leads to nurse shortage due to turnover, fatigue, and stress. As such, nurses need interventions that will help them cope with the rise in care demand, especially due to diverse needs and increased prevalence of chronic conditions. Existing evidence suggests that meditation and mindfulness breathing education can lower nurses’ susceptibility to burnout in the ED (Ameli et al., 2021). Again, the intervention improves their resilience and perspective through better reflection to integrate aspects of self-care while offering patient care.

Literature Review

Existing literature based on previous evidence is essential in implementing the suggested intervention. Using an in-depth search strategy and analysis, one can ascertain the effectiveness of the intervention in meeting set goals based on the PICOT question. The strategy in this case entailed using appropriate terms, search engines and databases to provide recently published research articles on the issue under study (LoBiondo-Wood et al., 2021). The generated evidence is based on the inclusion criteria where only articles on the subject published within the last five years were used.

All the used articles show the effectiveness of meditation and mindfulness breathing sessions in reducing nurse burnout in the ED. These articles assert that nurses can reduce burnout when they practice weekly meditations and mindfulness breathing as they encourage self-reflective practice. The literature evidence suggests that offering education to nurses and implementing these EBP interventions reduce the prevalence of burnout as they can develop coping mechanisms and also integrate other practices to deal with the issue. 

Proposed Solution/Support from Evidence

Studies (Sulosaari et al., 2022; Green et al., 2021; Penque, 2019) are categorical that mindfulness meditation is an EBP intervention that can help nurses address burnout and related aspects like stress and depression. Chen et al. (2021) through a systematic review recommend the use of mobile-based mindfulness meditation to help nurses in different healthcare settings, including ED, manage burnout and be resilient. These studies and their proposed solutions align with the intervention proposed in the EBP project. These studies use high levels of evidence to show the efficacy of proposed solution of mindfulness to ensure that ED nurses deliver quality patient care amidst strain and increased demand.

Change Model

The selected model for the EBP project is the Iowa model whose focus in the entire healthcare organization and the involved stakeholders. The Iowa model utilizes a problem-solving approach in implementing EBP project. Using the model, providers question the present nursing practices and if they can improve care. Based on its seven core stages, the model supports this project since it provides a systematic approach when implementing EBP. These stages include identifying and selecting a health issue and determining if it is a priority for an organization. The third stage is to reflect on the issue and engage stakeholders while the fourth stage is to identify available evidence based on merit (Tappen, 2022). The fifth stage is implementing a pilot change intervention while the sixth phase is to appraise the outcomes of the pilot study. The seventh stage is dissemination or implementation while the final stage is to evaluate the outcomes and determine any changes or alterations to improve the overall viability of the project. As such, based on these phases, the organization and its staff can implement this EBP to reduce the level of nurse burnout in the ED.

Implementation Plan

The setting is the emergency department (ED) as it is a highly challenging setting that experiences shortage and increased demand for care. It also experiences overcrowding that increases workload, strain and tension. Access to participants requires approval from the management and signing of the consent form so that they are not harmed. The project will be implemented in six months with resources that include materials and appropriate training as well as finances to develop required teaching aids, including audio-visual materials (Tucker et al., 2021). The required resources are multiple and outlined in the Appendices. In this project data collection and evaluation is essential to demonstrate the effectiveness of the intervention. As such, the project will use a quantitative design. The method depends on concrete numbers and this reduces biased inferences and also improves the accuracy of the study (Tappen, 2022). Monitoring tools for the project will entail a comparative approach or analysis and a rating scale will be employed to ensure that the project is completed as planned. Outcome measures will also be critical with a possible reduction of 50% in burnout cases in the ED expected.

Mindfulness meditation entails being highly aware of the present without any preconceived idea. As such, to deliver the intervention, the project team will train nurses in the ED and outcomes evaluates The delivery will entail seeking necessary approval and being guided by ethical requirements. This will then be followed by having appropriate resources for the weekly (1-hour) training on mindfulness breathing meditation. The project will employ a summative evaluation at the end of each month to determine if it attained the desired outcomes. The stakeholders in the implementation include organizational leaders, trainers who will empower nurses with required skills to practice the interventions, project or team leader, and the nurses who shall eventually implement the project as well as offer input on critical areas for training. The implementation will encounter challenges that include resistance to change, insufficient resources, and meeting timelines (Duff et al., 2020). To address these issues, the project team should ensure that there is effective communication and participation as well as engagement of all stakeholders. The project is highly feasible since mindfulness meditation breathing practice is essential for nurses to overcome the strains in the ED that they encounter.

Evaluation Plan

The main expected outcome of this EBP project is to reduce burnout levels among nurses in the ED. Through the EBP project, nurses will be aware of the effects of burnout and how meditation mindfulness can help them overcome the increased strain and demands, especially reducing fatigue and improving overall performance and delivery of quality patient care. The data research tools will be mixed; using qualitative and quantitative approaches. These include adoption of a phenomenological model in decoding the experiences and using a quantitative approach to the analysis of the outcomes (LoBiondo-Wood et al., 2021). The EBP will use semi-structured interviews and survey questionnaires. These tools are appropriate for the project since they will enable collection of a large volume of data within limited time.

The statistical test for the project will be regression test as it will highlight the benefits of the interventions in patients and nurses in the ED. The evaluation tools and measurements will mainly rely on the data about the effectiveness of the EBP project (Carrasco et al., 2020). Through the evaluation the project team will determine areas that need corrective measures to attain the set goals. The failure of this project will necessitate a review of the activities and developing corrective aspects to attain better outcomes. The project will be maintained at replicated in other areas if successful. However, it will be discontinuity if it fails to meet its envisaged goals.

References

Ameli, R., Sinaii, N., West, C. P., Luna, M. J., Panahi, S., Zoosman, M., … & Berger, A. (2020).   Effect of a brief mindfulness-based program on stress in health care professionals at a   us biomedical research hospital: a randomized clinical trial. JAMA Network Open, 3(8)   e2013424-e2013424.  DOI:10.1001/jamanetworkopen.2020.13424

Carrasco, J., García, S., Rueda, M. M., Das, S., & Herrera, F. (2020). Recent trends in the use of   statistical tests for comparing swarm and evolutionary computing algorithms: Practical   guidelines and a critical review. Swarm and Evolutionary Computation, 54, 100665.

Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants of an evidence-based   practice environment: an interpretive description. Implementation science   communications, 1(1)1-9. DOI: https://doi.org/10.1186/s43058-020-00070-0

Green, A. A., & Kinchen, E. V. (2021). The effects of mindfulness meditation on stress and burnout in nurses. Journal of Holistic Nursing, 39(4),356-368. https://doi.org/10.1177/08980101211015818

LoBiondo-Wood, G., & Haber, J. (2021). Nursing research E-book: methods and critical appraisal   for evidence-based practice. Elsevier Health Sciences.

Tappen, R. M. (2022). Advanced nursing research: from theory to practice. Jones & Bartlett

  Learning.

Tucker. S, McNett. M, Mazurek. M. B, Hanarahan. K, Hunter. S.C, Kim. B, Callen. L

   & Kitson. A (2021). Implementation science: Application of Evidence-Based

   Practice Models to Improve Healthcare Quality. Worldviews on Evidence-

  Based Nursing, 18:76-84. https://doi.org/10.1111/wvn.12495.

Chen, B., Yang, T., Tao, L., Song, Y., Liu, Y., Wang, Y., … & Chen, H. (2022). Effects

  of mobile-based mindfulness meditation for mental health of nurses: a   protocol for systematic review and meta-analysis. BMJ open, 12(4),   e058686. http://dx.doi.org/10.1136/bmjopen-2021-058686

Penque, S. (2019). Mindfulness to promote nurses’ well-being. Nursing   management, 50(5), 38. doi: 10.1097/01.NUMA.0000557621.42684.c4

Sulosaari, V., Unal, E., & Cinar, F. I. (2022). The effectiveness of mindfulness-based   interventions on the psychological well-being of nurses: A systematic   review. 64, 151565. https://doi.org/10.1016Applied Nursing Research,   /j.apnr.2022.151565