NR718 Week 5 Assignment | Leading Evidence-Based Practice Change: Part 2

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NR718 Week 5 Assignment | Leading Evidence-Based Practice Change: Part 2 – Step-by-Step Guide With Example Solution

The first step before starting to write the NR718 Week 5 Assignment | Leading Evidence-Based Practice Change: Part 2 is to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the paper’s audience and purpose, as this will help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, review its use, including writing citations and referencing the resources used. You should also review the formatting requirements for the title page and headings in the paper, as outlined by Chamberlain University.

How to Research and Prepare for NR718 Week 5 Assignment | Leading Evidence-Based Practice Change: Part 2

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify a list of keywords related to your topic using various combinations. The first step is to visit the Chamberlain University library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from the Chamberlain University Library, PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last 5 years and go through each to check for credibility. Ensure that you obtain the references in the required format, such as APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next, create a detailed outline of the paper to help you develop headings and subheadings for the content. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NR718 Week 5 Assignment | Leading Evidence-Based Practice Change: Part 2

The introduction of the paper is the most crucial part, as it helps provide the context of your work and determines whether the reader will be interested in reading through to the end. Begin with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NR718 Week 5 Assignment | Leading Evidence-Based Practice Change: Part 2

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence collected from the research, and ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance, as well as how it relates to the thesis statement. You should maintain a logical flow between paragraphs by using transition words and a flow of ideas.

How to Write the In-text Citations for NR718 Week 5 Assignment | Leading Evidence-Based Practice Change: Part 2

In-text citations help readers give credit to the authors of the references they have used in their work. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

“The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Morelli et al. (2024), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Alawiye (2024) highlights that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.”

How to Write the Conclusion for NR718 Week 5 Assignment | Leading Evidence-Based Practice Change: Part 2

When writing the conclusion of the paper, start by restating your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper by restating them. Discuss the implications of your findings and your arguments. Conclude with a call to action that leaves a lasting impression on the reader or offers recommendations.

How to Format the Reference List for NR718 Week 5 Assignment | Leading Evidence-Based Practice Change: Part 2

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically, and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Morelli, S., Daniele, C., D’Avenio, G., Grigioni, M., & Giansanti, D. (2024). Optimizing telehealth: Leveraging Key Performance Indicators for enhanced telehealth and digital healthcare outcomes (Telemechron Study). Healthcare, 12(13), 1319. https://doi.org/10.3390/healthcare12131319

Alawiye, T. (2024). The impact of digital technology on healthcare delivery and patient outcomes. E-Health Telecommunication Systems and Networks, 13, 13-22. 10.4236/etsn.2024.132002.

NR718 Week 5 Assignment | Leading Evidence-Based Practice Change: Part 2 Instructions

Purpose

The purpose of this assignment is to develop competency in writing a grant proposal for the National Practice Problem idea you identified in Week 3. You will continue to build on the practice problem and the evidence-based intervention in this part of the assignment. Have a look at NR718 Week 6 Discussion | Advanced Practice Nurse as Clinical and Health Systems Leader: Funding Grant Proposals.

This assignment focuses on the second part of a grant proposal:

  • Interventions/Approach
  • Data Collection Instruments
  • Outcomes (Evaluation Plan)
  • Data Collection Method
  • Protection of Participants

Instructions

Continue writing the grant proposal and include the following required content:

  1. Introduction: Provide a brief introduction that describes the following:
    1. Introduce the paper’s purpose and the importance of the practice change project.
    1. Describe the intended accomplishments and long-term project goals.
    1. Provide a brief and defining statement of what will be discussed in the paper.
  2. Interventions/Approach
    1. Provide a synthesis of evidence to support the evidence-based intervention for the selected problem. Include 3 current Level I, II, or III peer-reviewed primary research studies and/or systematic reviews.
    1. Synthesis of the literature (maximum of 2 paragraphs)
      1. Use a synthesis of research evidence when writing this section of the paper. 
      1. Synthesize the main themes and salient points that emerge from a synthesis of research evidence. 
      1. Compare and contrast the main points from a synthesis of research evidence. 
      1. Presents an overarching synthesis of evidence about the intervention.
      1. Provides objective rationale for the intervention based on the literature.
      1. Includes a minimum of three peer-reviewed research studies that support the intervention. Enter these on the Johns Hopkins Individual Evidence Summary Tool.
  3. Data Collection Instruments
    1. Describe the data collection instrument(s) you intend to use to measure the outcomes of the project. If collecting the data from the EHR, discuss the details of who will collect the data, how, and the specific data to be collected. Include the data about the reliability and validity for surveys and questionnaires if used. 
  4. Data Collection Methods
    1. Describe the method or process for data collection including how often measurements will be taken. Describe how, when, where, and who will collect the data.
  5. Outcomes (Evaluation Plan)
    1. Explain the primary outcome for your evidence-based intervention.
    1. Explain how the success of the project will be evaluated when it is fully implemented. This is a discussion about the outcome and the relationship between project success and the outcome(s).
  6. Protection of Participants
    1. Examine potential risks to the participants.
  7. Johns Hopkins Individual Evidence Summary Tool

    1. Include 3 Level I, II, or III research articles or systematic reviews.
    1. Complete all sections completely and identify the quality and levels of evidence.
    1. Insert your completed Johns Hopkins Individual Evidence Summary Tool as an Appendix.
APA Guidelines

Use the current American Psychological Association (APA Manual) and the Chamberlain Guidelines for Writing a Professional Papers (located in the APA Basics section of the Writing Center) to complete this assignment. Follow these guidelines when completing each component. Contact your course faculty if you have questions.

  1. Use the APA Paper Template (located in the Writing Center) to format this assignment.
  2. Turn on Grammarly to check the correctness of the grammar and punctuation as you write. (Note: if you have not already done so, please download the free version at Grammarly.com before construction of the assignment.)
  3. Construct a title page using the APA paper template (Example: The Nurse Educator and Leading Social Change).
  4. Use the following prescribed Level I headings for the paper:
    1. Title of paper for introduction header
    1. Intervention
    1. Data Collection Instruments
    1. Data Collection Method
    1. Outcomes (Evaluation Plan)
    1. Protection of Participants
    1. Appendix Johns Hopkins Individual Evidence Summary Tool
Writing Requirements (APA format)
  • Length: 3-4 pages (not including title page or references page)
  • 1-inch margins
  • Double-spaced pages
  • 12-point Times New Roman or 11-point Arial font
  • Headings and subheadings
  • In-text citations
  • Title page
  • Reference page
  • Standard English usage and mechanics 
  • Organized presentation of ideas 
Program Competencies

This assignment enables the student to meet the following program competencies:

  1. Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)
  2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
  3. Uses analytic methods to translate critically appraised research and other evidence into clinical scholarship for innovative practice improvements. (POs 3, 5)
  4. Appraises current information systems and technologies to improve health care. (POs 6, 7)
  5. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
  6. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
  7. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (POs 1, 4)
Course Outcomes

This assignment enables the student to meet the following course outcomes:

  1. Identify advanced practice leadership competencies. (PCs 2, 4, 5; POs 2, 6)
  2. Apply various strategies to improve access to quality, cost-effective healthcare. (PCs 5, 7, 8; POs 1, 4, 9)
  3. Utilize translation science to affect evidence-based practice change to impact quality and safety of patient care. (PCs 1, 3; POs 3, 5)
  4. Translate research into clinical practice to provide optimal wellness and disease prevention throughout the patient population. (PCs 1, 3, 5, 7, 8; POs 1, 3, 4, 9)
  5. Critically appraise research as it applies to evidence-based practice to provide the most current and effective care to patient populations. (PCs 1, 3, 5, 8; POs 3, 4, 9)

NR718 Week 5 Assignment | Leading Evidence-Based Practice Change: Part 2 Example

Leading Evidence-Based Practice Change: Part 2

Mental illness stigma, especially from care providers, has been one of the major issues affecting mental health, leading to underutilization of mental health services, poor help-seeking behavior, and poor adherence to mental illness treatment. Ideally, mental health care providers should be on the frontline of addressing mental illness stigma even in the community rather than projecting stigmatizing attitudes to patients with mental illnesses. Therefore, a practice change project aimed at addressing mental illness stigma among mental health care professionals is necessary to promote treatment adherence and help-seeking behavior in the community.

The project intends to improve healthcare and mental health services in the long term by increasing understanding, support, and empathy towards mental health patients while reducing judgment and discrimination. This paper presents a grant proposal to secure funding for an anti-stigma campaign targeting mental health care professionals. The grant proposal will outline the project’s specific aim, background, and the significance of the problem that justifies the grant proposal, as well as a translation science model and the project’s implementation setting. Furthermore, it will include the interventions/project approach, data collection methods, and the outcomes of the intervention.  

Specific Project Aims

The anti-stigma campaign practice change project aims at increasing the accessibility of mental health care services, improving the quality of mental health care, and encouraging help-seeking among individuals with mental illnesses. A study by Ibrahim et al. (2019) shows that most individuals with mental illnesses fail to seek mental health assistance from healthcare institutions due to fear of being judged/ discriminated against or having experienced stigmatization in previous encounters. Therefore, the project aims to address the issue by encouraging help-seeking and promoting the accessibility of mental health care. Additionally, the quality of mental health care, as perceived by the patients, will improve, considering they are not exposed to stigmatizing attitudes and behaviors from the healthcare providers.

Background and Significance

The purpose of developing this grant proposal is to secure adequate funds meant to support initiatives that will challenge misconceptions and stigmatizing attitudes and behaviors projected by healthcare professionals towards patients with mental illnesses to reduce stigma and the related discrimination affecting mental healthcare services in the target setting through peer services. By securing the grant, the project will create a safe environment for mental illness patients to seek mental health help and adhere to treatment, thus promoting quality and outcomes.

Mental health is a national practice problem in the US healthcare system. More so, mental illness stigma, which is the focus of this project, is a significant issue in the mental health field, primarily due to its impact on individuals, society, and the healthcare system. Due to mental illness stigma, individuals with mental disorders are more likely to be unemployed compared to people without mental disorders by 5.8% (Brouwers, 2020; Henderson, 2023).

The mental illness stigma issue mainly stems from a community with an inadequate understanding of mental illnesses, misconceptions, and discriminatory attitudes and behaviors from family, community members, and healthcare professionals. According to Sreeram et al. (2021), mental illness stigma from healthcare providers significantly impacts mental healthcare service provision by discouraging help-seeking, which contributes to poor mental illness treatment adherence.

Furthermore, mental illness stigma is a social/societal problem. As mentioned earlier, the issue comes from misconceptions, discrimination, and negative attitudes towards people with mental illnesses. Individuals, communities, and healthcare systems heavily feel the implications of mental health as a practice problem. According to the World Health Organization (n.d.), people with mental illnesses have a shorter life expectancy of two decades compared to people without mental illnesses.

Depression is one of the largest causes of disability and the fourth leading cause of death among youths and young adults (CDC, n.d.). More so, individuals with severe mental disorders are at an increased risk of other metabolic and cardiovascular diseases (NAMI, n.d.). Additionally, Brouwers (2020) notes that unemployment rates are higher among individuals with severe and common mental disorders by 7 and 3 times, respectively, compared to individuals without mental disorders.

Mental illnesses may not directly cause death, but different mental disorders impact the health of individuals and contribute to death (Henderson, 2023). Therefore, it is challenging to determine the mortality rate of mental health practice problems. However, as mentioned earlier, suicide is a leading cause of death that is related to mental health issues (CDC, n.d.). Mental health issues also increase the economic burden of a nation due to loss of productivity (Knapp & Wong, 2020) and increased direct and indirect healthcare costs (NAMI, n.d.). The high unemployment rates among people with mental disorders also raise the economic burden due to reduced income for individuals and increased social service costs for the government (Brouwers, 2020).

The stakeholders for the practice change project include general healthcare professionals, mental healthcare providers, institutional leaders, and patients with mental illnesses/their families. Healthcare professionals will benefit from the project by gaining an increased understanding of mental illnesses and handling patients with mental illnesses. Institutional leaders will also benefit from a good reputation, following improved care outcomes resulting from reduced mental illness stigma. Patients and their families will benefit from improved mental health care services, resulting in better patient satisfaction and outcomes.

The mental illness stigma issue will be solved by using the grant funding to plan, implement, and evaluate anti-stigma campaigns such as peer services to educate mental health care professionals and the community on mental illnesses, empathy, and support. The funds will be used to facilitate interventions such as peer services, social contact, and experience sharing, which are part of the anti-stigma campaign.

Translation Science Model

The selection of an appropriate translation science model depends on the project context, target audience, available resources, and expected outcomes (Wensing & Grol, 2019). The appropriate translation science model to guide the implementation of the anti-stigma campaign project is the RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance). The framework will be used to plan, implement, and evaluate the anti-stigma campaign intervention, assessing its effectiveness in reducing mental illness stigma and determining ways to maintain the new behavior, attitude, and understanding of mental health after implementation.

Project Setting

The project setting for the mental illness anti-stigma campaign is a psychiatric and mental health clinic that offers different mental health care services across the continuum. Specific services include therapies, counseling, mental health assessments, diagnoses, and care continuity. The institution serves a diverse community in an urban setting, comprising more than four racial/ethnic groups. The largest racial/ethnic group is African-American, and the smallest group is Hispanic. The community boasts a rich cultural diversity, evident in its diverse cuisines, art festivals, traditional festivals, and diverse racial heritage.

Interventions/Approach

The selected evidence-based intervention to address the issue of mental illness stigma is mental illness anti-stigma campaigns. The campaigns will be implemented using three approaches: peer services, social contact intervention, and experience sharing from individuals who have suffered from mental illness stigma. Literature has supported the mental illness anti-stigma campaign intervention through primary research evidence and systematic reviews.

According to Kohrt et al. (2020), peer service interventions involving people with lived experience with mental illness stigma are effective in challenging stigma in the community and even among healthcare providers. Additionally, McCullock and Scrivano (2022) found peer services to be one of the most effective forms of anti-stigma campaigns by reducing stigma in the community. Sun et al. (2022) also support peer-led mental illness anti-stigma interventions by validating their effectiveness in addressing social discrimination and isolation (major stigma forms) of people with mental illnesses.

Literature Synthesis

Social interventions such as peer-led services play a significant role in reducing mental illness stigma (McCullock & Scrivano, 2022) through the guidance of members of the care team who have lived experience of mental illnesses (Kohrt et al., 2021), thus further reducing self-stigma, and improving mental illness treatment clinical outcomes for patients with mental illnesses (Sun et al., 2022). Due to the stigma projected on mental illness patients by healthcare providers, especially primary care providers and the community, they are likely to hesitate seeking treatment help for their conditions (Kohrt et al.,2021; McCullock & Scrivano, 2022).

Additionally, social interventions such as the mental illness anti-stigma campaigns have been found effective in addressing mental illness stigma by challenging social isolation and discrimination in the community and among patients with mental illnesses by utilizing peer-led interventions such as peer services/social contact approaches to implement the campaigns (Kohrt et al.,2021; McCullock & Scrivano, 2022; Sun et al., 2022). However, there are similarities and differences in the main points presented by these literature evidence sources.

The main themes for all the evidence sources are similar, considering the study’s primary aim, which studies emphasizes the effectiveness of social interventions, specifically anti-stigma campaigns through peer-led services in reducing mental illness stigma in the community and among the healthcare providers (Kohrt et al.,2021; McCullock & Scrivano, 2022; Sun et al., 2022).

Peer-led interventions not only reduce stigma in the community but are also effective in challenging self-stigma (Sun et al., 2022). However, social interventions aimed at reducing stigma towards people with mental illnesses should also be integrated and focus on other stigmas, such as stigma from healthcare providers, rather than public and self-stigma only (McCullock & Scrivano, 2022). On the other hand, Kohrt et al. (2021) found that reduced stigma and improved diagnostic accuracy in mental health services were sustained after implementing peer-led interventions co-facilitated with people with lived experience of mental illness stigma.

Based on the literature evidence, mental illness anti-stigma campaign intervention through peer services is the most appropriate approach to address the issue of mental illness stigma in the community and among healthcare professionals. Individuals with lived experiences, especially care providers, are best suited to suggest strategies and approaches to challenge mental illness stigma (Kohrt et al., 2021). In addition, mental illness anti-stigma campaigns also help reduce self-stigma, thus enhancing self-seeking behavior and adherence to mental illness treatment (Sun et al., 2022). The effectiveness of peer services in reducing mental illness stigma has been proven (McCullock & Scrivano, 2022), thus making it an appropriate intervention for addressing the issue.

Data Collection Methods

The data collection process is as important as the project implementation itself since it will be used to determine the effectiveness of the intervention. Questionnaires and surveys will be the primary methods used for data collection. They will be used to collect qualitative and quantitative data relating to the attitudes, behavior, and perceptions of healthcare professionals towards mental illnesses. Additionally, they will be used to assess knowledge and awareness of mental illnesses and how to interact with patients with mental illnesses.

The measurements will be taken both before and after the intervention. The surveys and questionnaires will be administered before the anti-stigma campaign is implemented, aimed at getting an understanding of the current attitudes and perceptions towards mental illnesses. After the intervention, the data will be collected to measure the overall impact of the intervention and the related sustained changes. There will be two data collection locations: in the healthcare setting, where the peer services will be implemented, and through online platforms where participants are easily accessible. The project team will collect the data, with peer leaders leading the data collection process and evaluation.

Outcomes/Evaluation Plan

The primary outcome of the anti-stigma campaign is to challenge and change the perceptions, attitudes, and behavior of healthcare providers towards patients with mental illnesses, hence improving their health outcomes and the quality of mental healthcare services. Through the use of peer services, the campaign aims to transform the entire stigmatizing group, as they will have the opportunity to learn from individuals with lived experiences. In this case, the peer leaders will mainly be healthcare providers, caregivers, and patients who have experienced mental illness stigma and have been impacted by it.

According to Walsh and Foster (2020), the success of mental illness anti-stigma campaigns is felt through the level of transformation of the stigmatizing group in behavior, attitude, and perception towards the stigmatized group. The other outcomes of the intervention include stigma reduction in the institution, increased awareness and understanding of mental illnesses and the effects of stigma on patients with mental illnesses, and the promotion of help-seeking behavior for individuals with mental illnesses.

After fully implementing the intervention, the project outcomes mentioned above will be evaluated by comparing the post-intervention surveys and questionnaire results with the pre-intervention surveys and questionnaire results. The evaluation will examine the changes in attitudes, beliefs, and knowledge of mental illnesses among healthcare providers before and after the intervention’s implementation. Moreover, the behavior of healthcare providers while interacting with patients with mental illnesses in the clinical setting will be observed to determine changes in how the care providers interact, communicate, treat, and approach mental health conditions.

Maulik et al. (2019) note that behavioral observation is practical in evaluating the success of anti-stigma campaigns. The project will be said to have succeeded if the evaluation results show a positive change in the outcomes mentioned above. The project’s long-term impact will be evident in improved help-seeking behavior among patients with mental illness, increased treatment adherence, and an overall enhanced quality of mental health care services.

Conclusion

Mental illness stigma has been a significant practice issue in my practice setting, negatively affecting mental health care service quality, help-seeking behavior, and treatment adherence. Hence, there was a need to implement anti-stigma campaigns through social contact and peer services. The primary reason for writing this grand proposal is to secure funds to implement the initiative in the practice setting to help address the issue. Achieving the project’s outcomes will have a long-term impact on the quality and outcomes of mental health care services. In addition, challenging stigma among care professionals will encourage patients to seek mental illness treatment, hence reducing the mental illness burden in the community.

References

Brouwers E. P. M. (2020). Social stigma is an underestimated contributing factor to unemployment in people with mental illness or mental health issues: Position paper and future directions. BMC Psychology, 8(1), 36. https://doi.org/10.1186/s40359-020-00399-0

Centers for Disease Control and Prevention. (n.d.) Mental Health. Accessed 1st November 2023 from https://www.cdc.gov/nchs/fastats/mental-health.htm

Henderson, L. (2023, September 29). Mental Health Statistics and Facts in 2023. Forbes. https://www.forbes.com/health/mind/mental-health-statistics/

Ibrahim, N., Amit, N., Shahar, S., Wee, L. H., Ismail, R., Khairuddin, R., Siau, C. S., & Safien, A. M. (2019). Do depression literacy, mental illness beliefs, and stigma influence mental health help-seeking attitudes? A cross-sectional study of secondary school and university students from B40 households in Malaysia. BMC Public Health, 19(Suppl 4), 544. https://doi.org/10.1186/s12889-019-6862-6

Knapp, M., & Wong, G. (2020). Economics and mental health: the current scenario. World Psychiatry: Official Journal of the World Psychiatric Association (WPA), 19(1), 3–14. https://doi.org/10.1002/wps.20692

Kohrt, B. A., Jordans, M. J., Turner, E. L., Rai, S., Gurung, D., Dhakal, M., Anvita, B., Lamichhane, J., Singal, D. R., Lund, C., Patel, V., Luitel, N. P. & Sikkema, K. J. (2021). Collaboration with people with lived experience of mental illness to reduce stigma and improve primary care services: a pilot cluster randomized clinical trial. JAMA Network Open, 4(11), e2131475-e2131475. https://doi.org/10.1001/jamanetworkopen.2021.31475

Maulik, P. K., Devarapalli, S., Kallakuri, S., Tripathi, A. P., Koschorke, M., & Thornicroft, G. (2019). Longitudinal assessment of an anti-stigma campaign related to common mental disorders in rural India. The British Journal of Psychiatry: the Journal of Mental Science, 214(2), 90–95. https://doi.org/10.1192/bjp.2018.190

McCullock, S. P., & Scrivano, R. M. (2022). Effectiveness of mental illness stigma-reduction interventions: A systematic meta-review of meta-analyses. Clinical Psychology Review, 102242. https://doi.org/10.1016/j.cpr.2022.102242

National Alliance on Mental Health. (n.d.). Mental Health By Numbers. Accessed 1st November 2023 from https://nami.org/mhstats

Sreeram, A., Cross, W. M., & Townsin, L. (2022). Anti-stigma initiatives for mental health professionals: a systematic literature review. Journal of Psychiatric and Mental Health Nursing, 29(4), 512–528. https://doi.org/10.1111/jpm.12840

Sun, J., Yin, X., Li, C., Liu, W., & Sun, H. (2022). Stigma and Peer-Led Interventions: A Systematic Review and Meta-Analysis. Frontiers in Psychiatry, 13, 915617. https://doi.org/10.3389/fpsyt.2022.915617

Walsh, D. A. B., & Foster, J. L. H. (2021). A Call to Action. A Critical Review of Mental Health-Related Anti-Stigma Campaigns. Frontiers in Public Health, 8, 569539. https://doi.org/10.3389/fpubh.2020.569539

Wensing, M., & Grol, R. (2019). Knowledge translation in health: how implementation science could contribute more. BMC Medicine, 17(1), 88. https://doi.org/10.1186/s12916-019-1322-9

World Health Organization. (n.d.). Mental Disorders. Accessed 1st November 2023 from https://www.who.int/news-room/fact-sheets/detail/mental-disorders