NR718 Week 7 Assignment | Leading Evidence-Based Practice Change: Part 3
NR718 Week 7 Assignment | Leading Evidence-Based Practice Change: Part 3 – Step-by-Step Guide With Example Solution
The first step before starting to write the NR718 Week 7 Assignment | Leading Evidence-Based Practice Change: Part 3 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 7 Assignment | Leading Evidence-Based Practice Change: Part 3
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 7 Assignment | Leading Evidence-Based Practice Change: Part 3
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 7 Assignment | Leading Evidence-Based Practice Change: Part 3
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 7 Assignment | Leading Evidence-Based Practice Change: Part 3
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 7 Assignment | Leading Evidence-Based Practice Change: Part 3
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 7 Assignment | Leading Evidence-Based Practice Change: Part 3
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 7 Assignment | Leading Evidence-Based Practice Change: Part 3 Instructions
Purpose
The purpose of this assignment is to demonstrate clinical and health systems leadership by writing a grant proposal for an evidence-based practice change project to address the practice problem discussed in Week 3 and Week 5. Have a look at NR718 Week 8 Discussion | Reflection on Learning and Practice Readiness.
This assignment focuses on the final version of a grant proposal:
- Specific Aims
- Background and Significance
- Translational Science Model
- Setting
- Interventions/Approach
- Data Collection Instruments
- Data Collection Method
- Outcomes (Evaluation Plan)
- Protection of Participants
- Budget
- Johns Hopkins Individual Evidence Summary Tool
Instructions
Review faculty feedback from the Week 3 and Week 5 assignments, update the paper, and add the budget section to finalize the grant proposal. Include the following required content:
- Introduction:
- Describe the paper’s purpose and the importance of the practice change project.
- Describe the intended accomplishments and long-term project goals.
- Provide a brief and defining statement of what will be discussed in the paper.
- Specific Aims (maximum of 1 paragraph)
- Describe what is hoped to be accomplished with the project such as increased access or quality of care, etc.
- Background and Significance (maximum of 2 pages): This section lays out the reason for the proposal. It should make a clear, concise, and well supported statement of the problem. The information provided should be both factual and directly related to the problem addressed by the proposal. The following should be addressed in this section:
- Define the purpose for developing the grant proposal.
- Identify the problem and address why this is a problem.
- Describe the nature of the problem. Provide as much evidence as possible, including the non-research data along with the research findings. Provide a synthesis of research study evidence and non-research evidence to introduce the implications of the practice problem that include the significance, mortality, and economic ramifications of the problem.
- Describe the stakeholders, who they are, and how they will benefit.
- Describe the specific way the problem(s) might be solved through the grant funding.
- Translational Science Model (maximum of 1 paragraph)
- Identify and briefly describe an appropriate translational science model to guide the project implementation.
- Setting (maximum of 1 paragraph)
- Describe the setting to include the type of organization (e.g., hospital, clinic, long-term care facility, etc.).
- Describe the specific population served by the organization.
- Describe the ethnic, racial, and cultural diversity of the community.
- Interventions/Approach
- 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.
- Synthesis of the literature (maximum of 2 paragraphs):
- Use a synthesis of research evidence when writing this section of the paper.
- Synthesize the main themes and salient points that emerge from a synthesis of research evidence.
- Compare and contrast the main points from a synthesis of research evidence.
- Presents an overarching synthesis of evidence about the intervention.
- Provides objective rationale for the intervention based on the literature.
- Data Collection Instruments
- Describe the instruments 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 EHR data and the specific data to be collected. Include the data about the reliability and validity testing for surveys and questionnaires if used.
- Data Collection Method
- Describe the method or process including how often measurements will be taken. Describe how, when, where, and who will collect the data.
- Outcome (Evaluation Plan)
- Explain the primary outcome for your evidence-based intervention.
- Explain how the success of the project will be evaluated when it is fully implemented.
- Protection of Participants
- Examine potential risks to the participants.
- Budget
- Explore areas where you may have expenses associated with your grant proposal (specific dollar amounts are not required).
- Justify the expenses that you will be presenting in your grant proposal.
- Johns Hopkins Individual Evidence Summary Tool
- Include 3 Level I, II, or III research studies or systematic reviews.
- Complete all sections completely and identify the quality and the levels of evidence.
- Attach completed Johns Hopkins Individual Evidence Summary Tool as 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.
- Use the APA Paper Template (located in the Writing Center) to format this assignment.
- 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.)
- Construct a title page using the APA paper template (Example: The Nurse Educator and Leading Social Change).
- Use the following prescribed Level I headings for the paper:
- Title of paper for introduction header
- Specific Aims
- Background and Significance
- Translational Science Model
- Setting
- Interventions/Approach
- Data Collection Instruments
- Data Collection Method
- Outcomes (Evaluation Plan)
- Protection of Participants
- Budget
- Johns Hopkins Individual Evidence Summary Tool
Writing Requirements (APA format)
- Length: 6-8 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:
- Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)
- Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
- Uses analytic methods to translate critically appraised research and other evidence into clinical scholarship for innovative practice improvements. (POs 3, 5)
- Appraises current information systems and technologies to improve health care. (POs 6, 7)
- 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)
- Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
- 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:
- Identify advanced practice leadership competencies. (PCs 2, 4, 5; POs 2, 6)
- Apply various strategies to improve access to quality, cost-effective healthcare. (PCs 5, 7, 8; POs 1, 4, 9)
- Utilize translation science to affect evidence-based practice change to impact quality and safety of patient care. (PCs 1, 3; POs 3, 5)
- 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)
- 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 7 Assignment | Leading Evidence-Based Practice Change: Part 3 Example
Leading Evidence-Based Practice Change
Depression is a serious and debilitating mental health disorder that affects millions globally and is one of the leading causes of disability. The grant proposal aims to address the practice problem of depression-related suicide by implementing a practice change project based on evidence-based practices. The long-term goal of this project is to reduce the incidence of depression-related suicide and enhance patient outcomes concerning depression and suicide risk within our healthcare organization.
The proposed practice change project aligns with our healthcare organization’s mission to enhance the health and well-being of our patients and communities. This grant proposal provides a detailed plan for achieving these objectives. This grant proposal will address the specific aim, background, translational model, project setting, intervention and approaches, data collection instruments, outcome, protection of participants and funding.
Specific Aims
This project aims to improve the rates of screening for depression, which prompts timely interventions that could improve suicide rates by implementing PHQ-9 (Patient Health Questionnaire-9) and Columbia-suicide severity rating scale (C-SSRS) screening tools (Wasserman et al., 2020). By doing so, this project hopes to increase access to proper care and support for patients experiencing depression or suicidal ideation. Ultimately, this practice change project aims to enhance the quality of patient care, resulting in improved health outcomes and enhanced overall patient well-being.
Background and Significance
The grant proposal aims to obtain funding to support the implementation of PHQ-9 (Patient Health Questionnaire-9) and Columbia-suicide severity rating scale (C-SSRS) screening tools to reduce the incidence of depression-related suicide and enhance patient outcomes. Depression-related suicide is a significant health problem that needs to be addressed, with an estimated over 700,000 suicide deaths annually. According to the World Health Organization (2021), the incidence of depression-related suicide has been increasing in recent years. It is the fourth leading cause of death among individuals between 15 and 29.
Depression is also a significant cause of disability, affecting the ability of individuals to function in their daily lives. Depression-related suicide is a multifaceted problem requiring a comprehensive approach to address it effectively. Therefore, this grant proposal aims to implement evidence-based practices to reduce the incidence of depression-related suicide and improve patient outcomes in our healthcare organization.
According to Greenberg et al. (2021), there was a 12.9% increase in US adults with major depressive disorder (MDD) between 2010 and 2018, from 15.5 million to 17.5 million. In addition, the proportion of adults aged 18-34 with MDD increased from 34.6% to 47.5% during this period, with an incremental economic burden of MDD in adults increasing by 37.9%, from $US236.6 billion to $326.2 billion. Therefore, addressing this problem is essential to reducing the economic and mortality ramifications of depression-related suicide.
Implementing evidence-based practices is crucial in reducing the incidence of depression-related suicide. Evidence-based practices such as depression screening, suicide risk assessment, and evidence-based interventions have been shown to improve patient outcomes concerning depression and suicide risk (Mann et al., 2021). These evidence-based interventions can lead to improved patient outcomes through the early identification of patients at risk, the development of appropriate treatment plans, and the use of effective interventions based on research.
The stakeholders for this practice change project include healthcare providers, patients, families, and the community. Healthcare providers will benefit from this practice change project by receiving training on evidence-based practices for depression screening, suicide risk assessment, and interventions. This training will improve their ability to identify patients at risk of depression-related suicide and provide appropriate care and support. Patients and their families will benefit from this project by receiving improved quality of care, leading to better health outcomes and overall patient well-being. The community will benefit from this project by reducing the incidence of depression-related suicide and the economic and mortality ramifications of this problem.
The grant funding will implement PHQ-9 (patient health questionnaire-9) and Columbia-suicide severity rating scale (C-SSRS) screening tools to reduce the incidence of depression-related suicide and enhance patient outcomes in our healthcare setting. The specific solution to address the problem of depression-related suicide includes training healthcare providers on evidence-based practices, implementing a depression screening tool, and developing a suicide risk assessment tool. The grant funding will also provide evidence-based interventions, such as psychotherapy and medication management, to patients at risk of depression-related suicide. The project will also include ongoing monitoring and evaluation of the program’s effectiveness, including patient outcomes and healthcare provider adherence to evidence-based practices.
Translational Science Model
The appropriate translational science model to guide this implementation project is the RE-AIM framework. This model enables the evaluation of the project’s success across five dimensions. Firstly, Reach assesses the extent to which the intervention reaches the target population, ensuring that screening tools are widely accessible and effectively identifying individuals at risk (Titler, 2022).
Secondly, Effectiveness measures the impact of the intervention on reducing depression-related suicide by monitoring changes in patient outcomes over time. Thirdly, Adoption focuses on the degree to which healthcare providers and the organization embrace and integrate the screening tools into routine practice. Fourthly, Implementation evaluates the tools’ fidelity and consistency, ensuring proper administration and follow-up procedures are in place. Finally, Maintenance assesses the sustainability of the intervention by monitoring long-term adherence to screening practices and associated outcomes.
Setting
This grant proposal aims to address the practice problem of depression-related suicide in a long-term psychiatric and mental health care facility by implementing evidence-based practices to improve depression screening, suicide risk assessment, and evidence-based interventions. The specific population served by the organization includes individuals of all ages who may be at risk of depression-related suicide, focusing on those between 15 and 35 years of age who are at higher risk, regardless of their ethnic, racial, and cultural diversity within the community.
Interventions and Approach
A systematic review and meta-analysis by Miller et al. (2021) emphasized the effectiveness of standardized depression screening tools, such as the Kessler psychological distress scale (K6+) and PHQ-9, in identifying individuals at risk of depression-related suicide. The study underscored the importance of early detection and intervention in reducing suicide rates. This suggests that implementing these screening tools in primary healthcare settings can be crucial in identifying individuals who may require immediate support.
Furthermore, Saini et al. (2020) conducted a randomized controlled trial highlighting educational programs’ significance for healthcare professionals, specifically nurses, in suicide prevention. The study demonstrated that these programs can enhance healthcare professionals’ knowledge and attitudes toward suicide, empowering them to identify and manage at-risk individuals. Additionally, Mann et al. (2021) found that evidence-based interventions, such as psychotherapy and pharmacotherapy, have a substantial impact on reducing the incidence of depression-related suicide and improving overall patient well-being. Healthcare systems can effectively address depression-related suicide, enhance public health, and improve the overall well-being of individuals suffering from depression by adopting these interventions and approaches.
Data Collection Instruments
A team of healthcare professionals, including nurses, will collect the data. The team will be responsible for administering the Kessler psychological distress scale (K6+), patient health questionnaire (PHQ-9), and the Columbia suicide severity rating scale (C-SSRS) to patients identified as at risk of depression-related suicide. The data collected will include demographic information, screening results, patient outcomes, and the incidence of depression-related suicide. The reliability and validity of the surveys and questionnaires will be ensured by employing established and validated instruments such as the PHQ-9 and the C-SSRS, which have been extensively tested and shown to be reliable and valid for assessing depression and suicide risk.
Data Collection Methods
Data collection will occur within the healthcare facility where the intervention is implemented. The project team, comprising healthcare professionals such as nurses, psychologists, and psychiatrists, will collect the data. They will administer the Kessler psychological distress scale (K6+), patient health questionnaire (PHQ-9), and the Columbia suicide severity rating scale (C-SSRS) to patients identified as at risk of depression-related suicide.
These measurements will be taken at specific intervals, such as during initial patient screenings, follow-up assessments, and periodic monitoring throughout the project’s duration. Nurses’ adherence to evidence-based practices will be assessed through ongoing observation, chart audits, and staff surveys. The data collection process will be consistent, coordinated, and closely monitored to ensure the collection of accurate and comprehensive data for evaluating the effectiveness of the interventions and making informed decisions for continuous improvement.
Outcomes (Evaluation Plan)
The primary outcome of evidence-based interventions is to decrease the occurrence of suicide related to depression by identifying individuals who are at risk through standardized screening tools. The program will be monitored and evaluated to assess the proposed evidence-based intervention’s effectiveness in addressing depression-related suicide. The project team will gather data on the frequency of depression-related suicide within the healthcare organization before and after implementing the evidence-based practices. This will enable a comparison that will help determine the effectiveness of the intervention in reducing such incidents.
Protection of Participants
Potential risks to the participants in this change project include psychological distress and emotional discomfort that may arise during the screening process and discussions about depression and suicide. Participants at risk of depression-related suicide may experience heightened vulnerability and require additional support and resources. Furthermore, there is a potential risk of breach of confidentiality if sensitive patient information is not adequately protected.
To ensure the protection of participants, ethical considerations will be addressed to safeguard participant information. Informed consent will be obtained from participants, clearly explaining the project’s purpose, procedures, potential risks, and benefits (Bhandari, 2021). Healthcare professionals involved in data collection and interventions will be appropriately trained and supported to handle sensitive issues and provide the necessary support to participants.
Funding
The data collection tools for the grant proposal will consider several options, including electronic health records (EHR) for standardized data collection and storage, online surveys for gathering information from patients and healthcare providers, mobile applications for real-time self-reporting and support, data analytics tools for analysis and visualization, and validated clinical assessment tools for reliable data collection such as PHQ-9 (Patient Health Questionnaire-9) and Columbia-Suicide Severity Rating Scale (C-SSRS).
Some funds will be allocated for the development and customization of a depression screening tool and a suicide risk assessment tool tailored to the healthcare organization’s specific requirements. These expenses will cover software development, licensing fees, and customization of existing tools, as customized tools have been proven to enhance accuracy and reduce depression-related suicide rates (O’Rourke et al., 2022). Additionally, the data collection process will involve hiring data analysts, acquiring data collection tools, and implementing evaluation surveys to assess the program’s effectiveness, patient outcomes, and healthcare provider adherence to evidence-based practices.
Expenses will also be needed to cover the training of healthcare providers on evidence-based practices for depression screening and suicide risk assessment. The funding will be needed to organize training sessions, hire trainers or consultants, develop educational materials, and conduct follow-up assessments to ensure healthcare providers have acquired the necessary skills and knowledge (Richard et al., 2023).
Investing in training will enhance the quality of patient care, resulting in improved health outcomes. Additionally, funding will be needed for community outreach activities to raise awareness about depression-related suicide and the availability of support services (Castillo et al., 2019). These efforts include organizing educational events, producing informational materials, or collaborating with community organizations. Securing funding for these purposes is crucial for successfully implementing the change project.
References
Bhandari, P. (2021, October 18). A guide to ethical considerations in research. Scribbr. https://www.scribbr.com/methodology/research-ethics/
Castillo, E. G., Ijadi-Maghsoodi, R., Shadravan, S., Moore, E., Mensah, M. O., Docherty, M., Aguilera Nunez, M. G., Barcelo, N., Goldsmith, N., Halpin, L. E., Morton, I., Mango, J., Montero, A. E., Rahmanian Koushkaki, S., Bromley, E., Chung, B., Jones, F., Gabrielian, S., Gelberg, L., & Greenberg, J. M. (2019). Community interventions to promote mental health and social equity. Current Psychiatry Reports, 21(5), 1–14. https://doi.org/10.1007/s11920-019-1017-0
Greenberg, P. E., Fournier, A.-A., Sisitsky, T., Simes, M., Berman, R., Koenigsberg, S. H., & Kessler, R. C. (2021). The economic burden of adults with major depressive disorder in the United States (2010 and 2018). PharmacoEconomics, 39(6). https://doi.org/10.1007/s40273-021-01019-4
Mann, J. J., Michel, C. A., & Auerbach, R. P. (2021). Improving suicide prevention through evidence-based strategies: A systematic review. American Journal of Psychiatry, 178(7). https://doi.org/10.1176/appi.ajp.2020.20060864
Miller, P., Newby, D., Walkom, E., Schneider, J., Li, S. C., & Evans, T.-J. (2021). The performance and accuracy of depression screening tools capable of self-administration in primary care: A systematic review and meta-analysis. The European Journal of Psychiatry, 35(1), 1–18. https://doi.org/10.1016/j.ejpsy.2020.10.002
O’Rourke, M. C., Jamil, R. T., & Waqar Siddiqui. (2022, June 30). Suicide screening and prevention. Nih.gov; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK531453/
Richard, O., Fabrice Jollant, Billon, G., Attoe, C., Vodovar, D., & Piot, M.-A. (2023). Simulation training in suicide risk assessment and intervention: A systematic review and meta-analysis. Medical Education Online, 28(1). https://doi.org/10.1080/10872981.2023.2199469
Saini, V., Gehlawat, P., & Gupta, T. (2020). Evaluation of knowledge and competency among nurses after a brief suicide prevention educational program: A pilot study. Journal of Family Medicine & Primary Care, 9(12), 6018–6022. https://doi.org/10.4103/jfmpc.jfmpc_984_20
Titler, M. G. (2022, February 14). Translation research in practice: An introduction | OJIN: The online journal of issues in nursing. Ojin.nursingworld.org. https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No2-May-2018/Translational-Research-in-Practice.html#Table2
Wasserman, D., Iosue, M., Wuestefeld, A., & Carli, V. (2020). Adaptation of evidence‐based suicide prevention strategies during and after the COVID‐19 pandemic. World Psychiatry, 19(3), 294–306. https://doi.org/10.1002/wps.20801
WHO. (2021, June 17). Suicide. Who. Int. https://www.who.int/news-room/fact-sheets/detail/suicide
