Assignment Prompt & Instructions
– 2 years ago
**files (2)**
– ## PP.docx
– ## EBPquestion.edited1.docx
**## PP.docx**
Details:
Power point presentation that promotes your EBP paper from Week 7. You may use PowerPoint or any other media to develop up to 10 slides to be used in the video presentation. The presentation should cover the problem statement, need for change, population of interest, time, feasibility, and resources needed.
Include a table that summarizes your evidence in the presentation.
Presentation Guidelines
Below is a list of the video presentation guidelines:
1. Review the rubric. It will ensure all the required components are present in order for you to obtain the most credit for your efforts.
2. Include visual aids. Reinforce your presentation with graphs, pictures, or charts to keep the presentation interesting and to support your findings.
3. Organize your work. Plan your presentation and structure it in a clear and logical manner. Use professional language and support your content with current literature.
4. Duration of the video is limited to no more than 8-10 minutes You must personally narrate the presentation starting with "This is [your name]" Narration must be audible and clear.
5. Presentation should be made from no more than 10 slides (not including the title page and references) and must have a professional appearance.
6. The first slide contains the title and your name. Content slides must contain both text and images with appropriate captioning to ensure clarity.
Introduction
Clearly conveys and summarizes the primary intent of the project; includes a formal purpose statement.
Problem Statement and Need for Change
Fully describes the clinical problem; proficiently presents a clear need for practice change and supports it with 2 to 3 scholarly references knowledge and skills during clinical visits and how it helped them identify health needs in the community.
PICOT Question
States a correct, concise, and complete quantitative PICOT question covers all components.
Population of Interest
Provides a detailed description of the population of interest.
Outcome of Interest
Provides a detailed description of the outcome of interest.
Timeframe
Identifies an appropriate timeframe for implementation.
Organizational Support
Fully describes the type of organizational support needed for the potential project. Clearly identifies the key professionals/persons who will be involved with the project and its implementation.
Project Feasibility
Fully describes the feasibility of the project; analyzes potential barriers and includes strategies to overcome the barriers.
Resources Needed
Fully describes the various resources needed to implement project. Critically examines internal and external resources, as well as any supplies that will be needed. Explains human resources needed.
Evidence summary
Concisely summarizes findings from evidence within Evidence Table. Describes the primary themes inherent in the research. Critically determines if evidence found is strong enough to make change in practice with strong rationale.
Conclusion
Concisely summarizes key points and major lessons learned from the project.
**## EBPquestion.edited1.docx**
3
**EBP Question**
**Selecting the Iowa Model of Evidence-Based Practice for PICOT Questions**
Evidence based practice (EBP) is a method of providing the best available evidence, clinical expertise and patient values to produce excellence in patient outcomes. Among the most commonly implemented EBP models, the Iowa Model of Evidence-Based Practice to Promote Quality Care best aligns with the PICOT questions generated pertaining to hospital hand hygiene adherence, screen time and childhood obesity, and glycemic control of adults with Type 2 diabetes (Amania et al., 2024). The Iowa Model provides a well systematically organized and flexible format whereby the evidence-based hospital program results in durable changes in patient care.
**Clarity and Organization of the Model**
Lowa Model is strongly acclaimed for its simplicity and clarity. It begins by identifying a problem or knowledge-focused motivator and then proceeds to task the practitioner by defining a team, finding and reporting evidence, and piloting and defining practice expired. This systematic and rational progression exactly corresponds to the clinical problems covered by the PICOT questions, in this case, the hand hygiene compliance program. It defines each step in order to prevent confusion and keep the user applying the framework in a sequential manner.
**Diagrammatic Representation and Concept Assimilation**
One of the strengths of the Iowa Model is its visual flowchart that guides each step from problem identification to implementation and outcome evaluation. The diagram is easy to follow and understand how each step follows one another. Its greatest value lies in multidisciplinary teams and new researchers requiring a visual understanding of how to use evidence in practice (Stricker, 2023). For instance, the PICOT question provided in the previous section created an example of how this visual guide can be used to make implementing electronic hand hygiene monitoring systems flow smoothly during planning, team formation, implementation, and evaluation within six months.
**Comprehensiveness from Start to Evaluation**
The Iowa Model is comprehensive, with practice issues identified at the onset and change, including integration and sustainability of the change, occurring at the end. It supports forming an interprofessional team, which is essential in hand hygiene compliance efforts, including nurses, infection control staff, and hospital administration (Pratt & Morris, 2025). The cyclical nature of the model allows it to continuously improve based on outcomes that can be used in long-term initiatives such as lifestyle changes in T2DM patients or interventions to control screen time-based obesity in children.
**Ease of Use in Clinical Settings**
The model is user-friendly and may be applied to diverse clinical issues such as infection control, chronic disease management, and pediatric health. All steps are practical and applicable in real-world clinical settings and can be implemented by healthcare teams without requiring extensive research training. The frontline clinician who wants to practice EBP but may not have a formal research background especially finds it useful.
**Flexibility across Populations and Projects**
Flexible about the Iowa Model can be modified to the patients' population and practice setting. The model of EBP in the area supports introducing EBP initiatives in hospital settings (hand hygiene), schools (obesity), and chronic adults (T2DM) (Lim et al., 2022). It is also appropriate for individual and system-wide interventions for population-specific strategies.
**Use and Popularity in Literature**
The Iowa Model is widely used and cited in nursing literature and healthcare institutions. Its credibility and practical utility make it a go-to model for hospitals and nursing programs. Its wide appeal is further aided by its wide adoption, which has led to many examples, case studies, and support materials to help clinicians and researchers succeed in implementation.
**Conclusion**
The Iowa Model of Evidence-Based Practice is a strong and useful framework for enhancing EBP implementation in various healthcare issues. It is clear, has a structured progression, accommodates visual representation, and is flexible to apply to the PICOT questions regarding hand hygiene compliance, screen time-induced obesity, and glycemic control of T2DM. The Iowa Model helps practitioners move from problem identification to final evaluation of sustainable, evidence-based patient care and outcomes improvements.
## **References**
Amania, A. C., Schwingrouber, J., & Colson, S. (2024). Using Implementation Science to Implement Evidence‐Based Practice: A Discursive Paper.
_Journal of Advanced Nursing_. https://doi.org/10.1111/jan.16571
Lim, C. S., Robinson, J., Hinton, E., Gordy, X. Z., Gamble, A., Compretta, C., Holmes, M. E., & Ravola, M. (2022). School-based obesity prevention programs in rural communities: a scoping review.
_JBI Evidence Synthesis_,
_20_(12), 2936–2985. https://doi.org/10.11124/jbies-21-00233
Pratt, J. A., & Morris, B. J. (2025). Maximising translational value of the Iowa gambling task in preclinical studies through the rodent touchscreen.
_Frontiers in Psychiatry_,
_16_. https://doi.org/10.3389/fpsyt.2025.1518435
Stricker, L. G. (2023). Effectiveness of trauma nurse practitioner-led patient-centered discharge plan: a quality improvement project.
_Scholarworks.montana.edu_. https://scholarworks.montana.edu/items/5419023d-cd53-4b8a-9f87-e86f9819fbd9
**## EBPquestion.edited1.docx**
3
**EBP Question**
**Selecting the Iowa Model of Evidence-Based Practice for PICOT Questions**
Evidence based practice (EBP) is a method of providing the best available evidence, clinical expertise and patient values to produce excellence in patient outcomes. Among the most commonly implemented EBP models, the Iowa Model of Evidence-Based Practice to Promote Quality Care best aligns with the PICOT questions generated pertaining to hospital hand hygiene adherence, screen time and childhood obesity, and glycemic control of adults with Type 2 diabetes (Amania et al., 2024). The Iowa Model provides a well systematically organized and flexible format whereby the evidence-based hospital program results in durable changes in patient care.
**Clarity and Organization of the Model**
Lowa Model is strongly acclaimed for its simplicity and clarity. It begins by identifying a problem or knowledge-focused motivator and then proceeds to task the practitioner by defining a team, finding and reporting evidence, and piloting and defining practice expired. This systematic and rational progression exactly corresponds to the clinical problems covered by the PICOT questions, in this case, the hand hygiene compliance program. It defines each step in order to prevent confusion and keep the user applying the framework in a sequential manner.
**Diagrammatic Representation and Concept Assimilation**
One of the strengths of the Iowa Model is its visual flowchart that guides each step from problem identification to implementation and outcome evaluation. The diagram is easy to follow and understand how each step follows one another. Its greatest value lies in multidisciplinary teams and new researchers requiring a visual understanding of how to use evidence in practice (Stricker, 2023). For instance, the PICOT question provided in the previous section created an example of how this visual guide can be used to make implementing electronic hand hygiene monitoring systems flow smoothly during planning, team formation, implementation, and evaluation within six months.
**Comprehensiveness from Start to Evaluation**
The Iowa Model is comprehensive, with practice issues identified at the onset and change, including integration and sustainability of the change, occurring at the end. It supports forming an interprofessional team, which is essential in hand hygiene compliance efforts, including nurses, infection control staff, and hospital administration (Pratt & Morris, 2025). The cyclical nature of the model allows it to continuously improve based on outcomes that can be used in long-term initiatives such as lifestyle changes in T2DM patients or interventions to control screen time-based obesity in children.
**Ease of Use in Clinical Settings**
The model is user-friendly and may be applied to diverse clinical issues such as infection control, chronic disease management, and pediatric health. All steps are practical and applicable in real-world clinical settings and can be implemented by healthcare teams without requiring extensive research training. The frontline clinician who wants to practice EBP but may not have a formal research background especially finds it useful.
**Flexibility across Populations and Projects**
Flexible about the Iowa Model can be modified to the patients' population and practice setting. The model of EBP in the area supports introducing EBP initiatives in hospital settings (hand hygiene), schools (obesity), and chronic adults (T2DM) (Lim et al., 2022). It is also appropriate for individual and system-wide interventions for population-specific strategies.
**Use and Popularity in Literature**
The Iowa Model is widely used and cited in nursing literature and healthcare institutions. Its credibility and practical utility make it a go-to model for hospitals and nursing programs. Its wide appeal is further aided by its wide adoption, which has led to many examples, case studies, and support materials to help clinicians and researchers succeed in implementation.
**Conclusion**
The Iowa Model of Evidence-Based Practice is a strong and useful framework for enhancing EBP implementation in various healthcare issues. It is clear, has a structured progression, accommodates visual representation, and is flexible to apply to the PICOT questions regarding hand hygiene compliance, screen time-induced obesity, and glycemic control of T2DM. The Iowa Model helps practitioners move from problem identification to final evaluation of sustainable, evidence-based patient care and outcomes improvements.
## **References**
Amania, A. C., Schwingrouber, J., & Colson, S. (2024). Using Implementation Science to Implement Evidence‐Based Practice: A Discursive Paper.
_Journal of Advanced Nursing_. https://doi.org/10.1111/jan.16571
Lim, C. S., Robinson, J., Hinton, E., Gordy, X. Z., Gamble, A., Compretta, C., Holmes, M. E., & Ravola, M. (2022). School-based obesity prevention programs in rural communities: a scoping review.
_JBI Evidence Synthesis_,
_20_(12), 2936–2985. https://doi.org/10.11124/jbies-21-00233
Pratt, J. A., & Morris, B. J. (2025). Maximising translational value of the Iowa gambling task in preclinical studies through the rodent touchscreen.
_Frontiers in Psychiatry_,
_16_. https://doi.org/10.3389/fpsyt.2025.1518435
Stricker, L. G. (2023). Effectiveness of trauma nurse practitioner-led patient-centered discharge plan: a quality improvement project.
_Scholarworks.montana.edu_. https://scholarworks.montana.edu/items/5419023d-cd53-4b8a-9f87-e86f9819fbd9
**## PP.docx**
Details:
Power point presentation that promotes your EBP paper from Week 7. You may use PowerPoint or any other media to develop up to 10 slides to be used in the video presentation. The presentation should cover the problem statement, need for change, population of interest, time, feasibility, and resources needed.
Include a table that summarizes your evidence in the presentation.
Presentation Guidelines
Below is a list of the video presentation guidelines:
1. Review the rubric. It will ensure all the required components are present in order for you to obtain the most credit for your efforts.
2. Include visual aids. Reinforce your presentation with graphs, pictures, or charts to keep the presentation interesting and to support your findings.
3. Organize your work. Plan your presentation and structure it in a clear and logical manner. Use professional language and support your content with current literature.
4. Duration of the video is limited to no more than 8-10 minutes You must personally narrate the presentation starting with "This is [your name]" Narration must be audible and clear.
5. Presentation should be made from no more than 10 slides (not including the title page and references) and must have a professional appearance.
6. The first slide contains the title and your name. Content slides must contain both text and images with appropriate captioning to ensure clarity.
Introduction
Clearly conveys and summarizes the primary intent of the project; includes a formal purpose statement.
Problem Statement and Need for Change
Fully describes the clinical problem; proficiently presents a clear need for practice change and supports it with 2 to 3 scholarly references knowledge and skills during clinical visits and how it helped them identify health needs in the community.
PICOT Question
States a correct, concise, and complete quantitative PICOT question covers all components.
Population of Interest
Provides a detailed description of the population of interest.
Outcome of Interest
Provides a detailed description of the outcome of interest.
Timeframe
Identifies an appropriate timeframe for implementation.
Organizational Support
Fully describes the type of organizational support needed for the potential project. Clearly identifies the key professionals/persons who will be involved with the project and its implementation.
Project Feasibility
Fully describes the feasibility of the project; analyzes potential barriers and includes strategies to overcome the barriers.
Resources Needed
Fully describes the various resources needed to implement project. Critically examines internal and external resources, as well as any supplies that will be needed. Explains human resources needed.
Evidence summary
Concisely summarizes findings from evidence within Evidence Table. Describes the primary themes inherent in the research. Critically determines if evidence found is strong enough to make change in practice with strong rationale.
Conclusion
Concisely summarizes key points and major lessons learned from the project.
**## EBPquestion.edited1.docx**
3
**EBP Question**
**Selecting the Iowa Model of Evidence-Based Practice for PICOT Questions**
Evidence based practice (EBP) is a method of providing the best available evidence, clinical expertise and patient values to produce excellence in patient outcomes. Among the most commonly implemented EBP models, the Iowa Model of Evidence-Based Practice to Promote Quality Care best aligns with the PICOT questions generated pertaining to hospital hand hygiene adherence, screen time and childhood obesity, and glycemic control of adults with Type 2 diabetes (Amania et al., 2024). The Iowa Model provides a well systematically organized and flexible format whereby the evidence-based hospital program results in durable changes in patient care.
**Clarity and Organization of the Model**
Lowa Model is strongly acclaimed for its simplicity and clarity. It begins by identifying a problem or knowledge-focused motivator and then proceeds to task the practitioner by defining a team, finding and reporting evidence, and piloting and defining practice expired. This systematic and rational progression exactly corresponds to the clinical problems covered by the PICOT questions, in this case, the hand hygiene compliance program. It defines each step in order to prevent confusion and keep the user applying the framework in a sequential manner.
**Diagrammatic Representation and Concept Assimilation**
One of the strengths of the Iowa Model is its visual flowchart that guides each step from problem identification to implementation and outcome evaluation. The diagram is easy to follow and understand how each step follows one another. Its greatest value lies in multidisciplinary teams and new researchers requiring a visual understanding of how to use evidence in practice (Stricker, 2023). For instance, the PICOT question provided in the previous section created an example of how this visual guide can be used to make implementing electronic hand hygiene monitoring systems flow smoothly during planning, team formation, implementation, and evaluation within six months.
**Comprehensiveness from Start to Evaluation**
The Iowa Model is comprehensive, with practice issues identified at the onset and change, including integration and sustainability of the change, occurring at the end. It supports forming an interprofessional team, which is essential in hand hygiene compliance efforts, including nurses, infection control staff, and hospital administration (Pratt & Morris, 2025). The cyclical nature of the model allows it to continuously improve based on outcomes that can be used in long-term initiatives such as lifestyle changes in T2DM patients or interventions to control screen time-based obesity in children.
**Ease of Use in Clinical Settings**
The model is user-friendly and may be applied to diverse clinical issues such as infection control, chronic disease management, and pediatric health. All steps are practical and applicable in real-world clinical settings and can be implemented by healthcare teams without requiring extensive research training. The frontline clinician who wants to practice EBP but may not have a formal research background especially finds it useful.
**Flexibility across Populations and Projects**
Flexible about the Iowa Model can be modified to the patients' population and practice setting. The model of EBP in the area supports introducing EBP initiatives in hospital settings (hand hygiene), schools (obesity), and chronic adults (T2DM) (Lim et al., 2022). It is also appropriate for individual and system-wide interventions for population-specific strategies.
**Use and Popularity in Literature**
The Iowa Model is widely used and cited in nursing literature and healthcare institutions. Its credibility and practical utility make it a go-to model for hospitals and nursing programs. Its wide appeal is further aided by its wide adoption, which has led to many examples, case studies, and support materials to help clinicians and researchers succeed in implementation.
**Conclusion**
The Iowa Model of Evidence-Based Practice is a strong and useful framework for enhancing EBP implementation in various healthcare issues. It is clear, has a structured progression, accommodates visual representation, and is flexible to apply to the PICOT questions regarding hand hygiene compliance, screen time-induced obesity, and glycemic control of T2DM. The Iowa Model helps practitioners move from problem identification to final evaluation of sustainable, evidence-based patient care and outcomes improvements.
## **References**
Amania, A. C., Schwingrouber, J., & Colson, S. (2024). Using Implementation Science to Implement Evidence‐Based Practice: A Discursive Paper.
_Journal of Advanced Nursing_. https://doi.org/10.1111/jan.16571
Lim, C. S., Robinson, J., Hinton, E., Gordy, X. Z., Gamble, A., Compretta, C., Holmes, M. E., & Ravola, M. (2022). School-based obesity prevention programs in rural communities: a scoping review.
_JBI Evidence Synthesis_,
_20_(12), 2936–2985. https://doi.org/10.11124/jbies-21-00233
Pratt, J. A., & Morris, B. J. (2025). Maximising translational value of the Iowa gambling task in preclinical studies through the rodent touchscreen.
_Frontiers in Psychiatry_,
_16_. https://doi.org/10.3389/fpsyt.2025.1518435
Stricker, L. G. (2023). Effectiveness of trauma nurse practitioner-led patient-centered discharge plan: a quality improvement project.
_Scholarworks.montana.edu_. https://scholarworks.montana.edu/items/5419023d-cd53-4b8a-9f87-e86f9819fbd9
**## PP.docx**
Details:
Power point presentation that promotes your EBP paper from Week 7. You may use PowerPoint or any other media to develop up to 10 slides to be used in the video presentation. The presentation should cover the problem statement, need for change, population of interest, time, feasibility, and resources needed.
Include a table that summarizes your evidence in the presentation.
Presentation Guidelines
Below is a list of the video presentation guidelines:
1. Review the rubric. It will ensure all the required components are present in order for you to obtain the most credit for your efforts.
2. Include visual aids. Reinforce your presentation with graphs, pictures, or charts to keep the presentation interesting and to support your findings.
3. Organize your work. Plan your presentation and structure it in a clear and logical manner. Use professional language and support your content with current literature.
4. Duration of the video is limited to no more than 8-10 minutes You must personally narrate the presentation starting with "This is [your name]" Narration must be audible and clear.
5. Presentation should be made from no more than 10 slides (not including the title page and references) and must have a professional appearance.
6. The first slide contains the title and your name. Content slides must contain both text and images with appropriate captioning to ensure clarity.
Introduction
Clearly conveys and summarizes the primary intent of the project; includes a formal purpose statement.
Problem Statement and Need for Change
Fully describes the clinical problem; proficiently presents a clear need for practice change and supports it with 2 to 3 scholarly references knowledge and skills during clinical visits and how it helped them identify health needs in the community.
PICOT Question
States a correct, concise, and complete quantitative PICOT question covers all components.
Population of Interest
Provides a detailed description of the population of interest.
Outcome of Interest
Provides a detailed description of the outcome of interest.
Timeframe
Identifies an appropriate timeframe for implementation.
Organizational Support
Fully describes the type of organizational support needed for the potential project. Clearly identifies the key professionals/persons who will be involved with the project and its implementation.
Project Feasibility
Fully describes the feasibility of the project; analyzes potential barriers and includes strategies to overcome the barriers.
Resources Needed
Fully describes the various resources needed to implement project. Critically examines internal and external resources, as well as any supplies that will be needed. Explains human resources needed.
Evidence summary
Concisely summarizes findings from evidence within Evidence Table. Describes the primary themes inherent in the research. Critically determines if evidence found is strong enough to make change in practice with strong rationale.
Conclusion
Concisely summarizes key points and major lessons learned from the project.
**## EBPquestion.edited1.docx**
3
**EBP Question**
**Selecting the Iowa Model of Evidence-Based Practice for PICOT Questions**
Evidence based practice (EBP) is a method of providing the best available evidence, clinical expertise and patient values to produce excellence in patient outcomes. Among the most commonly implemented EBP models, the Iowa Model of Evidence-Based Practice to Promote Quality Care best aligns with the PICOT questions generated pertaining to hospital hand hygiene adherence, screen time and childhood obesity, and glycemic control of adults with Type 2 diabetes (Amania et al., 2024). The Iowa Model provides a well systematically organized and flexible format whereby the evidence-based hospital program results in durable changes in patient care.
**Clarity and Organization of the Model**
Lowa Model is strongly acclaimed for its simplicity and clarity. It begins by identifying a problem or knowledge-focused motivator and then proceeds to task the practitioner by defining a team, finding and reporting evidence, and piloting and defining practice expired. This systematic and rational progression exactly corresponds to the clinical problems covered by the PICOT questions, in this case, the hand hygiene compliance program. It defines each step in order to prevent confusion and keep the user applying the framework in a sequential manner.
**Diagrammatic Representation and Concept Assimilation**
One of the strengths of the Iowa Model is its visual flowchart that guides each step from problem identification to implementation and outcome evaluation. The diagram is easy to follow and understand how each step follows one another. Its greatest value lies in multidisciplinary teams and new researchers requiring a visual understanding of how to use evidence in practice (Stricker, 2023). For instance, the PICOT question provided in the previous section created an example of how this visual guide can be used to make implementing electronic hand hygiene monitoring systems flow smoothly during planning, team formation, implementation, and evaluation within six months.
**Comprehensiveness from Start to Evaluation**
The Iowa Model is comprehensive, with practice issues identified at the onset and change, including integration and sustainability of the change, occurring at the end. It supports forming an interprofessional team, which is essential in hand hygiene compliance efforts, including nurses, infection control staff, and hospital administration (Pratt & Morris, 2025). The cyclical nature of the model allows it to continuously improve based on outcomes that can be used in long-term initiatives such as lifestyle changes in T2DM patients or interventions to control screen time-based obesity in children.
**Ease of Use in Clinical Settings**
The model is user-friendly and may be applied to diverse clinical issues such as infection control, chronic disease management, and pediatric health. All steps are practical and applicable in real-world clinical settings and can be implemented by healthcare teams without requiring extensive research training. The frontline clinician who wants to practice EBP but may not have a formal research background especially finds it useful.
**Flexibility across Populations and Projects**
Flexible about the Iowa Model can be modified to the patients' population and practice setting. The model of EBP in the area supports introducing EBP initiatives in hospital settings (hand hygiene), schools (obesity), and chronic adults (T2DM) (Lim et al., 2022). It is also appropriate for individual and system-wide interventions for population-specific strategies.
**Use and Popularity in Literature**
The Iowa Model is widely used and cited in nursing literature and healthcare institutions. Its credibility and practical utility make it a go-to model for hospitals and nursing programs. Its wide appeal is further aided by its wide adoption, which has led to many examples, case studies, and support materials to help clinicians and researchers succeed in implementation.
**Conclusion**
The Iowa Model of Evidence-Based Practice is a strong and useful framework for enhancing EBP implementation in various healthcare issues. It is clear, has a structured progression, accommodates visual representation, and is flexible to apply to the PICOT questions regarding hand hygiene compliance, screen time-induced obesity, and glycemic control of T2DM. The Iowa Model helps practitioners move from problem identification to final evaluation of sustainable, evidence-based patient care and outcomes improvements.
## **References**
Amania, A. C., Schwingrouber, J., & Colson, S. (2024). Using Implementation Science to Implement Evidence‐Based Practice: A Discursive Paper.
_Journal of Advanced Nursing_. https://doi.org/10.1111/jan.16571
Lim, C. S., Robinson, J., Hinton, E., Gordy, X. Z., Gamble, A., Compretta, C., Holmes, M. E., & Ravola, M. (2022). School-based obesity prevention programs in rural communities: a scoping review.
_JBI Evidence Synthesis_,
_20_(12), 2936–2985. https://doi.org/10.11124/jbies-21-00233
Pratt, J. A., & Morris, B. J. (2025). Maximising translational value of the Iowa gambling task in preclinical studies through the rodent touchscreen.
_Frontiers in Psychiatry_,
_16_. https://doi.org/10.3389/fpsyt.2025.1518435
Stricker, L. G. (2023). Effectiveness of trauma nurse practitioner-led patient-centered discharge plan: a quality improvement project.
_Scholarworks.montana.edu_. https://scholarworks.montana.edu/items/5419023d-cd53-4b8a-9f87-e86f9819fbd9