NUR 590 Benchmark-EBP Proposal Project Framework/ Model for Change
Sample Answer for NUR 590 Benchmark-EBP Proposal Project Framework/ Model for Change Included After Question
NUR 590 Benchmark-EBP Proposal Project Framework Model for Change
Assessment Description
Applying a model or framework for change ensures that a process is in place to guide the efforts for change. In 500-750 words, discuss the model or framework you will use to implement your evidence-based practice proposal project. You will use the model or framework you select in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.
Include the following:
1. Identify the selected model or framework for change and discuss its relevance to your project.
2. Discuss each of the stages in the change model/framework.
3. Describe how you would apply each stage of the model or theoretical framework in your proposed implementation.
4. Create a concept map for the conceptual model or framework you selected to illustrate how it will be applied to your project. Attach this as an appendix at the end of your paper.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.
You are required to cite minimum of four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Lopes Write. A link to the Lopes Write technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing
1.2 Apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.
Resources
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Guidelines and Measures
Study “Guidelines and Measures,” located on the Agency for Healthcare Research and Quality website.
https://www.ahrq.gov/gam/index.html
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Study Designs
Review “Study Designs,” located on the Centre for Evidence Based Medicine (CEBM) website.
https://www.cebm.ox.ac.uk/resources/ebm-tools/study-designs
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Evidence Based Medicine: Levels of Evidence
Read “Evidence Based Medicine: Levels of Evidence,” by the University of Illinois/Chicago’s Library of the Health Sciences at Peo
… Read More
http://researchguides.uic.edu/content.php?pid=232200&sid=1921074
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Nursing Best Practice Guidelines
Investigate the Nursing Best Practice Guidelines page of the Registered Nurses Association of Ontario (RNAO) website.
http://www.rnao.org/Page.asp?PageID=861&SiteNodeID=133
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Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Survey Results
Read “Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Sur
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=142632269&site=ehost-live&scope=site
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Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice
Read “Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice,” by Stetler, by Nursing Outlo
… Read More
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0029655401478390
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A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes
Read “A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes,” by
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=121082056&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
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Critical Appraisal Tools
Read “Critical Appraisal Tools,” located on the Centre for Evidence Based Medicine (CEBM) website.
https://www.cebm.ox.ac.uk/resources/ebm-tools/critical-appraisal-tools
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Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice
Read Chapter 14 and review Chapter15 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
… Read More
View Resource
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Advanced Practice Nursing: Essential Knowledge for the Profession
Read Chapter 6 in Advanced Practice Nursing: Essential Knowledge for the Profession.
View Resource
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Worksheet for Using Practice Guidelines
Study “Worksheet for Using Practice Guidelines,” from the “Evidence Based Medicine Toolkit,” by Buckingham, Fisher, and S
… Read More
http://www.ebm.med.ualberta.ca/CPGWorksheet.html
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Star Model
Explore the Star Model resources, located on the UT Health San Antonio School of Nursing website.
https://www.uthscsa.edu/academics/nursing/star-model
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Iowa Model of Evidence-Based Practice: Revisions and Validation
Read “Iowa Model of Evidence-Based Practice: Revisions and Validation,” by Buckwalter et al., from Worldviews on Evidence-Bas
… Read More
https://lopes.idm.oclc.org/log
Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change – Rubric
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Selected Model or Framework for Change
12 points
Criteria Description
Selected Model or Framework for Change
5. 5: Excellent
12 points
The selected model or framework and its relevance to the project are thoroughly discussed. Rationale or support is provided.
4. 4: Good
11.04 points
The selected model or framework and its relevance to the project are discussed. Some detail is needed for clarity or support.
3. 3: Satisfactory
10.56 points
The selected model or framework and its relevance to the project are incomplete.
2. 2: Less Than Satisfactory
9.6 points
The selected model or framework and its relevance to the project are summarized. More information or support is needed.
1. 1: Unsatisfactory
0 points
The selected model or framework and its relevance to the project are not discussed.
Stages for Model or Framework
13 points
Criteria Description
Stages for Model or Framework
5. 5: Excellent
13 points
The stages in the change model or framework are outlined. There are some inaccuracies. More information is needed.
4. 4: Good
11.96 points
The stages in the change model or framework are thoroughly discussed.
3. 3: Satisfactory
11.44 points
The stages in the change model or framework are discussed. Some detail is needed for clarity or accuracy.
2. 2: Less Than Satisfactory
10.4 points
The stages in the change model or framework are not discussed.
1. 1: Unsatisfactory
0 points
The stages in the change model or framework are only partially discussed.
Application of Model or Framework to Proposed Implementation
15 points
Criteria Description
Application of Model or Framework to Proposed Implementation
5. 5: Excellent
15 points
Application of each stage of the model or theoretical framework to the proposed implementation is thoroughly described.
4. 4: Good
13.8 points
General application of each stage of the model or theoretical framework to the proposed implementation is outlined. More information is needed.
3. 3: Satisfactory
13.2 points
Application of each stage of the model or theoretical framework to the proposed implementation is described. Some detail is needed for clarity or support.
2. 2: Less Than Satisfactory
12 points
Application of each stage of the model or theoretical framework to the proposed implementation is incomplete.
1. 1: Unsatisfactory
0 points
Application of each stage of the model or theoretical framework to the proposed implementation is omitted.
Concept Map for Model or Framework
15 points
Criteria Description
Concept Map for Model or Framework
5. 5: Excellent
15 points
A detailed and accurate concept map for the selected conceptual model or framework is attached in the Appendix.
4. 4: Good
13.8 points
A concept map for the selected conceptual model or framework is attached in the Appendix. Some detail is needed for clarity or accuracy.
3. 3: Satisfactory
13.2 points
A general concept map for the selected conceptual model or framework is attached in the Appendix. There are inaccuracies.
2. 2: Less Than Satisfactory
12 points
The concept map for the selected conceptual model or framework is incomplete or inaccurate. The concept map is attached, but not in the Appendix.
1. 1: Unsatisfactory
0 points
A concept map for the selected conceptual model or framework is omitted.
Application of Theoretical Framework in Decision Making (B)
10 points
Criteria Description
Application of Theoretical Framework in Decision Making (C.1.2)
5. 5: Excellent
10 points
The author has clearly demonstrated the ability to effectively apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.
4. 4: Good
9.2 points
The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is adequately demonstrated.
3. 3: Satisfactory
8.8 points
The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is generally demonstrated. There are some gaps or inaccuracies.
2. 2: Less Than Satisfactory
8 points
The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is not consistently demonstrated. There are significant gaps and inaccuracies.
1. 1: Unsatisfactory
0 points
The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is not demonstrated.
Required Sources
5 points
Criteria Description
Required Sources
5. 5: Excellent
5 points
Number of required sources is met, but sources are outdated or inappropriate.
4. 4: Good
4.6 points
Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.
3. 3: Satisfactory
4.4 points
Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.
2. 2: Less Than Satisfactory
4 points
Sources are not included.
1. 1: Unsatisfactory
0 points
Number of required sources is only partially met.
Thesis Development and Purpose
7 points
Criteria Description
Thesis Development and Purpose
5. 5: Excellent
7 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
4. 4: Good
6.44 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
3. 3: Satisfactory
6.16 points
Thesis is apparent and appropriate to purpose.
2. 2: Less Than Satisfactory
5.6 points
Thesis is insufficiently developed or vague. Purpose is not clear.
1. 1: Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
Argument Logic and Construction
8 points
Criteria Description
Argument Logic and Construction
5. 5: Excellent
8 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
4. 4: Good
7.36 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
3. 3: Satisfactory
7.04 points
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
2. 2: Less Than Satisfactory
6.4 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
1. 1: Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5. 5: Excellent
5 points
Writer is clearly in command of standard, written, academic English.
4. 4: Good
4.6 points
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
3. 3: Satisfactory
4.4 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
2. 2: Less Than Satisfactory
4 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
1. 1: Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Paper Format (Use of appropriate style for the major and assignment)
5 points
Criteria Description
Paper Format (Use of appropriate style for the major and assignment)
5. 5: Excellent
5 points
All format elements are correct.
4. 4: Good
4.6 points
Template is fully used; There are virtually no errors in formatting style.
3. 3: Satisfactory
4.4 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
2. 2: Less Than Satisfactory
4 points
Template is used, and formatting is correct, although some minor errors may be present.
1. 1: Unsatisfactory
0 points
Template is not used appropriately or documentation format is rarely followed correctly.
Documentation of Sources
5 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. 5: Excellent
5 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. 4: Good
4.6 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. 3: Satisfactory
4.4 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. 2: Less Than Satisfactory
4 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. 1: Unsatisfactory
0 points
Sources are not documented.
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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
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Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Important information for writing discussion questions and participation
Welcome to class
Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to
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Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!
Hi Class,
Please read through the following information on writing a Discussion question response and participation posts.
Contact me if you have any questions.
Important information on Writing a Discussion Question
- Your response needs to be a minimum of 150 words (not including your list of references)
- There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
- Include in-text citations in your response
- Do not include quotes—instead summarize and paraphrase the information
- Follow APA-7th edition
- Points will be deducted if the above is not followed
Participation –replies to your classmates or instructor
- A minimum of 6 responses per week, on at least 3 days of the week.
- Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
- Each response needs to be at least 75 words in length (does not include your list of references)
- Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
- Follow APA 7th edition
- Points will be deducted if the above is not followed
- Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
- Here are some helpful links
- Student paper example
- Citing Sources
- The Writing Center is a great resource
A Sample Answer For the Assignment: NUR 590 Benchmark-EBP Proposal Project Framework/ Model for Change
Title: NUR 590 Benchmark-EBP Proposal Project Framework/ Model for Change
NUR-590 Syllabus: Evidence-Based Practice Proposal
Section A: Organizational Culture and Readiness
To determine the organizational readiness for the EBP project, a readiness assessment was conducted at the organizational level using Norwegian version of the Evidence-Based Practice Attitude Scale (EBPAS) (Egeland et al., 2016). The assessment indicated that the organization is ready to implement the EBP project. However, the barrier noticed was low level of commitment from the employees towards the adoption of the EBP project. On the other hand, the facilitators observed included the on-site health care providers who were willing to promote the EBP. Moreover, the management also expressed willingness to facilitate the project by establishing sufficient system for personal and professional development (Egeland et al., 2016).
Regarding the high scores, the assessment tool contained nineteen categories and the organizational performed well in seven categories, with the commitment by the management and providers topping the list in the high scores. On the other hand, the low scores were recorded in poor performance in six categories including lack of critical personnel such as librarian to guide employees on EBP application (Egeland et al., 2016). Moreover, the organization did not have tuition reimbursement program that could provide employees with financial incentives for advancing their education.
Concerning incorporation of clinical inquiry, the organization will ensure that health care professionals are given adequate EBP training to enhance their confidence and inspiration for EBP. The training will be crucial in highlighting areas of weakness that need enhancement (Billsten et al., 2018). Consequently, the organization will develop policy to guide EBP implementation and assist in adopting the approved EBP solutions.
Section B: Proposal/Problem Statement and Literature Review
Refining PICOT into Problem Statement
The focus of this EBP project is on cervical cancer. Cervical cancer is among the most prevalent female reproductive cancers. The PICOT developed is, in women age between 20 and 35 years, will evidence-based education on cervical cancer screening compared to lack of education lead to high screening uptake within three months? The burden of cervical cancer continues consistently among the population and it is currently the fourth leading cause of cancer-related deaths among women internationally. Kong et al. (2019) reported a significant increase of about 10.3% in the incidences of cervical cancer between the years 2000 and 2009 with approximately 570,000 new cases of cervical cancer. The study also indicated that younger women aged between 20 and 35 years are the most affected by the condition. However, Kong et al. (2019) identified delay in diagnosis as the primary cause of high mortality among patients since it lowers the survival rates. Moreover, the study reported that the higher prevalence of the cervical cancer among women aged between 20 and 35 can be attributed to the effort to preserve fertility.
Fortunately, among all the cancers affecting reproductive organs of women, cervical cancer is the one that can be easily prevented. In most cases, screening for early detection and prevention of cervical cancer is conducted using Pap smear or Papanicolaou test, which are associated with nearly 70% reduction in cervical cancer mortality rates (Vaccarella et al., 2016). However, despite the massive devastating burden associated cervical cancer, the willingness of women to go for cervical cancer screening remains wanting. As such, this project recommended introduction of education programs on cervical cancer screening among women aged between 20 and 35 years to help in creating awareness and increase their willingness to go for screening. Education is also crucial in addressing the misconceptions that exist in the society concerning cervical cancer screening. Education will also empower women to take responsibility for their lives.
There are several studies that have been conducted that can support the PICOT. Naz et al., (2018) conducted a study with the aim of systematically assessing the effects id educational interventions on cervical cancer screening behavior of women. The systematic review involved searching of the Cochrane library, Web of Science, Science Direct, PubMed, Scopus and search engine of Google scholar for all interventional studies. The study produced thirty seven articles with 15,658 female participants from various parts of the world. Of the thirty seven articles, nearly three quarter delved into the behavior change interventions while nearly one fourth of the articles delved into health education models. The findings of the study revealed that various interventions and health behavior change frameworks offer an effective foundation for cervical cancer prevention. As such, health providers are advised to select educational techniques based on the individual patient situation. However, the limitation in this study is failure to include the grey literature.
On the other hand, Abu et al., (2020) conducted a study to establish the role of health education on cervical cancer screening utilization. The study used two-pronged clustered randomized controlled trial at eight public health centers that provide cervical cancer screening services using visual inspection with acetic acid (VIA) in Addis Ababa, Ethiopia. The study found that provision of focused health education supported by print educational materials improved uptake of cervical cancer screening services. However, the limitation of this study is that it was conducted in urban setting which comprises individuals who can read and write and so, it cannot be generalized in many parts of the country especially in rural settings where most women are age and illiterate.
Musa et al., (2017) also conducted a systematic review to understand the evidence of the effect of cervical cancer education compared to control conditions on the rates cervical cancer screening in qualified women population at risk of cervical cancer. The method used was PICO framework to develop our search strategy. The findings of the systematic review supported the application of theory-based cervical cancer educational interventions to enhance participation of women in cervical cancer screening programs, especially in communities with high illiteracy levels. The limitation of the study is failure to collect secondary outcome data on the value of tests and health insurance coverage in cervical cancer screening and how these variables influenced screening rates in women from different socio-economic status, geographical settings, and age.
References
Abu, S. H., Woldehanna, B. T., Nida, E. T., Tilahun, A. W., Gebremariam, M. Y., & Sisay, M. M. (2020). The role of health education on cervical cancer screening uptake at selected health centers in Addis Ababa. PloS one, 15(10), e0239580. https://doi.org/10.1371/journal.pone.0239580
Billsten, J., Fridell, M., Holmberg, R., & Ivarsson, A. (2018). Organizational Readiness for Change (ORC) test used in the implementation of assessment instruments and treatment methods in a Swedish National study. Journal of substance abuse treatment, 84, 9-16. https://doi.org/10.1016/j.jsat.2017.10.004
Egeland, K. M., Ruud, T., Ogden, T., Lindstrøm, J. C., & Heiervang, K. S. (2016). Psychometric properties of the Norwegian version of the Evidence-Based Practice Attitude Scale (EBPAS): to measure implementation readiness. Health research policy and systems, 14(1), 1-10. https://doi.org/10.1186/s12961-016-0114-3
Kong, Y., Zong, L., Yang, J., Wu, M., & Xiang, Y. (2019). Cervical cancer in women aged 25 years or younger: A retrospective study. Cancer Management and Research, 11, 2051-2058. https://doi.org/10.2147/cmar.s195098
Musa, J., Achenbach, C. J., O’Dwyer, L. C., Evans, C. T., McHugh, M., Hou, L., & Jordan, N. (2017). Effect of cervical cancer education and provider recommendation for screening on screening rates: A systematic review and meta-analysis. PloS one, 12(9), e0183924. https://doi.org/10.1371/journal.pone.0183924
Naz, M. S. G., Kariman, N., Ebadi, A., Ozgoli, G., Ghasemi, V., & Fakari, F. R. (2018). Educational interventions for cervical cancer screening behavior of women: a systematic review. Asian Pacific journal of cancer prevention: APJCP, 19(4), 875. doi: 10.22034/APJCP.2018.19.4.875
Vaccarella, S., Franceschi, S., Zaridze, D., Poljak, M., Veerus, P., Plummer, M., & Bray, F. (2016). Preventable fractions of cervical cancer via effective screening in six Baltic, central, and eastern European countries 2017–40: a population-based study. The Lancet Oncology, 17(10), 1445-1452. https://doi.org/10.1016/S1470-2045(16)30275-3