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Journal articles on the topic 'Outcomes'

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Author: Grafiati

Published: 4 June 2021

Last updated: 18 May 2024

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1

Rothen, Hans Ulrich, and Jukka Takala. "Can outcome prediction data change patient outcomes and organizational outcomes?" Current Opinion in Critical Care 14, no. 5 (October 2008): 513–19. http://dx.doi.org/10.1097/mcc.0b013e32830864e9.

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2

Gunderman, R. B. "The outcome of medical outcomes assessment." Academic Medicine 72, no. 8 (August 1997): 682–7. http://dx.doi.org/10.1097/00001888-199708000-00012.

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3

Richards, Derek. "Outcomes, what outcomes?" Evidence-Based Dentistry 6, no. 1 (March 2005): 1. http://dx.doi.org/10.1038/sj.ebd.6400313.

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4

Turk, Dennis C. "Here We Go Again: Outcomes, Outcomes, Outcomes." Clinical Journal of Pain 15, no. 4 (December 1999): 241–43. http://dx.doi.org/10.1097/00002508-199912000-00001.

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5

Williams, Janet, Wendy Chung, Alex Fedotov, Krzysztof Kiryluk, Chunhua Weng, John Connolly, Margaret Harr, et al. "Harmonizing Outcomes for Genomic Medicine: Comparison of eMERGE Outcomes to ClinGen Outcome/Intervention Pairs." Healthcare 6, no. 3 (July 13, 2018): 83. http://dx.doi.org/10.3390/healthcare6030083.

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Genomic medicine is moving from research to the clinic. There is a lack of evidence about the impact of genomic medicine interventions on health outcomes. This is due in part to a lack of standardized outcome measures that can be used across different programs to evaluate the impact of interventions targeted to specific genetic conditions. The eMERGE Outcomes working group (OWG) developed measures to collect information on outcomes following the return of genomic results to participants for several genetic disorders. These outcomes were compared to outcome intervention pairs for genetic disorders developed independently by the ClinGen Actionability working group (AWG). In general, there was concordance between the defined outcomes between the two groups. The ClinGen outcomes tended to be from a higher level and the AWG scored outcomes represented a subset of outcomes referenced in the accompanying AWG evidence review. eMERGE OWG outcomes were more detailed and discrete, facilitating a collection of relevant information from the health records. This paper demonstrates that common outcomes for genomic medicine interventions can be identified. Further work is needed to standardize outcomes across genomic medicine implementation projects and to make these publicly available to enhance dissemination and assist in making precision public health a reality.

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6

Burd, Andrew. "Outcomes affect effective outcomes." Journal of Plastic, Reconstructive & Aesthetic Surgery 59, no. 11 (November 2006): 1247–48. http://dx.doi.org/10.1016/j.bjps.2006.04.005.

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7

Wey, Andrew, Allyson Hart, Nicholas Salkowski, Melissa Skeans, Bertram L. Kasiske, Ajay K. Israni, and Jon J. Snyder. "Posttransplant outcome assessments at listing: Long‐term outcomes are more important than short‐term outcomes." American Journal of Transplantation 20, no. 10 (May 5, 2020): 2813–21. http://dx.doi.org/10.1111/ajt.15911.

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8

Miller, Ralph R., and Helena Matute. "Competition Between Outcomes." Psychological Science 9, no. 2 (March 1998): 146–49. http://dx.doi.org/10.1111/1467-9280.00028.

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In both Pavlovian conditioning and human causal judgment, competition between cues is well known to occur when multiple cues are presented in compound and followed by an outcome. More questionable is the occurrence of competition between outcomes when a single cue is followed by multiple outcomes presented in compound. In the experiment reported here, we demonstrated blocking (a type of stimulus competition) between outcomes. When the cue predicted one outcome, its ability to predict a second outcome that was presented in compound with the first outcome was reduced. The procedure minimized the likelihood that the observed competition between outcomes arose from selective attention. The competition between outcomes that we observed is problematic for contemporary theories of learning.

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9

LAMONT, THOMAS J., and JAN E. CLARKSON. "CORE OUTCOME SETS AND DENTAL PATIENT REPORTED OUTCOMES." Journal of Evidence-Based Dental Practice 22, no. 1 (January 2022): 101659. http://dx.doi.org/10.1016/j.jebdp.2021.101659.

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10

Ferrannini, Ele. "EMPA-REG OUTCOME®: Macrovascular and microvascular outcomes." Diabetes Research and Clinical Practice 120 (October 2016): S37. http://dx.doi.org/10.1016/s0168-8227(16)30987-1.

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11

CLIFFORD, PAUL. "M is for outcome: The CORE outcomes initiative." Journal of Mental Health 7, no. 1 (January 1998): 19–24. http://dx.doi.org/10.1080/09638239818300.

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12

Reed, C. S., and R. E. Brown. "Outcome–asset impact model: linking outcomes and assets." Evaluation and Program Planning 24, no. 3 (August 2001): 287–95. http://dx.doi.org/10.1016/s0149-7189(01)00024-6.

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13

Herbert, Robert, Gro Jamtvedt, Judy Mead, and Kåre Birger Hagen. "Outcome measures measure outcomes, not effects of intervention." Australian Journal of Physiotherapy 51, no. 1 (2005): 3–4. http://dx.doi.org/10.1016/s0004-9514(05)70047-7.

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14

Borowski, D. W., D. M. Bradburn, S. J. Mills, B. Bharathan, R. G. Wilson, A. A. Ratcliffe, and S. B. Kelly. "Volume-outcome analysis of colorectal cancer-related outcomes." British Journal of Surgery 97, no. 9 (May 26, 2010): 1416–30. http://dx.doi.org/10.1002/bjs.7111.

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15

X.R, Stefi Merin. "The Intentions of Repatriate’s Outcomes." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (July 25, 2020): 1944–47. http://dx.doi.org/10.5373/jardcs/v12sp7/20202308.

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16

Quatbayevich, Urinbayev Saginbay. "LEARNING OUTCOMES IN MATHEMATICS EDUCATION." International Journal of Advance Scientific Research 4, no. 3 (March 1, 2024): 160–63. http://dx.doi.org/10.37547/ijasr-04-03-29.

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The research investigates the effective integration of Digital Educational Resources (DERs) into mathematics instruction by utilizing constructivism, socio-cultural theory, multiple intelligences, and the TPACK framework. This approach aligns with pedagogical best practices and promotes active learning, collaboration, and differentiated instruction. It also analyzes the advantages and drawbacks of digital and conventional teaching techniques in the field of mathematics education.

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17

Wells, George A., Peter Tugwell, Gunnar Tomasson, Francis Guillemin, Lara J. Maxwell, Beverley J. Shea, Shawna Grosskleg, Peter A. Merkel, Lyn March, and Dorcas E. Beaton. "Composite outcomes at OMERACT: Multi-outcome domains and composite outcome domains." Seminars in Arthritis and Rheumatism 51, no. 6 (December 2021): 1370–77. http://dx.doi.org/10.1016/j.semarthrit.2021.11.001.

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18

Gill, Inderbir S. "W3:Laparoscopic Radical Prostatectomy : Current Techniques and Outcomes(Keynote Lecture,Workshop 3 「Laparoscopic Radical Prostatectomy-Outcome of Each Approach」)." Japanese Journal of Urology 97, no. 2 (2006): 192. http://dx.doi.org/10.5980/jpnjurol.97.192_2.

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19

Blumner, Jacob S. "Outcomes from the Outcomes Books." WAC Journal 16, no. 1 (2005): 114–17. http://dx.doi.org/10.37514/wac-j.2005.16.1.09.

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20

Yang, Yi-You. "Accessible outcomes versus absorbing outcomes." Mathematical Social Sciences 62, no. 1 (July 2011): 65–70. http://dx.doi.org/10.1016/j.mathsocsci.2011.04.008.

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21

Lavanya, C. "Assessment and Attainment of Course Outcomes and Program Outcomes." Journal of Engineering Education Transformations 35, no. 4 (April 1, 2022): 104–11. http://dx.doi.org/10.16920/jeet/2022/v35i4/22109.

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Abstract: Outcome Based Education (OBE) is an approach in the field of engineering education, accepted in recent years all over the world. Output in terms of Cumulative Grade Points Average (CGPA), pass percentage, etc. has been the traditional measurement in education whereas outcome focuses on the level of transformation and achievement in the student. Every institution endeavours to fulfil its mission through its programs which constitute courses and learning activities. The program objectives guide to form the program outcomes, which need to align with universally accepted graduate attributes. These are mapped to the course outcomes whose knowledge levels can be guided by Blooms Taxonomy. Achievement of program objectives can be judged only through the attainment of program outcomes which are indicated by the attainment of the outcomes of the courses which constitute the program. Therefore, assessment tools and attainment methods for the course outcomes and program outcomes are required to indicate the level of transformation at each level. This paper presents a methodology to calculate the attainment of course outcomes and program outcomes and provides the recommended threshold values to identify the extent of desired transformation in a student after a teaching learning process. Awareness and implementation of these assessment methods with systematic review of thresholds and consequent course correction measures can have a profound impact on student success and mission accomplishments of institutions. Keywords: Assessment, Attainment, Course Outcomes, Program Outcomes, Outcome Based Education, Blooms Taxonomy

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22

Cripps-Ludlum, Jennifer. "Outcomes." Perspectives on Administration and Supervision 16, no. 1 (March 2006): 14–16. http://dx.doi.org/10.1044/aas16.1.14.

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23

Ganzfried, Ellayne, and Tess Kirsch. "Outcomes." Perspectives on Administration and Supervision 16, no. 2 (June 2006): 13–15. http://dx.doi.org/10.1044/aas16.2.13.

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24

Jennings, Bonnie Mowinski. "Outcomes." AACN Clinical Issues: Advanced Practice in Acute and Critical Care 6, no. 1 (February 1995): 79–88. http://dx.doi.org/10.1097/00044067-199502000-00011.

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25

Mani, Raj. "Outcomes." International Journal of Lower Extremity Wounds 3, no. 3 (September 2004): 117–18. http://dx.doi.org/10.1177/153473460400300301.

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26

Zheng, Linda, Hemamalini Arvind, and David Wechsler. "Outcomes." Journal of Glaucoma 25, no. 3 (March 2016): 317–23. http://dx.doi.org/10.1097/ijg.0000000000000235.

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27

Ysseldyke, James. "Outcomes." Special Services in the Schools 9, no. 2 (April 20, 1995): 1–10. http://dx.doi.org/10.1300/j008v09n02_01.

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28

Peters, Donna Ambler. "Outcomes." Journal of Nursing Care Quality 10, no. 1 (October 1995): 61–69. http://dx.doi.org/10.1097/00001786-199510010-00010.

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29

Walton, Richard E. "Outcomes." Journal of Endodontics 39, no. 3 (March 2013): S63—S66. http://dx.doi.org/10.1016/j.joen.2012.11.032.

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30

Walley, T. "Outcomes." Postgraduate Medical Journal 71, no. 837 (July 1, 1995): 446–47. http://dx.doi.org/10.1136/pgmj.71.837.446-c.

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31

Pisani, Francesco, and Carlotta Spagnoli. "Neonatal Seizures: A Review of Outcomes and Outcome Predictors." Neuropediatrics 47, no. 01 (November 20, 2015): 012–19. http://dx.doi.org/10.1055/s-0035-1567873.

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32

Kovach, Christine R. "Outcomes Part I: What Makes a Good Outcome Measure?" Research in Gerontological Nursing 12, no. 6 (November 1, 2019): 271–73. http://dx.doi.org/10.3928/19404921-20191024-01.

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33

Kovach, Christine R. "Outcomes Part II: What Makes a Bad Outcome Measure?" Research in Gerontological Nursing 13, no. 1 (January 1, 2020): 2–4. http://dx.doi.org/10.3928/19404921-20191206-01.

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34

Rastrick, Suzanne, and Joanne Fillingham. "Citizen outcomes and the chain of outcome measure delivery." International Journal of Therapy and Rehabilitation 23, no. 1 (January 2, 2016): 6–7. http://dx.doi.org/10.12968/ijtr.2016.23.1.6.

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35

Dennis, M. "Emotional outcomes after stroke: factors associated with poor outcome." Journal of Neurology, Neurosurgery & Psychiatry 68, no. 1 (January 1, 2000): 47–52. http://dx.doi.org/10.1136/jnnp.68.1.47.

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36

Dickinson, M. G., C. E. Kelty, E. A. Crittenden, D. K. Donahue, E. R. Thomas, J. R. Everly, M. D. Sligh, et al. "Psychosocial Outcome Categories to Better Understand Outcomes After VAD." Journal of Heart and Lung Transplantation 37, no. 4 (April 2018): S474. http://dx.doi.org/10.1016/j.healun.2018.01.1233.

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37

Braithwaite, J., J. Westbrook, and L. Lazarus. "What will be the outcome of the outcomes movement?" Australian and New Zealand Journal of Medicine 25, no. 6 (December 1995): 731–35. http://dx.doi.org/10.1111/j.1445-5994.1995.tb02862.x.

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38

John, Alexandra, Pamela Enderby, and Anthony Hughes. "Benchmarking outcomes in dysphasia using the Therapy Outcome Measure." Aphasiology 19, no. 2 (February 2005): 165–78. http://dx.doi.org/10.1080/0268703044000679.

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39

Walley, Tom. "Outcomes, Outcomes Research and Disease Management." Disease Management and Health Outcomes 5, no. 4 (1999): 197–207. http://dx.doi.org/10.2165/00115677-199905040-00002.

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40

Lipscomb, Joseph, and Claire F. Snyder. "The Outcomes of Cancer Outcomes Research." Medical Care 40, Supplement (June 2002): III—3—III—10. http://dx.doi.org/10.1097/00005650-200206001-00002.

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41

Islamovna, Zakirova Nodira, Abdullaeva Nigora Erkinovna, and Xaydarova Diyora Sukhrobovna. "FETAL MACROSOMIA. OBSTETRIC AND PERINATAL OUTCOMES." International Journal of Medical Sciences And Clinical Research 4, no. 2 (February 1, 2024): 82–86. http://dx.doi.org/10.37547/ijmscr/volume04issue02-12.

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One of the significant medical and social problems is pregnancy and childbirth in the presence of a large fetus. Macrosomia in most literature is defined as birth weight >4000 g and occurs in 10% of pregnancies. This condition is associated with risks for both the mother and the fetus: the frequen-cy of cesarean section, trauma to the birth canal, shoulder dystocia and perinatal asphyxia increas-es.

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42

Leo, Donato G., Helen Jones, Rebecca Murphy, Justin Wei Leong, Tina Gambling, Andrew F. Long, Jennifer Laine, and Daniel C. Perry. "The outcomes of Perthes’ disease." Bone & Joint Journal 102-B, no. 5 (May 2020): 611–17. http://dx.doi.org/10.1302/0301-620x.102b5.bjj-2020-0072.

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Aims To identify a suite of the key physical, emotional, and social outcomes to be employed in clinical practice and research concerning Perthes' disease in children. Methods The study follows the guidelines of the COMET-Initiative (Core Outcome Measures in Effectiveness Trials). A systematic review of the literature was performed to identify a list of outcomes reported in previous studies, which was supplemented by a qualitative study exploring the experiences of families affected by Perthes’ disease. Collectively, these outcomes formed the basis of a Delphi survey (two rounds), where 18 patients with Perthes’ disease, 46 parents, and 36 orthopaedic surgeons rated each outcome for importance. The International Perthes Study Group (IPSG) (Dallas, Texas, USA (October 2018)) discussed outcomes that failed to reach any consensus (either ‘in’ or ‘out’) before a final consensus meeting with representatives of surgeons, patients, and parents. Results In total, 23 different outcome domains were identified from the systematic review, and a further ten from qualitative interviews. After round one of the Delphi survey, participants suggested five further outcome domains. A total of 38 outcomes were scored in round two of the Delphi. Among these, 16 outcomes were scored over the prespecified 70% threshold for importance (divided into six main categories: adverse events; life impact; resource use; pathophysiological manifestations; death; and technical considerations). Following the final consensus meeting, 14 outcomes were included in the final Core Outcome Set (COS). Conclusion Core Outcome Sets (COSs) are important to improve standardization of outcomes in clinical research and to aid communication between patients, clinicians, and funding bodies. The results of this study should be a catalyst to develop high-quality clinical research in order to determine the optimal treatments for children with Perthes’ disease. Cite this article: Bone Joint J 2020;102-B(5):611–617.

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43

Quigley, Martyn C., Carla J. Eatherington, and Mark Haselgrove. "Learned changes in outcome associability." Quarterly Journal of Experimental Psychology 72, no. 2 (January 1, 2018): 209–21. http://dx.doi.org/10.1080/17470218.2017.1344258.

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When a cue reliably predicts an outcome, the associability of that cue will change. Associative theories of learning propose this change will persist even when the same cue is paired with a different outcome. These theories, however, do not extend the same privilege to an outcome; an outcome’s learning history is deemed to have no bearing on subsequent new learning involving that outcome. Two experiments were conducted which sought to investigate this assumption inherent in these theories using a serial letter-prediction task. In both experiments, participants were exposed, in Stage 1, to a predictable outcome (‘X’) and an unpredictable outcome (‘Z’). In Stage 2, participants were exposed to the same outcomes preceded by novel cues which were equally predictive of both outcomes. Both experiments revealed that participants’ learning towards the previously predictable outcome was more rapid in Stage 2 than the previously unpredicted outcome. The implications of these results for theories of associative learning are discussed.

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44

Saldanha, Ian J., Susanna Dodd, Rebecca Fish, Sarah L. Gorst, Deborah A. Hall, Pamela Jacobsen, Jamie J. Kirkham, Dominic Trepel, and Paula R. Williamson. "Comparison of published core outcome sets with outcomes recommended in regulatory guidance from the US Food and Drug Administration and European Medicines Agency: cross sectional analysis." BMJ Medicine 1, no. 1 (November 2022): e000233. http://dx.doi.org/10.1136/bmjmed-2022-000233.

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ObjectiveTo compare the outcomes in published core outcome sets with the outcomes recommended in corresponding guidance documents from the European Medicines Agency (EMA) and US Food and Drug Administration (FDA), matched by health condition.DesignCross sectional analysis.SettingUS and Europe.PopulationSample of core outcome sets related to drugs, devices, and gene therapy that involved patients in the consensus process, published between 1 January 2015 and 31 December 2019; and corresponding EMA and FDA guidance documents.Main outcome measuresThe extent of matches between outcomes included within core outcome sets and those recommended in corresponding EMA and FDA guidance documents were assessed. Matches were considered to be general (ie, non-specific) or specific (ie, exact). General matches were assessed to determine whether the core outcome set or guidance document outcome was narrower.ResultsRelevant guidance documents were found for for 38 (39%) of 98 eligible published core outcome sets. Among outcomes in core outcome sets, medians of 70% (interquartile range 48-86%) and 52% (33-77%) were matches with outcomes recommended in EMA and FDA documents, respectively. Medians of 46% (27-68%) and 26% (18-46%) were specific matches with outcomes in EMA and FDA documents, respectively. When outcomes were generally matched, the outcomes from core outcome sets were more frequently narrower than the regulatory outcomes (83% and 75% for EMA and FDA, respectively).ConclusionGreater adoption of, and reference to, core outcome sets in regulatory guidance documents can encourage clinical trialists, especially those in industry, to measure and report consistent and agreed outcomes and improve the quality of guidance. Given the overlap between outcomes in core outcome sets and regulatory guidance, and given that most core outcome sets now involve patients in the consensus process, these sets could serve as a useful resource for regulators when recommending outcomes for studies evaluating regulated products. Developers are encouraged to appraise recommended outcomes in salient regulatory documents when planning a core outcome set.

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45

Kumar, K. S. Ananda, Bekele Worku, Sisay Muleta Hababa, Balakrishna R, and Prasad A Y. "Outcome-Based Education: A Case Study on Course Outcomes, Program Outcomes and Attainment for Big data Analytics Course." Journal of Engineering Education Transformations 35, no. 2 (October 1, 2021): 63–72. http://dx.doi.org/10.16920/jeet/2021/v35i2/22072.

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Abstract: The key aspect of Outcome-Based Education (OBE) is an assessment of learning outcomes. OBE assessment of the outcomes of the course is the most critical feature required to improve the quality of education. Learning outcomes are concrete, formal statements that state what students are expected to learn in a course. Program Outcomes (POs) are the knowledge, skills, and attitudes that students should have at the end of the course. POs can be measured through Course Outcomes (COs) which are broad statements indicating knowledge, skills acquired at the end of the course. The results of each course are based on COs and POs. An innovative method is needed for assessing the COs and POs. This paper details the CO-PO matrix analysis and CO-PO attainment analysis for Big data analytics course. This study aims to give an effective strategy for evaluating COs and POs, beginning with the formulation of COs using Bloom's Taxonomy. In this methodology by using the students' performance in internalassessment, end exam, assignments, and course exit feedback; calculate the attainment of the course. The proposed method assists in the creation of effective lesson plans, high-quality question papers, and effective rubrics for course evaluation. The outcomebased approach necessitates a paradigm shift in thecurriculum process and how the learner is empowered to achieve outcomes. Keywords: Attainment, Course Outcomes, Outcome Based Education, Program Outcomes, Program Evaluation, Student Evaluation.

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46

Young, Amber E., Anna Davies, Sophie Bland, Sara Brookes, and Jane M. Blazeby. "Systematic review of clinical outcome reporting in randomised controlled trials of burn care." BMJ Open 9, no. 2 (February 2019): e025135. http://dx.doi.org/10.1136/bmjopen-2018-025135.

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IntroductionSystematic reviews collate trial data to provide evidence to support clinical decision-making. For effective synthesis, there must be consistency in outcome reporting. There is no agreed set of outcomes for reporting the effect of burn care interventions. Issues with outcome reporting have been identified, although not systematically investigated. This study gathers empirical evidence on any variation in outcome reporting and assesses the need for a core outcome set for burn care research.MethodsElectronic searches of four search engines were undertaken from January 2012 to December 2016 for randomised controlled trials (RCTs), using medical subject headings and free text terms including ‘burn’, ‘scald’ ‘thermal injury’ and ‘RCT’. Two authors independently screened papers, extracted outcomes verbatim and recorded the timing of outcome measurement. Duplicate outcomes (exact wording ± different spelling), similar outcomes (albumin in blood, serum albumin) and identical outcomes measured at different times were removed. Variation in outcome reporting was determined by assessing the number of unique outcomes reported across all included trials. Outcomes were classified into domains. Bias was reduced using five researchers and a patient working independently and together.Results147 trials were included, of which 127 (86.4%) were RCTs, 13 (8.8%) pilot studies and 7 (4.8%) RCT protocols. 1494 verbatim clinical outcomes were reported; 955 were unique. 76.8% of outcomes were measured within 6 months of injury. Commonly reported outcomes were defined differently. Numbers of unique outcomes per trial varied from one to 37 (median 9; IQR 5,13). No single outcome was reported across all studies demonstrating inconsistency of reporting. Outcomes were classified into 54 domains. Numbers of outcomes per domain ranged from 1 to 166 (median 11; IQR 3,24).ConclusionsThis review has demonstrated heterogeneity in outcome reporting in burn care research which will hinder amalgamation of study data. We recommend the development of a Core Outcome Set.PROSPERO registration numberCRD42017060908.

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47

Mynott, John Paul. "Lesson study outcomes: a theoretical model." International Journal for Lesson and Learning Studies 8, no. 2 (April 8, 2019): 117–34. http://dx.doi.org/10.1108/ijlls-08-2018-0057.

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Purpose Lesson study (LS) research is disadvantaged by a lack of clarity surrounding the potential outcomes an LS cycle can produce for participant learning. The purpose of this paper is to set out a model of the potential outcomes an LS cycle can achieve. The model identifies the limitations that can occur in LS groups and how these limitations impact on the overall outcomes for participants. Design/methodology/approach Case studies are used to exemplify the different outcomes in the model taken from five years of LS work in a primary school in England. The case studies shape the four different outcomes of the model, defining and contextualising the attributes and characteristics of each outcome. Findings The model presented indicates that there are four key outcomes for LS cycles, with the most common outcome being a form of limited learning. The paper explores the limitations of time, collaboration and expertise to articulate how each of these limiting factors has a bearing on the overall outcome for an LS cycle. Research limitations/implications The model is currently based on a singular educational setting. This means that each outcome needs further exploration through wider LS work in order to clarify and refine the outcome model. Practical implications The outcome model will support the development of a shared vocabulary for discussing LS cycles. By articulating where on the outcome model an LS is, it is possible for researchers to discuss how to reduce the impact of limitations and other challenges to LS, enabling research to develop a more evaluation-led approach to using LS. Originality/value The outcome model supports LS researchers in articulating the outcomes of their LS cycles with a shared vocabulary. It addresses understudied areas of LS research, namely failed and dysfunctional LS cycles and identifies that while an LS can bring the potential for participant learning, the cycle outcomes are the starting point for participant change.

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48

Hinkle, Janice L. "Iowa Outcomes Project: Nursing Outcomes Classification (NOC)." Journal of Neuroscience Nursing 30, no. 4 (August 1998): 266. http://dx.doi.org/10.1097/01376517-199808000-00011.

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49

Smith, Scott R., Emily L. Evans, Derek S. Brown, Kerry A. Reynolds, and Justin W. Timbie. "Economic Outcomes in Patient-Centered Outcomes Research." Medical Care 61, no. 12 (November 9, 2023): S89—S91. http://dx.doi.org/10.1097/mlr.0000000000001943.

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50

Wolf, Zane Robinson. "Outcomes Assessment: Identifying Nurse-Caring-Sensitive Outcomes." International Journal for Human Caring 28, no. 1 (January 10, 2024): 1–2. http://dx.doi.org/10.20467/ijhc-2022-0012.

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