Assignment Prompt & Instructions
– ## RUBRICPOWERPOINT.docx
– ## MD4AssgnsilvaApart3b1.docx
**## RUBRICPOWERPOINT.docx**
**To Prepare:**
· Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
· Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
· Consider the best method of disseminating the results of your presentation to an audience.
**The Assignment:** (Evidence-Based Project)
_Part 4: Recommending an Evidence-Based Practice Change_
Create an 8- to 9-slide
**narrated** PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
· Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
· Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
· Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
· Add a lessons learned section that includes the following:
· A summary of the critical appraisal of the peer-reviewed articles you previously submitted
· An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
**Alternate Submission Method**
You may also use Kaltura Personal Capture to record your narrated PowerPoint. This option will require you to create your PowerPoint slides first. Then, follow the Personal Capture instructions outlined on the
[Kaltura Media Uploader guideLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/kaltura/index.html). This guide will walk you through downloading the tool and help you become familiar with the features of Personal Capture. When you are ready to begin recording, you may turn off the webcam option so that only "Screen" and "Audio" are enabled. Start your recording and then open your PowerPoint to slide show view. Once the recording is complete, follow the instructions found on the "Posting Your Video in the Classroom Guide" found on the Kaltura Media Uploader page for instructions on how to submit your video. For this option, in addition to submitting your video, you must also upload your PowerPoint file which must include your speaker notes.
**## MD4AssgnsilvaApart3b1.docx**
1
**Part 3B: Critical Appraisal of Research and Best Practice Proposal**
Anthony Silva
Walden University
Professor Connie Cooper DNP
NURS-6052C Essential of Evidence Based Practice
October 10th 2025
Part 3B: Critical Appraisal of Research and Best Practice Proposal
The four appraised studies collectively demonstrate that alarm fatigue among critical care nurses is a pervasive issue linked to stress, burnout, and delayed response to patient alarms. While the studies vary in setting and design, they converge on the conclusion that structured alarm management education, supportive institutional policies, and workload optimization significantly reduce alarm fatigue and improve nurse responsiveness.
**Synthesis of Evidence**
Two of the studies—Alkubati et al. (2024) and Salameh et al. (2024)—used descriptive cross-sectional designs to identify predictors of alarm fatigue across multiple hospitals in Saudi Arabia and Palestine. Both found that high workload, frequent false alarms, and inadequate training increased alarm fatigue levels. Alkubati et al. (2024) reported that alarm fatigue was prevalent among nurses in critical care units and associated with specific demographic and professional characteristics, suggesting that targeted interventions are needed for high-risk groups. Similarly, Salameh et al. (2024) showed a positive correlation between perceived stress and alarm fatigue, highlighting the psychological burden associated with constant alarm exposure.
In contrast, Kibar and Özsaban (2025) provided interventional evidence using a quasi-experimental pre-/post-design. Their 90-minute alarm-management training program significantly improved nurses’ knowledge and alarm-handling behaviors and reduced alarm-fatigue scores (p < 0.001). Observational data also revealed faster response times following training, demonstrating tangible behavioral changes. This study offers practical support for implementing structured education as an effective and feasible intervention.
In line with these results, Nyarko et al. (2024) correlated alarm fatigue with burnout in critical care nurses in Ghana, indicating that institutional alarm policies and years of experience were protective factors. The research highlighted the role of hospital-level policies in the prevention of alarm fatigue and its psychological consequences. Collectively, these findings suggest that individual-level training and organizational-level policy change is needed to maintain change.
**Best Practice Recommendation**
The best practice that arises, according to the synthesis, is the use of a comprehensive alarm-management program that integrates (1) systematic nurse education, (2) institutional development of alarm-policies, and (3) stress-reduction programs. Kibar and Ozsaban (2025) results demonstrate the usefulness of brief and targeted training sessions when it comes to fatigue reduction and alarm responsiveness. Alkubati et al. (2024) and Nyarko et al. (2024) emphasize the need to have system-wide policies that define the standards of alarm management and reduce the number of false or unnecessary alerts. Finally, Salameh et al. (2024) note that alarm fatigue is a precursor and an outcome of psychological stress, therefore, technical interventions must be supported by resilience-building interventions and sustainable nurse-to-patient ratios.
The highlighted best practice can facilitate patient safety by minimizing missed alarms, enhance the welfare of nurses by minimizing stress and burnout, and enhance compliance with international safety standards, such as the recommendations delineated by the American Association of Critical-Care Nurses (AACN). The interventions are both low-risk and cost-effective; therefore, the strategy can be used in a wide variety of critical-care facilities, including resource-constrained ones, where alarm fatigue has been cited as a matter of special concern.
**References**
Alkubati, S. A., Alsaqri, S. H., Alrubaiee, G. G., Almoliky, M. A., Alqalah, T. A. H., Pasay-An, E., Alrasheeday, A. M., & Elsayed, S. M. (2024). Levels and factors of nurses’ alarm fatigue in critical-care settings in Saudi Arabia: A multicenter cross-sectional study.
_Journal of Multidisciplinary Healthcare, 17_, 793–803.
[https://doi.org/10.2147/JMDH.S452933](https://doi.org/10.2147/JMDH.S452933)
Kibar, D., & Özsaban, A. (2025). Impact of alarm management training on adult ICU nurses’ knowledge, behaviour, and fatigue: A quasi-experimental study.
_Journal of Evaluation in Clinical Practice, 31_(4).
[https://doi.org/10.1111/jep.70127](https://doi.org/10.1111/jep.70127)
Nyarko, B. A., Yin, Z., Chai, X., & Yue, L. (2024). Nurses’ alarm fatigue, influencing factors, and its relationship with burnout in the critical-care units: A cross-sectional study.
_Australian Critical Care._ https://doi.org/10.1016/j.aucc.2023.11.012
Salameh, B., Abdallah, J., Alkubati, S. A., AlBashtawy, M., & others. (2024). Alarm fatigue and perceived stress among critical-care nurses in the intensive-care units: Palestinian perspectives.
_BMC Nursing, 23_, 261.
[https://doi.org/10.1186/s12912-024-01897-x](https://doi.org/10.1186/s12912-024-01897-x)
**## MD4AssgnsilvaApart3b1.docx**
1
**Part 3B: Critical Appraisal of Research and Best Practice Proposal**
Anthony Silva
Walden University
Professor Connie Cooper DNP
NURS-6052C Essential of Evidence Based Practice
October 10th 2025
Part 3B: Critical Appraisal of Research and Best Practice Proposal
The four appraised studies collectively demonstrate that alarm fatigue among critical care nurses is a pervasive issue linked to stress, burnout, and delayed response to patient alarms. While the studies vary in setting and design, they converge on the conclusion that structured alarm management education, supportive institutional policies, and workload optimization significantly reduce alarm fatigue and improve nurse responsiveness.
**Synthesis of Evidence**
Two of the studies—Alkubati et al. (2024) and Salameh et al. (2024)—used descriptive cross-sectional designs to identify predictors of alarm fatigue across multiple hospitals in Saudi Arabia and Palestine. Both found that high workload, frequent false alarms, and inadequate training increased alarm fatigue levels. Alkubati et al. (2024) reported that alarm fatigue was prevalent among nurses in critical care units and associated with specific demographic and professional characteristics, suggesting that targeted interventions are needed for high-risk groups. Similarly, Salameh et al. (2024) showed a positive correlation between perceived stress and alarm fatigue, highlighting the psychological burden associated with constant alarm exposure.
In contrast, Kibar and Özsaban (2025) provided interventional evidence using a quasi-experimental pre-/post-design. Their 90-minute alarm-management training program significantly improved nurses’ knowledge and alarm-handling behaviors and reduced alarm-fatigue scores (p < 0.001). Observational data also revealed faster response times following training, demonstrating tangible behavioral changes. This study offers practical support for implementing structured education as an effective and feasible intervention.
In line with these results, Nyarko et al. (2024) correlated alarm fatigue with burnout in critical care nurses in Ghana, indicating that institutional alarm policies and years of experience were protective factors. The research highlighted the role of hospital-level policies in the prevention of alarm fatigue and its psychological consequences. Collectively, these findings suggest that individual-level training and organizational-level policy change is needed to maintain change.
**Best Practice Recommendation**
The best practice that arises, according to the synthesis, is the use of a comprehensive alarm-management program that integrates (1) systematic nurse education, (2) institutional development of alarm-policies, and (3) stress-reduction programs. Kibar and Ozsaban (2025) results demonstrate the usefulness of brief and targeted training sessions when it comes to fatigue reduction and alarm responsiveness. Alkubati et al. (2024) and Nyarko et al. (2024) emphasize the need to have system-wide policies that define the standards of alarm management and reduce the number of false or unnecessary alerts. Finally, Salameh et al. (2024) note that alarm fatigue is a precursor and an outcome of psychological stress, therefore, technical interventions must be supported by resilience-building interventions and sustainable nurse-to-patient ratios.
The highlighted best practice can facilitate patient safety by minimizing missed alarms, enhance the welfare of nurses by minimizing stress and burnout, and enhance compliance with international safety standards, such as the recommendations delineated by the American Association of Critical-Care Nurses (AACN). The interventions are both low-risk and cost-effective; therefore, the strategy can be used in a wide variety of critical-care facilities, including resource-constrained ones, where alarm fatigue has been cited as a matter of special concern.
**References**
Alkubati, S. A., Alsaqri, S. H., Alrubaiee, G. G., Almoliky, M. A., Alqalah, T. A. H., Pasay-An, E., Alrasheeday, A. M., & Elsayed, S. M. (2024). Levels and factors of nurses’ alarm fatigue in critical-care settings in Saudi Arabia: A multicenter cross-sectional study.
_Journal of Multidisciplinary Healthcare, 17_, 793–803.
[https://doi.org/10.2147/JMDH.S452933](https://doi.org/10.2147/JMDH.S452933)
Kibar, D., & Özsaban, A. (2025). Impact of alarm management training on adult ICU nurses’ knowledge, behaviour, and fatigue: A quasi-experimental study.
_Journal of Evaluation in Clinical Practice, 31_(4).
[https://doi.org/10.1111/jep.70127](https://doi.org/10.1111/jep.70127)
Nyarko, B. A., Yin, Z., Chai, X., & Yue, L. (2024). Nurses’ alarm fatigue, influencing factors, and its relationship with burnout in the critical-care units: A cross-sectional study.
_Australian Critical Care._ https://doi.org/10.1016/j.aucc.2023.11.012
Salameh, B., Abdallah, J., Alkubati, S. A., AlBashtawy, M., & others. (2024). Alarm fatigue and perceived stress among critical-care nurses in the intensive-care units: Palestinian perspectives.
_BMC Nursing, 23_, 261.
[https://doi.org/10.1186/s12912-024-01897-x](https://doi.org/10.1186/s12912-024-01897-x)
**## RUBRICPOWERPOINT.docx**
**To Prepare:**
· Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
· Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
· Consider the best method of disseminating the results of your presentation to an audience.
**The Assignment:** (Evidence-Based Project)
_Part 4: Recommending an Evidence-Based Practice Change_
Create an 8- to 9-slide
**narrated** PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
· Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
· Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
· Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
· Add a lessons learned section that includes the following:
· A summary of the critical appraisal of the peer-reviewed articles you previously submitted
· An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
**Alternate Submission Method**
You may also use Kaltura Personal Capture to record your narrated PowerPoint. This option will require you to create your PowerPoint slides first. Then, follow the Personal Capture instructions outlined on the
[Kaltura Media Uploader guideLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/kaltura/index.html). This guide will walk you through downloading the tool and help you become familiar with the features of Personal Capture. When you are ready to begin recording, you may turn off the webcam option so that only "Screen" and "Audio" are enabled. Start your recording and then open your PowerPoint to slide show view. Once the recording is complete, follow the instructions found on the "Posting Your Video in the Classroom Guide" found on the Kaltura Media Uploader page for instructions on how to submit your video. For this option, in addition to submitting your video, you must also upload your PowerPoint file which must include your speaker notes.
**## MD4AssgnsilvaApart3b1.docx**
1
**Part 3B: Critical Appraisal of Research and Best Practice Proposal**
Anthony Silva
Walden University
Professor Connie Cooper DNP
NURS-6052C Essential of Evidence Based Practice
October 10th 2025
Part 3B: Critical Appraisal of Research and Best Practice Proposal
The four appraised studies collectively demonstrate that alarm fatigue among critical care nurses is a pervasive issue linked to stress, burnout, and delayed response to patient alarms. While the studies vary in setting and design, they converge on the conclusion that structured alarm management education, supportive institutional policies, and workload optimization significantly reduce alarm fatigue and improve nurse responsiveness.
**Synthesis of Evidence**
Two of the studies—Alkubati et al. (2024) and Salameh et al. (2024)—used descriptive cross-sectional designs to identify predictors of alarm fatigue across multiple hospitals in Saudi Arabia and Palestine. Both found that high workload, frequent false alarms, and inadequate training increased alarm fatigue levels. Alkubati et al. (2024) reported that alarm fatigue was prevalent among nurses in critical care units and associated with specific demographic and professional characteristics, suggesting that targeted interventions are needed for high-risk groups. Similarly, Salameh et al. (2024) showed a positive correlation between perceived stress and alarm fatigue, highlighting the psychological burden associated with constant alarm exposure.
In contrast, Kibar and Özsaban (2025) provided interventional evidence using a quasi-experimental pre-/post-design. Their 90-minute alarm-management training program significantly improved nurses’ knowledge and alarm-handling behaviors and reduced alarm-fatigue scores (p < 0.001). Observational data also revealed faster response times following training, demonstrating tangible behavioral changes. This study offers practical support for implementing structured education as an effective and feasible intervention.
In line with these results, Nyarko et al. (2024) correlated alarm fatigue with burnout in critical care nurses in Ghana, indicating that institutional alarm policies and years of experience were protective factors. The research highlighted the role of hospital-level policies in the prevention of alarm fatigue and its psychological consequences. Collectively, these findings suggest that individual-level training and organizational-level policy change is needed to maintain change.
**Best Practice Recommendation**
The best practice that arises, according to the synthesis, is the use of a comprehensive alarm-management program that integrates (1) systematic nurse education, (2) institutional development of alarm-policies, and (3) stress-reduction programs. Kibar and Ozsaban (2025) results demonstrate the usefulness of brief and targeted training sessions when it comes to fatigue reduction and alarm responsiveness. Alkubati et al. (2024) and Nyarko et al. (2024) emphasize the need to have system-wide policies that define the standards of alarm management and reduce the number of false or unnecessary alerts. Finally, Salameh et al. (2024) note that alarm fatigue is a precursor and an outcome of psychological stress, therefore, technical interventions must be supported by resilience-building interventions and sustainable nurse-to-patient ratios.
The highlighted best practice can facilitate patient safety by minimizing missed alarms, enhance the welfare of nurses by minimizing stress and burnout, and enhance compliance with international safety standards, such as the recommendations delineated by the American Association of Critical-Care Nurses (AACN). The interventions are both low-risk and cost-effective; therefore, the strategy can be used in a wide variety of critical-care facilities, including resource-constrained ones, where alarm fatigue has been cited as a matter of special concern.
**References**
Alkubati, S. A., Alsaqri, S. H., Alrubaiee, G. G., Almoliky, M. A., Alqalah, T. A. H., Pasay-An, E., Alrasheeday, A. M., & Elsayed, S. M. (2024). Levels and factors of nurses’ alarm fatigue in critical-care settings in Saudi Arabia: A multicenter cross-sectional study.
_Journal of Multidisciplinary Healthcare, 17_, 793–803.
[https://doi.org/10.2147/JMDH.S452933](https://doi.org/10.2147/JMDH.S452933)
Kibar, D., & Özsaban, A. (2025). Impact of alarm management training on adult ICU nurses’ knowledge, behaviour, and fatigue: A quasi-experimental study.
_Journal of Evaluation in Clinical Practice, 31_(4).
[https://doi.org/10.1111/jep.70127](https://doi.org/10.1111/jep.70127)
Nyarko, B. A., Yin, Z., Chai, X., & Yue, L. (2024). Nurses’ alarm fatigue, influencing factors, and its relationship with burnout in the critical-care units: A cross-sectional study.
_Australian Critical Care._ https://doi.org/10.1016/j.aucc.2023.11.012
Salameh, B., Abdallah, J., Alkubati, S. A., AlBashtawy, M., & others. (2024). Alarm fatigue and perceived stress among critical-care nurses in the intensive-care units: Palestinian perspectives.
_BMC Nursing, 23_, 261.
[https://doi.org/10.1186/s12912-024-01897-x](https://doi.org/10.1186/s12912-024-01897-x)
**## RUBRICPOWERPOINT.docx**
**To Prepare:**
· Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
· Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
· Consider the best method of disseminating the results of your presentation to an audience.
**The Assignment:** (Evidence-Based Project)
_Part 4: Recommending an Evidence-Based Practice Change_
Create an 8- to 9-slide
**narrated** PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
· Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
· Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
· Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
· Add a lessons learned section that includes the following:
· A summary of the critical appraisal of the peer-reviewed articles you previously submitted
· An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
**Alternate Submission Method**
You may also use Kaltura Personal Capture to record your narrated PowerPoint. This option will require you to create your PowerPoint slides first. Then, follow the Personal Capture instructions outlined on the
[Kaltura Media Uploader guideLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/kaltura/index.html). This guide will walk you through downloading the tool and help you become familiar with the features of Personal Capture. When you are ready to begin recording, you may turn off the webcam option so that only "Screen" and "Audio" are enabled. Start your recording and then open your PowerPoint to slide show view. Once the recording is complete, follow the instructions found on the "Posting Your Video in the Classroom Guide" found on the Kaltura Media Uploader page for instructions on how to submit your video. For this option, in addition to submitting your video, you must also upload your PowerPoint file which must include your speaker notes.
**## MD4AssgnsilvaApart3b1.docx**
1
**Part 3B: Critical Appraisal of Research and Best Practice Proposal**
Anthony Silva
Walden University
Professor Connie Cooper DNP
NURS-6052C Essential of Evidence Based Practice
October 10th 2025
Part 3B: Critical Appraisal of Research and Best Practice Proposal
The four appraised studies collectively demonstrate that alarm fatigue among critical care nurses is a pervasive issue linked to stress, burnout, and delayed response to patient alarms. While the studies vary in setting and design, they converge on the conclusion that structured alarm management education, supportive institutional policies, and workload optimization significantly reduce alarm fatigue and improve nurse responsiveness.
**Synthesis of Evidence**
Two of the studies—Alkubati et al. (2024) and Salameh et al. (2024)—used descriptive cross-sectional designs to identify predictors of alarm fatigue across multiple hospitals in Saudi Arabia and Palestine. Both found that high workload, frequent false alarms, and inadequate training increased alarm fatigue levels. Alkubati et al. (2024) reported that alarm fatigue was prevalent among nurses in critical care units and associated with specific demographic and professional characteristics, suggesting that targeted interventions are needed for high-risk groups. Similarly, Salameh et al. (2024) showed a positive correlation between perceived stress and alarm fatigue, highlighting the psychological burden associated with constant alarm exposure.
In contrast, Kibar and Özsaban (2025) provided interventional evidence using a quasi-experimental pre-/post-design. Their 90-minute alarm-management training program significantly improved nurses’ knowledge and alarm-handling behaviors and reduced alarm-fatigue scores (p < 0.001). Observational data also revealed faster response times following training, demonstrating tangible behavioral changes. This study offers practical support for implementing structured education as an effective and feasible intervention.
In line with these results, Nyarko et al. (2024) correlated alarm fatigue with burnout in critical care nurses in Ghana, indicating that institutional alarm policies and years of experience were protective factors. The research highlighted the role of hospital-level policies in the prevention of alarm fatigue and its psychological consequences. Collectively, these findings suggest that individual-level training and organizational-level policy change is needed to maintain change.
**Best Practice Recommendation**
The best practice that arises, according to the synthesis, is the use of a comprehensive alarm-management program that integrates (1) systematic nurse education, (2) institutional development of alarm-policies, and (3) stress-reduction programs. Kibar and Ozsaban (2025) results demonstrate the usefulness of brief and targeted training sessions when it comes to fatigue reduction and alarm responsiveness. Alkubati et al. (2024) and Nyarko et al. (2024) emphasize the need to have system-wide policies that define the standards of alarm management and reduce the number of false or unnecessary alerts. Finally, Salameh et al. (2024) note that alarm fatigue is a precursor and an outcome of psychological stress, therefore, technical interventions must be supported by resilience-building interventions and sustainable nurse-to-patient ratios.
The highlighted best practice can facilitate patient safety by minimizing missed alarms, enhance the welfare of nurses by minimizing stress and burnout, and enhance compliance with international safety standards, such as the recommendations delineated by the American Association of Critical-Care Nurses (AACN). The interventions are both low-risk and cost-effective; therefore, the strategy can be used in a wide variety of critical-care facilities, including resource-constrained ones, where alarm fatigue has been cited as a matter of special concern.
**References**
Alkubati, S. A., Alsaqri, S. H., Alrubaiee, G. G., Almoliky, M. A., Alqalah, T. A. H., Pasay-An, E., Alrasheeday, A. M., & Elsayed, S. M. (2024). Levels and factors of nurses’ alarm fatigue in critical-care settings in Saudi Arabia: A multicenter cross-sectional study.
_Journal of Multidisciplinary Healthcare, 17_, 793–803.
[https://doi.org/10.2147/JMDH.S452933](https://doi.org/10.2147/JMDH.S452933)
Kibar, D., & Özsaban, A. (2025). Impact of alarm management training on adult ICU nurses’ knowledge, behaviour, and fatigue: A quasi-experimental study.
_Journal of Evaluation in Clinical Practice, 31_(4).
[https://doi.org/10.1111/jep.70127](https://doi.org/10.1111/jep.70127)
Nyarko, B. A., Yin, Z., Chai, X., & Yue, L. (2024). Nurses’ alarm fatigue, influencing factors, and its relationship with burnout in the critical-care units: A cross-sectional study.
_Australian Critical Care._ https://doi.org/10.1016/j.aucc.2023.11.012
Salameh, B., Abdallah, J., Alkubati, S. A., AlBashtawy, M., & others. (2024). Alarm fatigue and perceived stress among critical-care nurses in the intensive-care units: Palestinian perspectives.
_BMC Nursing, 23_, 261.
[https://doi.org/10.1186/s12912-024-01897-x](https://doi.org/10.1186/s12912-024-01897-x)
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