232 Chapter 8 behavior' [41]. Health issues such as obesity and diabetes mellitus can be prevented through better education, promotion of healthy behavior, and training health skills. During my PhD trajectory, we improved the regular pressure ulcer (PU) prevalence measurements. These are now performed by certified nurses, and performed three times per year since 2022. Having nursing students assist in these measurements seems to be a promising strategy to enhance their PU knowledge and motivation to contribute to PU prevention. Students who assisted in prevalence measurements began to view their patients differently afterwards. This hands-on experience not only deepens their understanding of the importance of PU prevention, but also fosters a sense of responsibility and engagement in their future clinical practice. In contrast to the increased attention towards prevention in nursing education, implementation is only briefly mentioned in BN2030 [39] as part of becoming a reflective evidence-based practice professional. To ensure more patients receiving evidence-based care while reducing unnecessary care, implementation and de-implementation should be integrated in BN2040 (chapters 2, 3 and 6). When I taught in an implementation science course, I noted that the students had difficulty comprehending various aspects of implementation science, such as the distinction between intervention and implementation studies. While innovation studies focus on researching the effectiveness of a new intervention, implementation studies investigate the effectiveness of strategies to get others to adopt and use the intervention. This distinction is crucial for students to grasp, as it influences both their research approach and clinical practice. Curran [42] highlighted this gap and provided a brief discussion paper with a simple slide explaining the differences. However, is this solely sufficient to bridge the understanding? Another common challenge was navigation the numerous theories, models, and frameworks (TMFs) in implementation science. Students often struggle to understand how these TMFs interconnect and how to choose the appropriate one for a given context. Integrating insights from Nilsen [43] and Smith, Li and Rafferty [13] into a visual representation could help clarify these relationships, guiding students in applying TMFs effectively at each stage of implementation. Another common challenge for students was how to select implementation strategies based on identified determinants. As we also found in our systematic reviews (Chapters 2, 3 and 6), which often mentioned identifying barriers and facilitators, without a rationale towards selected strategies. These educational challenges should
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