Gaps In Readiness Research Articles

KOLABORASI SDM, TEKNOLOGI, DAN KESADARAN LINGKUNGAN: STRATEGI PEMBANGUNAN EKONOMI DI ERA REVOLUSI INDUSTRI 5.0

The Fifth Industrial Revolution (Industry 5.0) presents both challenges and opportunities for global economic development, where advanced technologies such as Artificial Intelligence (AI), big data, and the Internet of Things (IoT) are transforming industries and societies. The main challenges include the lack of human capital preparedness to quickly adapt to technological advancements and the low level of environmental awareness in many industrial sectors. Economic growth that focuses excessively on natural resource exploitation exacerbates environmental degradation and climate change. Therefore, collaboration between human resources, technology, and environmental consciousness is essential to achieving sustainable and inclusive development. This study aims to identify gaps in human resource readiness, technological utilization, and environmental awareness and to propose economic development strategies for the industry 5.0 era that address these challenges. The research method employed is a literature review, analyzing various academic papers, reports, and secondary data from scientific journals, government reports, and industry-related articles. The findings show that technology serves as a primary driver of innovation, but human-technology collaboration is crucial for creating sustainable value. Additionally, the rising environmental awareness offers opportunities for industries to shift towards more eco-friendly business models, such as the circular economy and renewable energy. Collaboration between governments, the private sector, academia, and civil society is needed to realize inclusive and sustainable development in this era.

Evaluating New Graduate Nurse Readiness for Practice

Background: New graduate nurses (NGNs) often feel unprepared to enter the nursing workforce. Nurse educators can collaborate with clinical partners to identify gaps in practice readiness to meet the current needs of novice nurses and improve their preparation for practice. Purpose: To evaluate perceived practice readiness among NGNs on hire and to identify areas for potential improvement in the nursing curriculum. Methods: A retrospective cross-sectional study was conducted on NGN readiness using Casey-Fink Graduate Nurse Experience Surveys. Data from 273 NGNs hired between 2021 and 2023 within 1 large nonprofit academic hospital were analyzed. Results: Over 75% of NGNs reported feeling comfortable/confident with communication, delegation, and organizing/prioritizing patient care needs. The primary challenges highlighted included lack of confidence and providing end-of-life care. NGNs often feel uncomfortable independently managing codes, ventilators, and chest tubes. Conclusion: Nurse educators should prioritize clinical experiences to increase confidence and reinforce training for providing end-of-life care and complex hands-on skills.

PERCEPTIONS AND BARRIERS OF CHINESE ENGLISH MAJOR STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE

This mixed-methods study investigates the intercultural communicative competence (ICC) of Chinese English major students, examining their self-perceptions and the barriers that hinder their development of ICC. Drawing on Chen and Young’s (2012) ICC model, the study explores the cognitive, affective, and behavioral dimensions of ICC, integrating insights from existing literature to contextualize the findings. We collected data from 200 sophomore English major students in a Chinese higher education institution using questionnaires and semi-structured interviews. The findings indicate that students perceive their ICC moderately, reflecting foundational awareness but highlighting significant gaps in cultural knowledge, emotional readiness, and behavioral adaptability. Barriers identified include limited real-world exposure to native speakers, an exam-oriented educational system emphasizing linguistic accuracy over practical communication skills, fear of making mistakes, and cultural biases and stereotypes. This study contributes to the field of intercultural education by providing actionable insights for educators and policymakers. It aims to cultivate culturally competent English learners in China and advocates for educational strategies that prioritize both linguistic proficiency and intercultural skills, preparing students to navigate and excel in an increasingly globalized world.

Analyzing Grammatical Errors to Improve English Writing Among Thai High School Students’ Interlanguage and Vocabulary Use

This study examines the grammatical errors and vocabulary types in the writings of Thai high school EFL students. Employing Dulay et al.’s (1982) surface strategy taxonomy, errors were categorized into omission, misformation, addition, and misordering to identify predominant error patterns. Additionally, the study assessed the vocabulary range via the General Service List and the Academic Word List. Findings indicated a significant reliance on high-frequency words and less frequent use of AWL vocabulary, stressing gaps in readiness for academic study. The study highlights the diagnostic value of error analysis in revealing insights into learners’ interlanguage development, reflecting their evolving understanding and hypothesis testing about the target language influenced by their first language. Grammatical errors, such as incorrect use of singular and plural forms, articles, and tense inconsistencies, were common, suggesting learners face structural and syntactic challenges. Omission errors emerged as the most prevalent, followed by misformation, addition, and misordering, indicating areas needing focused grammatical instruction. Vocabulary analysis revealed an 82.30% overlap of the first 1,000 GSL words in students’ texts, contrasting with the minimal use of AWL words, essential for academic success. The findings advocate for enhanced instructional strategies integrating GSL and AWL vocabularies and emphasizing systematic grammatical error correction to improve language proficiency and academic readiness. Future research should include more diverse learner populations and a broader range of error types to provide insights into language acquisition challenges and solutions. This study contributes to refining teaching methodologies and curriculum development to better prepare students for future academic challenges.

Battling the "Imposter": Our Experience in the Development of an Advance Practice Provider Fellowship.

In the face of ever-evolving shifts in health care, the demand for advanced practice providers (APPs), including nurse practitioners and physician assistants, continues to grow as the nation faces provider shortages and increased patient complexity. Because of different educational backgrounds and previous professional experience, there is a gap in readiness for practice following completion of academic programs, leading to high rates of turnover and financial implications for health care institutions. The creation of APP fellowship programs is a strategy many health institutions implement to provide enhanced support for new graduate APPs. These programs offer fully licensed and credentialed nurse practitioners and physician assistants additional experience within medical specialty areas. The establishment and operational cost associated with an APP fellowship program is a significant barrier health systems face. This article discusses how Saint Luke's Health System developed an APP fellowship program to address these barriers. The model addresses specific fellow needs and has contributed to improved employee retention rates, increased clinical competency, and overall provider satisfaction within Saint Luke's Health System. The evolution of the model, successes, barriers, and opportunities for future program growth are discussed within this article.

Psychological and Cultural Preparation of University Students to Face the Challenges of Globalization in Alignment with the Sustainable Development Goals (SDGs): A Field Study

Objectives: This study evaluates the cultural and psychological preparation of university students to confront globalization's challenges by assessing the current state of such preparation from both faculty members’ and students’ perspectives. Background: University education is crucial for fostering higher-order thinking, talent development, and abilities that equip students to navigate the negative impacts of globalization. However, the extent of students' cultural and psychological readiness to face these challenges remains unclear. The study is aligned with the Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) and Goal 8 (Decent Work and Economic Growth), focusing on building competencies for global engagement. Method: A survey method was employed to collect data from faculty members and students, examining psychological and cultural preparation, including self-esteem, socialization, and intercultural competence. Gender and academic discipline differences were also explored. Results and Discussion: The findings revealed generally low levels of both psychological and cultural preparation, with no significant differences between faculty and student views. Male students scored higher in psychological dimensions like self-esteem and socialization, while female students performed better in cultural preparation. Additionally, students from scientific disciplines exhibited higher levels of psychological and cultural readiness than those from other fields. Research Implications: The study emphasizes the need for targeted initiatives to enhance students' psychological and cultural preparedness, especially in non-scientific disciplines, to effectively confront globalization's challenges. Originality/Value: By identifying specific gaps in psychological and cultural readiness, this study provides practical recommendations for improving university education to better prepare students for global challenges.

Awareness and preparedness of healthcare workers for the initial wave of COVID-19 in Aotearoa New Zealand.

The TMGH-Global COVID-19 Collaborative was a multinational, multicentre, cross-sectional survey assessing the awareness and preparedness of healthcare workers (HCWs) during the first wave of the pandemic across 57 countries. Here, we report the results from Aotearoa New Zealand. This cross-sectional survey was conducted at Christchurch Hospital between February and May 2020. Data were collected from a convenience sample of HCWs and analysed using descriptive and multivariate regression to determine awareness (out of 40) and preparedness (out of 15) scores and influencing factors. Of the 158 participants (response rate 20.8%), most were women (73%) and doctors (58%) with a median age of 38 years (interquartile range [IQR] 29-49). The median awareness and preparedness scores were 33.6 (IQR 31.1-35.1) and 8 (IQR 6-8), respectively. Mainstream media was the primary source of information on COVID-19 among HCWs. The awareness score was significantly affected by gender and profession, whereas the preparedness score was influenced by age, profession, clinical experience duration and COVID-19 training. Although frontline HCWs had high awareness levels, preparedness was low. Variables influenced awareness and preparedness differently. These findings identified gaps in pandemic readiness and factors that can be leveraged to enhance future pandemic preparedness and response in New Zealand.

Allied health work readiness capabilities: a qualitative comparison of graduates, supervisors, and managers’ perspectives

ABSTRACT Researchers have highlighted gaps in the work readiness (WR) of allied health (AH) graduates and the capabilities required to successfully work in an interprofessional collaborative practice healthcare environment. In the studies conducted, the focus has generally been on one AH discipline or on one participant group across disciplines, such as new graduates. We explored WR capability of new AH graduates across three participant groups (managers, supervisors, and graduates) and across several AH disciplines in the health sector. Focus groups using Critical Incident Technique (CIT) were conducted with 47 participants (14 new graduates, 13 supervisors, and 20 managers) from four public health organisations across Eastern Australia. CIT identified examples where new AH graduates had/did not have necessary WR capabilities to manage situations in the collaborative practice environment. Using thematic analysis, we found four main themes related to WR expectations of AH graduates (work skills and knowledge, working with others, personal attributes, and organisational knowledge), with several sub-themes. Some aspects of identified themes/sub-themes were unique to the AH interprofessional work context. Understanding of AH graduates’ WR from multiple perspectives could support development of programs to enable graduate success in interprofessional working environments.

A Preliminary Methodological Framework of the Potential Hydrogen Economy for a Sustainable Transport in Malaysia

The transition to a hydrogen economy is vital for achieving sustainable transport in Malaysia, particularly in mitigating the environmental impact of heavy-duty mobility. This paper proposes a preliminary methodological framework to evaluate hydrogen's potential as a transformative solution for decarbonizing the transportation sector, focusing on key areas such as hydrogen production, storage, distribution, and vehicle integration, with an emphasis on green hydrogen from renewable sources. Our assessment reveals the significant potential of hydrogen to reduce greenhouse gas emissions and air pollutants, positioning it as a viable alternative to fossil fuels and battery-electric vehicles, especially in heavy-duty applications. The study assesses the technological feasibility, economic viability, and environmental benefits of adopting hydrogen in Malaysia, considering current infrastructure, production capabilities, and regulatory frameworks. Key challenges identified include the high costs of hydrogen production and infrastructure, technological barriers in storage and vehicle integration, and gaps in policy and market readiness. To address these, we propose strategic recommendations for stakeholders, highlighting the need for government support, public-private partnerships, and international collaborations. This framework aims to guide Malaysia’s transition to a hydrogen-powered transport sector, aligning with the nation’s sustainability and energy security goals while positioning Malaysia as a leader in hydrogen technology in Southeast Asia.

Transition From Graduate Medical Education to Independent Practice: A Scoping Review.

This study examines the gaps in early career physician readiness for independent practice after graduating from their final graduate medical education (GME) program. The authors conducted a literature search of 4 online databases (PubMed, Scopus, Health Business Elite, and Education Resources Information Center) using the following terms: population terms (GME, fellow, resident, and others), early career terms (onboarding, hiring, early career, ready, and others), readiness terms (readiness, preparedness, knowledge, skills, competence), and independence terms (attending, physician, independent practice). The databases were searched on March 12, 2024, for articles that explored GME graduate gaps in readiness for independent practice; assessment tools, curricula, or curricular need aimed at gaps in early career physician readiness; or an area where GME graduates need more knowledge and skills. They extracted specific gaps in preparedness and categorized them using existing competency frameworks. The search returned 116 articles addressing gaps in preparedness for independent practice among recent GME graduates. Surgery yielded more articles than any other specialty (43 [37%]). Overall, 192 individual gaps were extracted; the greatest number of gaps came from patient care (75 [39%]) followed by personal and professional development (44 [23%]). The most frequently identified gaps were procedural independence (10 occurrences), practice management (9 occurrences), and billing (7 occurrences). Despite advances in GME, learners still struggle when transitioning to independent practice. Personal and professional development is a useful categorization for many gaps and should be considered for inclusion as a GME competency. Systematic assessment of new-to-practice attendings could help stakeholders better understand the true outcomes of GME programs. Concerted investment by specialty societies may drive greater understanding and innovative solutions. Additional study could help address the challenges in the GME-to-practice transition.

Development of a multi-level assistive technology focused technology translation training program

ABSTRACT A three-level training intervention was developed using the Quality Implementation Framework (QIF) to increase technology transfer of rehabilitation technologies to market. Thirty-two teams completed Level 1, 14 completed Level 2, and 6 completed Level 3. The validated Technology Transfer Readiness Assessment Tool (TTRAT) measured teams’ technology transfer progress and the effectiveness of the training program. Teams that completed at least two training levels demonstrated increased technology transfer readiness. Additional team outcomes include receiving other federal awards, FDA designations, and generating sales. Future work includes measuring teams’ progress relative to participant demographics and developing additional training content based on gaps in technology transfer readiness. The multi-level training initiative shows it is a promising foundation for training researchers and aspiring entrepreneurs on technology transfer and subsequent technology transfer outcomes.

Integration of technology acceptance models and government support to improve digital literacy

Digital domain is important for the expansion of micro and small enterprises but the gap in readiness to accept the technology impacts businesses. Therefore, this research aims to build an integrated model of Technology Readiness Index, Technology Acceptance Models, and Theory of Reasoned Action expanded with Motivation and government support to increase digital literacy. There are 551 respondents consisting of owners and managers who have been running a business for at least a year. The integration model between Technology Readiness Index, Technology Acceptance Models, and Theory of Reasoned Action expanded with Motivation increases digital literacy, while government support positively influences the variable. The model emphasizes optimism and innovation as key factors in enhancing the construct of Technology Readiness Index model. The results show that there is a strong foundation for the establishment of Technology Acceptance Models and Theory of Reasoned Action expanded with Motivation aimed at supporting digital literacy. This contributes to developing knowledge about the integration model for digital technology acceptance. Practical contributions guide the government in creating appropriate policies to increase digital literacy in SMEs.

Quantifying health facility service readiness for small and sick newborn care: comparing standards-based and WHO level-2 + scoring for 64 hospitals implementing with NEST360 in Kenya, Malawi, Nigeria, and Tanzania

BackgroundService readiness tools are important for assessing hospital capacity to provide quality small and sick newborn care (SSNC). Lack of summary scoring approaches for SSNC service readiness means we are unable to track national targets such as the Every Newborn Action Plan targets.MethodsA health facility assessment (HFA) tool was co-designed by Newborn Essential Solutions and Technologies (NEST360) and UNICEF with four African governments. Data were collected in 68 NEST360-implementing neonatal units in Kenya, Malawi, Nigeria, and Tanzania (September 2019-March 2021). Two summary scoring approaches were developed: a) standards-based, including items for SSNC service readiness by health system building block (HSBB), and scored on availability and functionality, and b) level-2 + , scoring items on readiness to provide WHO level-2 + clinical interventions. For each scoring approach, scores were aggregated and summarised as a percentage and equally weighted to obtain an overall score by hospital, HSBB, and clinical intervention.ResultsOf 1508 HFA items, 1043 (69%) were included in standards-based and 309 (20%) in level-2 + scoring. Sixty-eight neonatal units across four countries had median standards-based scores of 51% [IQR 48–57%] at baseline, with variation by country: 62% [IQR 59–66%] in Kenya, 49% [IQR 46–51%] in Malawi, 50% [IQR 42–58%] in Nigeria, and 55% [IQR 53–62%] in Tanzania. The lowest scoring was family-centred care [27%, IQR 18–40%] with governance highest scoring [76%, IQR 71–82%]. For level-2 + scores, the overall median score was 41% [IQR 35–51%] with variation by country: 50% [IQR 44–53%] in Kenya, 41% [IQR 35–50%] in Malawi, 33% [IQR 27–37%] in Nigeria, and 41% [IQR 32–52%] in Tanzania. Readiness to provide antibiotics by culture report was the highest-scoring intervention [58%, IQR 50–75%] and neonatal encephalopathy management was the lowest-scoring [21%, IQR 8–42%]. In both methods, overall scores were low (< 50%) for 27 neonatal units in standards-based scoring and 48 neonatal units in level-2 + scoring. No neonatal unit achieved high scores of > 75%.DiscussionTwo scoring approaches reveal gaps in SSNC readiness with no neonatal units achieving high scores (> 75%). Government-led quality improvement teams can use these summary scores to identify areas for health systems change. Future analyses could determine which items are most directly linked with quality SSNC and newborn outcomes.

Analyzing the application of mixed method methodology in medical education: a qualitative study

BackgroundInterest in mixed methods methodology within medical education research has seen a notable increase in the past two decades, yet its utilization remains less prominent compared to quantitative methods. This study aimed to investigate the application and integration of mixed methods methodology in medical education research, with a specific focus on researchers’ perceptions, strategies, and readiness, including the necessary skills and expertise. This study adheres to the COREQ guidelines for reporting qualitative research.MethodsFaculty members from King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Saudi Arabia, across its three campuses in Riyadh, Jeddah, and Al Ahsa, participated in this study during the 2021–2022 academic year. We conducted 15 in-depth, one-on-one interviews with researchers who had previously used mixed methods in their medical education research. Theoretical saturation was reached with no refusals or dropouts. Data were collected using a semi-structured interview guide developed from literature review and mixed methods guidelines. Thematic analysis was employed to analyze the data, enabling a comprehensive understanding of the participants’ perspectives.ResultsThe thematic analysis of the interviews yielded three key themes. The first theme, ‘Understanding and Perceptions of Mixed Methods in Medical Education Research,’ delved into researchers’ depth of knowledge and conceptualization of mixed methods. The second theme, ‘Strategies and Integration in Mixed Methods Implementation,’ explored how these methodologies are applied and the challenges involved in their integration. The final theme, ‘Mastery in Mixed Methods: Prerequisites and Expert Consultation in Research,’ highlighted the gaps in readiness and expertise among researchers, emphasizing the importance of expert guidance in this field.ConclusionFindings indicate a varied understanding of mixed methods among participants. Some lacked a comprehensive grasp of its application, while others perceived mixed methods primarily as a means to enhance the publication prospects of their studies. There was a general lack of recognition of mixed methods as a guiding methodology for all study aspects, pointing to the need for more in-depth training and resources in this area.

Promotion in Place: A Model for Competency-Based, Time-Variable Graduate Medical Education.

Competency-based medical education is increasingly regarded as a preferred framework for physician training, but implementation is limited. U.S. residency programs remain largely time based, with variable assessments and limited opportunities for individualization. Gaps in graduates' readiness for unsupervised care have been noted across specialties. Logistical barriers and regulatory requirements constrain movement toward competency-based, time-variable (CBTV) graduate medical education (GME), despite its theoretical benefits. The authors describe a vision for CBTV-GME and an implementation model that can be applied across specialties. Termed "Promotion in Place" (PIP), the model relies on enhanced assessment, clear criteria for advancement, and flexibility to adjust individuals' responsibilities and time in training based on demonstrated competence. PIP allows a resident's graduation to be advanced or delayed accordingly. Residents deemed competent for early graduation can transition to attending physician status within their training institution and benefit from a period of "sheltered independence" until the standard graduation date. Residents who need extended time to achieve competency have graduation delayed to incorporate additional targeted education. A proposal to pilot the PIP model of CBTV-GME received funding through the American Medical Association's "Reimagining Residency" initiative in 2019. Ten of 46 residency programs in a multihospital system expressed interest and pursued initial planning. Seven programs withdrew for reasons including program director transitions, uncertainty about resident reactions, and the COVID-19 pandemic. Three programs petitioned their specialty boards for exemptions from time-based training. One program was granted the needed exemption and launched a PIP pilot, now in year 4, demonstrating the feasibility of implementing this model. Implementation tools and templates are described. Larger-scale implementation with longer-term assessment is needed to evaluate the impact and generalizability of this CBTV-GME model.

Artificial Intelligence in Small and Medium Enterprises: A Quantitative Research in Southern Poland

This study investigates AI adoption among Polish SMEs, addressing the gap in understanding AI readiness and perceptions in this crucial economic sector. With SMEs comprising 99% of Polish enterprises, their AI adoption is vital for economic competitiveness. The research employed a survey of 92 entrepreneurs in Southern Poland in late 2023 and early 2024.

The Association Between Pediatric Readiness and Mortality for Injured Children Treated at US Trauma Centers.

To use updated 2021 weighted Pediatric Readiness Score (wPRS) data to identify a threshold level of trauma center emergency department (ED) pediatric readiness. Most children in the United States receive initial trauma care at nonpediatric centers. The aim of the National Pediatric Readiness Project (NPRP) was to ensure that all EDs are prepared to provide quality care for children. Trauma centers reporting the highest quartile of wPRS on the 2013 national assessment have been shown to have lower mortality. Significant efforts have been invested to improve pediatric readiness in the past decade. A retrospective cohort of trauma centers that completed the NPRP 2021 national assessment and contributed to the National Trauma Data Bank (NTDB) from 2019 to 2021 was analyzed. Center-specific observed-to-expected mortality estimates for children (0-15 y) were calculated using Pediatric Trauma Quality Improvement Program models. Deterministic linkage was used for transferred patients to account for wPRS at the initial receiving center. Center-specific mortality odds ratios were then compared across quartiles of wPRS. A total of 66,588 children from 630 centers with a median (interquartile range) wPRS of 79 (66-93) were analyzed. The average observed-to-expected odds of mortality [1.02 (0.97-1.06)] for centers in the highest quartile (wPRS≥93) was lower than any of the lowest 3 wPRS quartiles [1.19 (1.14-1.23) (Q1), 1.29 (1.24-1.33) (Q2), and 1.28 (1.19-1.36) (Q3), all P <0.05). The presence of a pediatric-specific quality improvement plan was the domain with the strongest independent association with mortality [standardized beta -0.095 (-0.146 to -0.044)]. Trauma centers should address gaps in pediatric readiness to include a pediatric-specific quality improvement plan and aim to achieve wPRS ≥93.

Mother-child and father-child “serve and return” interactions at 9 months: Associations with children’s language skills at 18 and 24 months

Infants learn language through the back-and-forth interactions with their parents where they “serve” by uttering sounds, gesturing, or looking and parents “return” in prompt (i.e., close in time) and meaningful (i.e., semantically relevant to the object of interest) ways. In a sample of 9-month-old infants (n = 148) and their mothers and fathers (n = 296 parents) from ethnically and socioeconomically diverse backgrounds, we examined the associations between “serve and return” (SR) parent-child interactions and children’s language skills at 18 and 24 months. We also examined the moderation effects between maternal and paternal SR interactions on language outcomes. SR interactions were transcribed and coded from videotaped parent-child toy play activities during home visits. We report three findings. First, mothers who provided more meaningful responses to their child’s serves at 9 months had children with higher expressive language scores at 18 months. Second, fathers’ prompt responses (i.e., within 3 s) at 9 months were associated with higher receptive language scores at 18 months, but their meaningful responses were negatively associated with receptive language scores at 24 months. Third, the negative association between fathers’ meaningful responses and children’s receptive language scores was reduced (compensated) when mothers’ meaningful responses were high. Findings show that infants in ethnically and socioeconomically diverse families engage in frequent SR interactions with both mothers and fathers, who make unique contributions to infants’ language development. We discuss implications for programs and policies that aim to promote early language development and reduce gaps in school readiness.

Diversify or die: Strategy options for oil majors in the sustainable energy transition

Mitigating climate change requires an urgent transition of the oil and gas industry. We develop two typologies of the corporate strategy and diversification options for international oil companies (IOCs) in the sustainable energy transition. Data from semi-structured interviews with oil industry professionals are thematically analysed and considered in the context of the wider literature. The resulting framework of corporate strategy options is more comprehensive than has been previously published. We find gaps in the companies' strategic readiness for the energy transition, especially in preparing for the ramp-down of the fossil fuel-based core business. Diversification options are evaluated in terms of the fit between different strategies and companies' capabilities. Many diversification options fit at least some of the existing capabilities of oil majors, but while there is potential for the companies to contribute positively to the energy transition, the current scale of change remains inadequate for meeting global climate goals. The strategic dilemma that the energy transition creates for IOCs is an essentially existential one. Future research should investigate whether IOCs can and should play an active part in the sustainable energy transition and how to drive the necessary action.

Provider and facility readiness for age-friendly health services for older adults in primary health care centres in southwest, Nigeria.

There is a growing focus on interventions at the health system level to promote healthy aging and provide age-friendly health services (AFHS) in low- and middle-income countries where populations are aging. This study aimed to determine the provider and facility readiness for AFHS. We developed and implemented surveys to collect PHC facility capacity and readiness to deliver AFHS and a KAP survey for facility healthcare workers based on guidelines from the WHO age-friendly tool kit and questionnaires from other studies. Direct observation and structured interviews of facility heads were conducted in a stratified random sample of 15 out of the 57 comprehensive PHC facilities in Lagos, Nigeria. One hundred and twenty providers were conveniently sampled for the KAP survey. Statistical analysis was conducted using STATA version 15 (StataCorp, College Station, Texas, USA). For facility readiness, only 13.3% of PHCs sometimes offered hearing assessment and none of the PHCs offered colorectal cancer assessment. Few (20.0%) facilities offered home services and only 1 (0.7%) had dedicated funding for care of older people. Ramps were at the entrance in 60.0% of facilities and almost half (43.3%) of the PHCs had wheelchair accessible entrances to the public toilets. The majority of HCWs (81.7%) had heard about healthy aging but only 5.0% about AFHS, only 10.8% reported formal training. Around a third knew about specific conditions which affect people as they age, including; depression (37.5%), urinary incontinence (35.0%), and falls/immobility (33.3%). Over half of the providers (54.2%) screened for malnutrition in older patients, 25.8% screened for suspected elder abuse and much less (19.2%) for delirium. This study found some areas of strength but also gaps in facility readiness as well as knowledge and training needed to support AFHS care. We recommend identifying interventions to improve the availability and delivery of care for older adults.