Assignment: EBP Model and Change Model

Assignment: EBP Model and Change Model

Assignment: EBP Model and Change Model Create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least three (3) sources using APA citations throughout your presentation. Make sure to cite the sources using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment. Assignment: EBP Model and Change Model

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Identify an evidence based practice model and change model that has been defined in Chapters 13 and 14 of the textbook (Melnyk and Fineout-Overholt, 2015). Describe in detail how you would utilize the practice model and change model to implement an evidence-based practice change in your clinical practice environment, related to your research topic.
  1. Title Slide (1 slide)
  2. Objective Slide (1 slide)
  3. Identify an evidence-based practice model and change model that has been defined in Chapters 13 and 14 of the textbook (Melnyk and Fineout-Overholt, 2015). (2-3 slides).
  4. Describe in detail how you would utilize the practice model and change model to implement an evidence-based practice change in your clinical practice environment, related to your research topic. (6-8 slides)
  5. References (1 slide)
Assignment Expectations: Length: 8-14 slides Structure: Include a title slide, objective slide, content slides, reference slide in APA format. Title/Objective/Reference slides do not count towards the minimum slide count for this assignment. References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of three (3) scholarly sources are required for this assignment. Rubric: This assignment uses a rubric for scoring. Please review it as part of your assignment preparation and again prior to submission to ensure you have addressed its criteria at the highest level. Format: Save your assignment as a Microsoft PPT document (.pptx) or a PDF document (.pdf). Assignment: EBP Model and Change Model
Chapter 14 Creating a Vision and Motivating a Change to Evidence-Based Practice in Individuals, Teams, and Organizations
Implementing EBP Among the most important elements that need to be present for change to be accomplished successfully are: 1. Vision: Developing a clear and exciting vision of what is to be accomplished can unify stakeholders 2. Belief: Belief that the change to EBP is beneficial can lead to behavior change and foster the ability to successfully make the change
Implementing EBP—(cont.) 3. Strategic planning: Goals are established with deadline dates; a well-defined strategic plan is written. Use of a SCOT (Strengths, Challenges, Opportunities, and Threats) analysis will assist in the planning process:
  • Assess and identify system Strengths that will facilitate the success of a new project
  • Assess and identify Challenges that may hinder the initiative
  • Outline the Opportunities for success
  • Delineate the Threats to project completion, with strategies to overcome them
 
Implementing EBP—(cont.) 4. Action: Putting the strategic plan with its actionable objectives into motion 5. Persistence: Continuing to move forward despite of unforeseen barriers; being nimble and open to revising approaches to allow continued progress 6. Patience: Allows for continued progress even when results of actions are not yet seen
Organizational Change Models: Basic Assumptions of the Change Curve Model
  • Changing an organization is a highly emotional process
  • Group change requires individual change
  • No fundamental change takes place without strong leadership
  • The leader must be willing to change before others are expected to change
  • The larger and more drastic the change, the more difficult the change
  • The greater the number of individuals involved, the tougher the change will be to make (Duck, 2002)
  •  
 
Organizational Change Models: Stages of the Change Curve Model
  • Stage I: Stagnation: Characteristics include lack of effective leadership, failed initiatives, and too few resources; depression occurs and/or hyperactivity exists; individuals may feel stressed and exhausted
  • Stage II: Preparation: Emotional climate is anxiety mixed with hopefulness; possibly reduced productivity; buy-in is essential; opportunity exists of getting people excited, but may fail if preparation is too long or too short
 
Organizational Change Models: Stages of the Change Curve Model—(cont.)
  • Stage III: Implementation: Individuals must see “what is in it for me?”; it is essential to assess readiness for change and increase confidence in making the change
  • Stage IV: Determination: The highest chance of failure is in this stage; if results are not as expected, change fatigue may set in if determination to see the change through is not firm; highlighting small successes is crucial
  • Stage V: Fruition: Positive outcomes are seen; reward and celebration for effort is important; danger in this stage is that organization reverts back to complacency and begins stagnation
 
Organizational Change Models: Kotter and Cohen’s Model of Change
  • Step 1: Create a sense of urgency: Create the emotional feeling that “we need to move NOW,” which is especially important when individuals are complacent
  • Step 2: Form a team: Select members who possess the needed knowledge and skills, the respect and trust of others, and enthusiasm and commitment; opinion leaders are particularly important
  • Step 3: Vision and strategy: Create a clear vision and workable strategy with reasonable timeline
 
Organizational Change Models: Kotter and Cohen’s Model of Change—(cont.)
  • Step 4: Communicating the vision: Communicate the vision and strategies with “heartfelt messages” that appeal to the emotions, which will motivate change; repeating the message will make the strategies clearer
  • Step 5: Empowerment: Remove barriers that inhibit successful change
  • Step 6: Interim successes: Establish short-term successes to celebrate
 
Organizational Change Models: Kotter and Cohen’s Model of Change—(cont.)
  • Step 7: Ongoing persistence: Cultivate ongoing persistence; giving up too early will doom the project
  • Step 8: Nourishment: Encourage and feed the new culture to make the change permanent through celebration and planting meaningful infrastructures. Assignment: EBP Model and Change Model
 
Organizational Change Models: Roger’s Theory of Diffusion of Innovations
Organizational Change Models: The Transtheoretical Model of Health Behavior Change Originally conceptualized to explain the process of changes in health behaviors, but also is applicable to organizational change Stages:
  • Precontemplation: The individual is not intending to take action in the next 6 months (40% of an organization)
  • Contemplation: The individual is intending to take action within the next 6 months (40% of an organization)
  • Preparation: The individual plans to take action in the next 30 days (20% of organization)
 
Organizational Change Models: The Transtheoretical Model of Health Behavior Change—(cont.) Stages—(cont.):
  • Action: Overt changes were made less than 6 months ago
  • Maintenance: Overt changes were made more than 6 months ago
By matching intervention strategies to the stage in which individuals are currently engaged, the model proposes that resistance, stress, and the time needed to implement the change will diminish
Strategies to Overcome Barriers to Implementing EBP
  • Allow individuals to express their skepticism, fears, and anxieties in order to clarify misconceptions
  • Educate clinicians about EBP in a way that appeals to their emotions; this enhances their beliefs about their ability to implement it
  • Know the personality types of the individuals involved
  • Produce a written strategic plan
  • Develop SMART (i.e., Specific, Measurable, Attainable, Relevant, and Time bound) goals to be achieved
*Strategies to Overcome Barriers to Implementing EBP—(cont.)
  • Communicate the plan clearly and often; use several media modes (e.g., written, visual/graphic, and video) if possible
  • Acknowledge that the team-building process is dynamic and requires creativity and flexibility
  • Match organizational resources and administrative support closely to the diffusion of EBP
  • Enlist leaders and managers early in the change
  • Create a critical mass of EBP adopters within leadership and individual clinicians to sustain the change
 
“Knowing and Working with Personality Types”: Rohm’s Taxonomy (the DISC Model)
 Type  Characteristics  Strategy
Drivers Like to take charge and are highly task oriented Give them opportunities to lead specific tasks
Inspired Are socially oriented and like to have fun Show them that the change can be fun and exciting; have them assist in celebrations of success
 
“Knowing and Working with Personality Types”: Rohm’s Taxonomy (the DISC Model)—(cont.)
 Type  Characteristics  Strategy
Supportive and steady Typically reserved and like to be led Emphasize that they are important to the project, but do not have to lead
Contemplators Very analytical and detail oriented Show them all of the details; consider giving them a leadership role in tracking processes and outcomes
 
Stages of Team Formation
Stage Stage Characteristics
Forming Anxiety, excitement, testing, dependence, exploration, and trust
Storming Resistance to different approaches; competitiveness and defensiveness; tension and disunity
Norming Trust and respect develops; satisfaction increases; feedback is provided to others; responsibilities are shared; decisions are made
Performing Level of interaction is high; performance increases; team members are comfortable with one another; there is optimism and confidence
Question
According to Roger’s theory of diffusion of innovation, the minimum percentage (critical mass) of people who “adopt” to the change that would signal that a change has begun to take hold is: a. 5% b. 15% c. 40% d. 60%
Answer b. 15% Rationale: According to the theory, there needs to be a critical mass of 15% to 20% of a combination of innovators, early adopters, and early majority before it can be assumed that an innovative change really begins to take hold. Assignment: EBP Model and Change Model
Question What model of organizational change would be most likely to give priority to changing nurses’ feelings about EBP over presenting them with new information?
  • The transtheoretical model of health behavior change
  • The Change Curve model
  • Diffusion of innovations model
  • Kotter and Cohen’s model of change
Answer d. Kotter and Cohen’s model of change Rationale: Kotter and Cohen propose that the key to organizational change lies in helping people to feel differently (i.e., appealing to their emotions). They assert that individuals change their behavior less when they are given facts or analyses than when they are shown evidence that influences their feelings.
Question According to Rohm’s taxonomy (the DISC model), individuals with which of the following personality styles are most likely to be comfortable in a leadership role?
  • Driver
  • Inspired
  • Supportive and steady
  • Contemplator
Answer a. Driver Individuals with “D” (Driver) personality styles like to take charge of projects and are highly task oriented, making them well suited to positions of leadership
Chapter 13 Models to Guide Implementation and Sustainability of Evidence-Based Practice
Components That Need to Be Considered in the Clinical Decision-Making Model of EBP
 
Factors That Are Impacted by the Practitioner’s Clinical Expertise
Commonalities Found in Models Used for Implementation of EBP
  • Identifying a problem that needs addressing
  • Identifying stakeholders or change agents who will help make the change happen in practice
  • Identifying a practice change shown to be effective through high-quality research that is designed to address the problem
  • Identifying and, if possible, addressing the potential barriers to the practice change
 
Commonalities Found in Models Used for Implementation of EBP—(cont.)
  • Using effective strategies to disseminate information about the practice change to those implementing it
  • Implementing the practice change
  • Evaluating the impact of the practice change on structure, process, and outcome measures
  • Identifying activities that will help sustain the change in practice
 
Commonly Used Models That Facilitate Integration of Evidence Into Practice
  • The Stetler Model of Evidence-Based Practice
  • The Iowa Model of Evidence-Based Practice to promote quality care
  • The Model for Evidence-Based Practice Change
  • The Advancing Research and Clinical practice through close Collaboration (ARCC) model for implementation and sustainability of EBP
Commonly Used Models That Facilitate Integration of Evidence Into Practice— (cont.)
  • The Promoting Action on Research Implementation in Health Services (PARIHS) framework
  • The Clinical Scholar model
  • The Johns Hopkins Nursing Evidence-Based Practice model
  • The ACE Star Model of Knowledge Transformation
Fives Phases of the Stetler Model of EBP
  • Preparation: Identifying the purpose, context, and sources of evidence
  • Validation: Assessing the credibility of the evidence and its statistical and clinical significance
  • Comparative evaluation/decision making: Synthesizing evidence and making decisions/recommendations for use
  • Translation/application: Developing plan for implementation and measurement of processes/outcomes
  • Evaluation: Evaluation of processes and outcomes. Assignment: EBP Model and Change Model
The Iowa Model of EBP
    • Identifying problem- and knowledge-focused triggers
    • Determining whether the issue is an organizational priority
    • Forming a team
    • Selecting, reviewing, critiquing, and synthesizing available research evidence
    • Piloting the practice change
    • Evaluating the pilot and dissemination of results
    • Depending on pilot results, rollout and integration of the practice are facilitated with periodic evaluation
Steps in the Model for Evidence-Based Practice Change (Larrabee, 2009; Rosswurm & Larrabee, 1999)
  • Assess the need for change in practice: Stakeholders collect internal data and compare with external evidence/benchmarks to identify problems and link them with interventions and outcomes
  • Locate the best evidence: Determine the types and sources of evidence; plan and conduct the search
  • Critically analyze the evidence: Appraise, weigh, and synthesize evidence; assess feasibility, benefits, and risks
  • Design practice change: Define proposed change and resources needed; design pilot implementation and its evaluation
Steps in the Model for Evidence-Based Practice Change (Larrabee, 2009; Rosswurm & Larrabee, 1999)—(cont.)
  • Implement and evaluate change in practice: Implement pilot; evaluate processes, costs, and outcomes; develop conclusions and recommendations
  • Integrate and maintain change in practice: Communicate pilot results to stakeholders and make recommendations; integrate change into practice; routinely monitor process and outcomes; disseminate monitoring results and celebrate successes
The Advancing Research and Clinical Practice Through Close Collaboration Model (ARCC© Model)
  • Provides healthcare institutions and clinical settings with an organized conceptual framework that can guide system-wide implementation and sustainability of EBP to achieve quality outcomes
  • Model is a product of nurse input about barriers and facilitators of EBP, control theory (Carver & Scheier, 1982, 1998), and cognitive behavioral theory (Beck, Rush, Shaw, & Emery, 1979)
  • Use of mentors is a central mechanism for implementing and sustaining EBP
Control Theory as a Conceptual Guide for the ARCC Model
The ARCC Model
Promoting Action on Research Implementation in Health Services Framework (PARIHS) Framework Framework is based on the formula: SI = f(E,C,F) where SI represents successful implementation; f, function of; E, evidence; C, context; and F, facilitation
  • The three elements (i.e., evidence, context, and facilitation) are each conceptualized on a high-to-low continuum; the focus is to move the elements in the formula toward “high” in order to optimize the chances of success
The PARIHS Framework—(cont.) The three PARIHS elements and their subelements:
  • Evidence: Propositional and nonpropositional knowledge from the subelements of research, clinical experience, patient experience, and local data/information
  • Context: The environment in which the proposed change is to be implemented. Subelements include culture, leadership, and evaluation.
  • Facilitation: The process of enabling or making easier the implementation of evidence into practice. Subelements include role, skills, and attributes.
The Clinical Scholar (CS) Model
  • Developed to promote the spirit of inquiry, educate direct care providers, and guide a mentorship program for EBP and the conduct of research at the point of care
  • Clinical scholars are described as individuals with a high degree of curiosity that possess advanced critical thinking skills and continuously seek new knowledge through learning opportunities
  • Clinical scholar mentors play a central role in the model
  • The Clinical Scholar Program was developed to actualize the Clinical Scholar Model
The Clinical Scholar (CS) Model—(cont.) Four central goals of the model include that the CS should be able to:
  • Challenge current direct care practices
  • Speak and understand research language, making day-to-day dialog about new research findings a common occurrence
  • Critique and synthesize current research as the core of evidence
  • Serve as mentors to other staff and to teams who question their clinical practices and seek to improve clinical outcomes
The Johns Hopkins Nursing Evidence- Based Practice (JHNEBP) Model
  • Facilitates bedside nurses in translating evidence to clinical, administrative, and educational nursing practice
  • Sets a goal of building a culture of nursing practice based on evidence
  • Aims to demystify the EBP process for bedside nurses and embed EBP into the fabric of nursing practice
  • Desired outcomes include enhancing nurse autonomy, leadership, and engagement with interdisciplinary colleagues. Assignment: EBP Model and Change Model
The JHNEBP Conceptual Model (From Dearholt, S. L., & Dang, D. (2012). Johns Hopkins nursing evidence-based practice model and guidelines (2nd ed.). Indianapolis, IN: Sigma Theta Tau International. Used with permission.)
The JHNEBP Process for EBP: The PET Process
  • Practice question: Identify an EBP question and define its scope; leadership responsibility assigned and interdisciplinary stakeholders recruited for team; team meetings scheduled
  • Evidence: Internal and external evidence search conducted; evidence critiqued, summarized, and rated; recommendations developed depending on the evidence strength and need for change
  • Translation: Determine appropriateness of recommendation in specific settings; develop action and evaluation plan; implement plan; evaluate and report outcomes; secure support for widespread change; identify next steps
The ACE Star Model
  • Development of the ACE Star Model was prompted through the work of the Academic Center for Evidence-Based Practice (ACE) at the University of Texas Health Science Center San Antonio during the early phases of the EBP movement in the United States
  • The ACE Star Model explains how to overcome the challenges of the volume of research evidence; the misfit between form and use of knowledge; and integration of expertise and patient preference into best practice
  • The ACE Star Model is a model of knowledge transformation, to which quality improvement of healthcare processes and outcomes is the goal
The ACE Star Model—(cont.)
  • Star Point 1: Discovery—represents conduction of primary research studies
  • Star Point 2: Evidence summary—represents the synthesis of all available knowledge compiled into a single harmonious statement/document, such as a systematic review
  • Star Point 3: Translation into action—combining the existing evidential base with expertise to extend recommendations into evidence-based clinical practice guidelines
The ACE Star Model—(cont.)
  • Star Point 4: Integration into practice—practice is aligned to reflect the best evidence
  • Star Point 5: Evaluation—an inclusive view of the impact that the evidence-based practice has on patient health outcomes, satisfaction, efficacy and efficiency of care, and health policy
Question The use of EBP mentors is a major component of which model for evidence-based practice change?
  • The Model for Evidence-Based Practice Change
  • The ARCC© model
  • The Stetler model
  • The Iowa model
Answer b. The ARCC© model Rationale: The ARCC model is the only model of those listed that considers the lack of EBP mentors to be a major barrier to the implementation of EBP and uses training of a cadre of EBP mentors as a step in implementing the model.
Question Is the following statement true or false? Both the Model for Evidence-Based Practice Change and the Iowa model include the use of a small-scale pilot study during the process of introducing an evidence-based change in practice.
Answer True Rationale: Pilot studies are explicit components of both the Model for Evidence-Based Practice Change and the Iowa model.
Question Feedback loops are a central component of which of the following models for evidence-based practice change?
  • The Model for Evidence-Based Practice Change
  • The Clinical Scholar model
  • The ARCC model
  • The Iowa model
Answer d. The Iowa model Rationale: The Iowa model includes multiple feedback loops that refer the user back to earlier points in the process. This is not a central feature of the Model for Evidence-Based Practice Change, the Clinical Scholar model, or the ARCC model. Assignment: EBP Model and Change Model.

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Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
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Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. Assignment: EBP Model and Change Model
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Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
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I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
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