Developing a Culture of Evidence-Based Practice NURS 6052

Developing a Culture of Evidence-Based Practice NURS 6052

Developing a Culture of Evidence-Based Practice NURS 6052

Week 8 Discussion Post

Evidence-based practice (EBP) information must be disseminated effectively to achieve the right outcome. The disseminated information should target a specific audience like the nursing staff, Techs, appropriate doctors, and support staff. For example, disseminating EBP information on fall risk assessment tools in the ED should be targeted to all ED staff that encounter the patient. Suggested dissemination strategies for success included formal staff training, mentorship, and collaboration (Jordan et al., 2018).  Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion Two dissemination strategies that I would use are educating and engaging the staff (Gallagher-Ford et al., 2012).

Strategy to Educate the Players

It is essential to educate all the players involved in the implementation to disseminate EBP information effectively. Experts like Jordan et al. (2018) suggested that dissemination strategy includes formal training of the players involved in the implementation. For example, in-service training might be an excellent way to disseminate EBP information related to the use of new risk fall assessment tools. The information must be communicated clearly to avoid any misunderstanding of the new EBP Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion.

There are several barriers to educating players on EBP information in the ED. The most cited barriers by healthcare experts include lack of time and competing demands (Jordan et al., 2018). Many nurses at my workplace find it challenging to make time for new training, especially face-to-face. Experts like Jordan et al. (2018) felt that scheduling training time and mentoring staff would help disseminate the EBP information to reduce these barriers. Other experts believe that fostering EBP within organizations requires robust infrastructure, including nursing leadership, and human and material resources can reduce some of the education barriers (Newhouse et al., 2007).

Strategy to Engage the Stakeholder

Experts like Gallagher-Ford et al. (2012) suggest using “Engaging the Stakeholder Strategy” as an effective way to disseminate information on evidence-based practice to use a new fall risk assessment tool in the Emergency Department. By doing so, the players can be better informed about the new EBP. “Engaging the Stakeholder Strategy” is crucial because it keeps the stakeholder inform and build their trust. I believe that the “Engaging the Stakeholder Strategy” effectively gets the buy-in from each stakeholder and makes implementation decisions a little easier. Also, each stakeholder can identify outcome measures. Gaining their buy-in can be helpful with planning implementation strategy (Ginex, 2018).

Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion One cited barrier related to the “Engaging the Stakeholder Strategy” includes the resistance to changes (Ginex, 2018). Many experts like Ginex believe that Stakeholders are more comfortable without changes “because we’ve always done it this way” (Ginex, 2018). Ginex (2018) suggested that one way to overcome the barrier of resistance is to engage the appropriate player. Doing so builds trust and enables us to learn from each player’s experience and gain applicable input to implementing the new EBP.

Least Inclined Strategy

The preferred method that I would use to disseminate the EBP is face-to-face presentations or conferences. I believe that the face-to-face method is the most appropriate way of disseminating EBP information. The face-to-face approach facilitates interaction and instant feedback so that clarifications can be made. On the other hand, I would limit the electronic dissemination of EBP information. Betz et al. (2018) noted that one significant drawback to using electronic dissemination is the unresolve lack of clarity and not having immediate clarification when needed.

References

Betz, C. L., Smith, K. A., Melnyk, B. M., & Tassa, T. (2018). Disseminating evidence through presentations, publications, health policy briefs, and the media. In B. M. Melnyk, & E . Fineout-Overholt, Evidence-based practice in nursing & healthcare: A guide to best practice (4th Ed.). Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion

Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-based practice, step by step: implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54. doi: 10.1097/10.1097/01.NAJ.0000395243.14347.7e

Ginex, P K. (2018). Overcome barriers to applying an evidence-based process for practice change. Retrieve from /orders/voice.ons.org/news-and-views/overcome-barriers-to-applying-an-evidence-based-process-for-practice-change

Jordan, J., Coates, W. C., Clarke, S., Runde, D., Fowlkes, E., Kurth, J., & Yarris, L. (2018). The Uphill Battle of Performing Education Scholarship: Barriers Educators and Education Researchers Face. Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health, 19(3), 619–629. /orders/doi-org.ezp.waldenulibrary.org/10.5811/westjem.2018.1.36752

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C. & White, K. M. (2007). Organizational Change Strategies for Evidence-Based Practice. JONA: The Journal of Nursing Administration, 37(12), 552-557. doi: 10.1097/01.NNA.0000302384.91366.8f.

Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion sample 2

Introduction

Evidence-based nursing practice is essential for proper patient care because it ensures improved patient outcomes and that health services are delivered effectively and efficiently. Sharing evidence-based practice results is necessary for implementation, and advocates for best care practices for patients (Williams & Cullen, 2018). Healthcare professionals have an ethical obligation related to researching and disseminating evidence-based practice (Milner, 2016). Spreading nursing knowledge is imperative to continue moving the nursing profession forward (Moyo, 2019). Sharing evidence-based information with others is beneficial and can help address unsatisfactory implementation in organizations. Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion There are several different strategies for disseminating evidence-based practice within an organization. They should increase the reach and ability of fellow nurses and healthcare professionals to use and apply the evidence discussed. The following document will discuss a couple of different ways of disseminating evidence-based information, barriers that could arise, and how to overcome them so that they are effective.

Two Dissemination Strategies

Podium Presentations

The first dissemination strategy I would be most inclined to use is podium presentations. Podium presentations are a traditional way of sharing evidence-based practices and are oral presentations that educate audiences in a public manner. Podium presentations are used to educate healthcare staff and help disseminate information (Ross, Dlungwane & Van Wyk, 2019). Podium presentations convey knowledge by role-playing, modeling, feedback and assessment, and practical evidence to help healthcare professionals learn new information about evidence-based practices (Brukenthal, 2017). Podium presentations are a quick way to address a large group of people to ensure the information is delivered simultaneously. Research has shown that those who attend podium presentations have an improved understanding of the information shared and eventually incorporate it into practice (Brukenthal, 20171).

Unit-level presentations

The second dissemination strategy I would be most inclined to use is unit-level presentations. Unit-level presentations are already a familiar process to me, as I am on a unit-based council called Niche, and we frequently report to the unit. Unit-level presentations are useful in that they can also incorporate other means of dissemination as well, such as poster presentations, so you have multiple ways of sharing information just within this one modality. Posters are an invaluable communication tool to transmit learned knowledge to others (Moyo, 2019) Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion. Using them in conjunction with unit-level presentations is an efficient way to explain information. Unit-level presentations ensure evidence-based information is given directly to other healthcare professionals one is working with closely. Least Inclined Dissemination Strategy The dissemination strategy I would be least inclined to use is that of publication in peer-reviewed journals. Peer-reviewed journals provide a trusted form of scientific information because the journal editors select the most vital evidence-based practice that can easily be implemented into an institution (Melnyk & Overholt, 2018). Peer-reviewed journals can reach a vast array of healthcare workers and share a lot of information all at once. However, writing and preparing for publication submission is time-consuming and, at times costly. Written papers can be reviewed for months, held before approval, which may delay disseminating research information at the proposed time. Delaying publication due to the quality check and submission process may slow down advances in medical knowledge and dissemination, mainly when the information addresses a recent health problem or disease or other issues relating to public health and safety Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion.

Two Barriers and Strategies to Overcome Them

The two identified dissemination strategies are not without their own barriers. Podium presentations pose the challenge of coming up with new presentations and public speaking limitations (Hicks, 2018). For example, a nurse who is not good at public speaking may not effectively present the EBP to the audience. Public speaking is not a skill that everyone possesses and can make it difficult to share information in this way. Additionally, a significant portion of healthcare providers do not attend podium presentations or decide not to participate, making its reach ineffective. However, to overcome these barriers, podium presentations must be supported with organizational commitment and administrative support to encourage and ensure their teams attend such an education program. Practicing before the podium presentation can be a way to organize thoughts properly and ensure the information is shared appropriately. Unit-level presentations pose the challenge of only reaching a small audience for the dissemination of information. Unit-level means that the data is only shared with immediate coworkers, not the hospital organization as a whole. Since we are in a technological age, one way of overcoming this barrier would be to have the unit-level presentation recorded. Once recorded, the information can be shared on a broader level, with other units, for example, to make the evidence-based information available to a broader audience.

Conclusion

Each type of dissemination strategy has positives and negatives, often decided by the structures within an institution and the nature of healthcare professionals found there. A strategy that works in one health care facility may or may not work in another facility. My recommendation would be to pair different strategies to increase dissemination effectiveness rather than relying on one approach. For example, the unit-level presentation paired with poster presentations because they are able to complement each other in the distribution of evidence= base practice. No matter the method, nurses and other healthcare professionals are obligated to continue education and disseminate knowledge (Milner, 2016).

References

Bruckenthal, P. (2017). From podium or poster to publication: Strategies for success. Pain Management Nursing, 18(2), 64. /orders/doi.org/10.1016/j.pmn.2017.02.162

Hicks, R. (2018). Transforming a presentation to a publication. Journal of American association of Nurse Practitioners, 27(9). /orders/doi.org/10.1002/2327-6924.12228

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion

Milner, K. A. (2016). Sharing your knowledge. Journal of Infusion Nursing, 39(5), 297–305. /orders/doi.org/10.1097/nan.0000000000000188

Moyo, M. (2019). The 5 Cs for developing an effective poster presentation. Journal of Radiology Nursing, 38(3), 210–212.

Ross, A., Dlungwane, T., & Van Wyk, J. (2019). Using a poster presentation to assess large classes: A case study of a first-year undergraduate module at a South African university. BMC Medical Education, 19(1), 1-9. /orders/doi-org.ezp.waldenulibrary.org/10.1186/s12909-019-1863-9

Williams, J. & Cullen, L. (2018). Disseminating an evidence-based practice project as a poster. Journal of Perianesthesia Nursing. /orders/doi.org/10.1016/j.jopan.2016.07.002

Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion sample 3

The history of nursing’s foundational framework can be contributed to the ongoing progression of the healthcare profession . The collaboration of continued education, advancements in healthcare technology, and evidence-based practice (EBP) is the tool that propels healthcare to improve quality of care and patient outcomes. Dissemination of EBP is the final process prior to implementation of new practice guidelines (Melnyk & Fineout 2018 pg. 539). As stated by Melnyk & Fineout (2018), sharing EBP requires a clear and compelling body of evidence that is tailored to the audience and stakeholders. Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion Careful consideration of disseminating new information will promote utilization across the healthcare spectrum, ultimately further advancing the delivery of care.

More Inclined Dissemination Strategy

One strategy for dissemination of EBP is presentations at an organizational level. As stated by Häggman-Laitila et al. (2016), lectures and didactic presentations are the most popular teaching tool. Presentations at an organizational level enables the engagement of audience members through relatable experiences or events .Presentations enables nurses to critically examine their own practices and understand the need for EBP (Häggman-Laitila et al., 2016). Sharing previous clinical issues establishes a collaborative effort to incorporate EBP into clinical practice. Lastly, presentations provide a visual representation of outcomes that can be achieved. Visual presentations can be detected in the form of graphs, tables, and charts. A combination of teaching methods is more likely to improve knowledge, skills, and attitudes (Häggman-Laitila et al., 2016). Exposure to hearing and visualizing new information can reinforce the important of how this practice can be adopted into current guidelines to improve outcomes for patients. Although there are great benefits two presentations at an organizational level there are also barriers. Drawbacks include limited staff attendance and the inability to recall lecture information due to information overload. To overcome presentation barriers leadership could have multiple presentation times to increase staff attendance and include a condensed version of the presentation in paper form Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion.

Next, poster displays are easily accessible to introduce new teachings of EBP. Poster displays can be placed in various areas of the units for review of information. In previous experiences, visual representation posters are usually displayed in the bathroom, the break room, and in lounge areas. Repetitive visual representation of information reinforces understanding and creative thinking. Easily accessible information has a greater potential of reaching a wider audience thereby promoting discussions of how EBP applies to the current state of the unit and encouraging staff members to collaboratively determine how the new information can be implemented to improve patient outcomes. Barriers to poster displays include the inability to engage audience and the potential for posters to be misplaced or destroyed. Strategies to overcome obstacles for poster displays can include eye- catching graphics and laminating the posters to prevent damage.

Least Inclined Dissemination Strategy

Although journal publications or organizational journal clubs is the most common technique for dissemination of information, in my opinion it is the least likely way to share new information with the healthcare profession on a healthcare organizational level Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion. Journals are a great tool to introduce new practices and interventions due to the ability to provide supportive evidence. Next, journal clubs that are associated with an organization such as American Nurses Association (ANA) are the least likely method to share information, statistics show that less than 10% or nurses belong to an organization. Hurdles that impede journal publications and journal clubs as a great source of sharing information is inaccessibility. Additional obstacles of dissemination of EBP include  lack of time, unsupported attitude towards new information, nursing morale, and a lack of leadership or mentor involvement (Williams et al.,2016).

References 

Häggman-Laitila, A., Mattila, L.-R., & Melender, H.-L. (2016). Educational interventions on evidence-based nursing in clinical practice: A systematic review with qualitative analysis. Nurse Education Today, 43, 50–59. /orders/doi-org.ezp.waldenulibrary.org/10.1016/j.nedt.2016.04.023

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion

Williams, J. R., Caceda-Castro, L. E., Dusablon, T., & Stipa, M. (2016). Design, development, and evaluation of printed educational materials for evidence-based practice dissemination. International Journal of Evidence-Based Healthcare, 14(2), 84–94. /orders/doi-org.ezp.waldenulibrary.org/10.1097/XEB.0000000000000072

Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion instructions

Discussion: Developing a Culture of Evidence-Based Practice

As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP.

By Day 3 of Week 9

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion.

By Day 6 of Week 9

Respond to at least two of your colleagues on two different days by offering additional ideas to overcome the barriers to strategies suggested by your colleagues and/or by offering additional ideas to facilitate dissemination.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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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.

• Weekly Participation

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. Developing a Culture of Evidence-Based Practice NURS 6052

• APA Format and Writing Quality

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.

• Use of Direct Quotes

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.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. Developing a Culture of Evidence-Based Practice NURS 6052

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

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Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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