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NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice

NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice

https://nursingpaperslayers.com/discussion-developing-a-culture-of-ebp/

RE: Discussion – Week 9

Dissemination is the targeted delivery of information and intervention materials to a particular public health or clinical practice audience. The idea is to spread knowledge and the associated evidence-based interventions. Dissemination occurs through a variety of channels, social contexts, and settings. Evidence dissemination has several broad goals: to increase the reach of evidence, increase people’s motivation to use and apply evidence, and increase people’s ability to use and apply evidence (Oermann MH & Hays 2016). Dissemination strategies purpose to spread knowledge and the associated evidence-based interventions on a wide scale within or across geographic locations, practice settings, or social or other end-users’ networks such as patients and health care providers. Strategies and techniques, I will use in this discussion of EBP could be beneficial for several audiences. These include patients and the public and clinical service providers, including physicians, nurses, mid-level providers, and pharmacists who deliver health care (Gagliardi et al., 2015).

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Dissemination strategies that I would be most inclined to use.

Simultaneous use of multiple tools and strategies is the first strategies that may lead to better dissemination of EBP information. The use of different approaches can assist in increasing awareness and using among target individual populations. They

NURS 6052 Wk 9 Discussion Developing a Culture of Evidence-Based Practice

NURS 6052 Wk 9 Discussion Developing a Culture of Evidence-Based Practice

use simultaneous strategies to communicate evidence-based practice will help target audiences to understand the content better. Simultaneous strategies include message target to audience sections—Communication designed for subgroups based on group membership or characteristics such as gender or sex, age, race, cultural background, language, and other “psychographic” characteristics such as a person’s attitudes about a particular subject matter (ANA, 2015; NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice).

The second strategies to share evidence-based practices include small groups, such as grand rounds, clinical rounds, and brief consultations. Digitalized communications, such as the Infusion Nurses Society’s Web site, Webinars, and podcasts, are a relatively new method for widely disseminating new knowledge. The advance of EBP in nursing has sparked the formation of on-site or online journal clubs as a means for sharing evidence. Even social media, such as Twitter, have been used to create microblogging journal clubs to share post publication reviews of best practices (Chyun &, Henly, 2015). Health policy briefs and the media are a timely way to communicate best practices or changes to a broad audience. The World Health Organization often uses health policy briefs to share best practices around the world. The briefs provide a clear, accessible overview of timely and essential health policy topics. Finally, media can be used to share best practices. Examples of this include Reuters Health News, local and world newspapers, major television news networks and their affiliates, such as Cable News Network, the American Broadcasting Company, and the National Broadcasting Company (ANA, 2015).

Least Inclined Dissemination Strategies to use.

The least inclined dissemination strategies I will use in communicating EBP are poster presentation and leaflet distribution. If you are using presentation technology such as a PowerPoint presentation, you might rely on it to the point of alienating your audience. Rather than facing your audience, you might face the projection screen so you can constantly refer to the presentation. You risk reading the screen to your audience rather than truly engaging with them. Presentation technologies allow you to share a great deal of information with your audience — but you might share too much. A presentation of endless digital slides means you can add as much information as you want. Text-heavy slides leave your audience reading rather than listening to your message. Presentation technologies, when used ineffectively, can take the focus away from you, the speaker, and onto the presentation technology itself. Your message may get lost (Knapp JF & Simon SD, 2015).

Barriers of poster presentation and leaflets with methods to overcome barriers.

Poster presentations are not well equipped to support alternative learning styles. While an audience may consist of those who best learn when reading the information, a poster also needs to provide transparent navigation planes to provide a sequential logic. Integrating computer and information technology with poster presentations with innovations will promote a learner-centered and active method of education. Leaflets are easily discarded: If the leaflets made are of low quality and did not appeal to the target audience, they would easily discard them. People often judge them based on their visuals, and if they like it visually, only they open it and read it. Otherwise, keep it aside. Therefore, all evidence-based practice research leaflets should be designed that are worth a second glance (Schipper et al., 2016).

NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice References;

American Nurses Association (2015). Code of ethics for nurses with interpretive statements. http://nursingworld.org/DocumentVault/Ethics_1/Code-of-Ethics-for-Nurses.html.

Chyun DA, Henly SJ. New scholars writing for publication. Nurs Res. 2015;64(4):231-234.

Gagliardi A., Marshall C., Huckson S., James R., Moore (2015). Developing a checklist for guideline implementation planning: review and synthesis of guideline development and implementation advice. Implement Sci. 2015;10(1):205.

Knapp JF., Simon SD., Sharma (2015). Does active dissemination of evidence result in faster knowledge transfer than passive diffusion? An analysis of trends of the management of pediatric asthma and croup in US Emergency Departments from 1995 to 2009. Pediatr Emerg Care. 2015;31(3):190–6. doi: 10.1097/PEC.0000000000000099.

Discussion: Developing a Culture of EBP

Oermann MH., Hays (2016). Writing for Publication in Nursing. 3rd ed. New York, NY: Springer Publishing; 2016.

Schipper M., Bakker M., De Wit J., Ket (2016). Strategies for disseminating recommendations or guidelines to patients: a systematic review.

Discussion – Week 9: Developing a Culture of Evidence-Based Practice

Utilizing dissemination strategies of evidence-based practice (EBP) can help an organization’s professional growth and learning development. “Dissemination of project results is a key step in the cycle promoting adoption of EBPs within the healthcare system” and “sharing project reports through presentations and publications supports growth of an EBP culture in the organization, expands nursing knowledge, and encourages EBP changes in other organizations” (Melnyk & Fineout-Overholt, 2019, p. 395). Adopting new strategies for organizational change will take time and will include assessing organization’s readiness.

One dissemination strategy that I would be most inclined to use is a web-based resource, which means staff members would need access to computers (Newhouse, 2007). Our facility has an annual or semi-annual educational training called HealthStream, in which the employees are required to complete at a given time. I would use this method because with technological advances many learning designs are online and can be effective with repetition and training. Another dissemination strategy that I would use is a unit-level presentation. It would be focused towards the specific unit and would be a direct approach to the staff. This ensures that all staff are participating and aware of any policy changes. This would also open dialogue for any concerns and questions regarding new practice. The least inclined strategy to use would be poster presentations. Most poster-style presentations briefly touch upon the subject and are not engaging. The use of memos or brochures with resource information can help provide visual aide to staff to continue learning following presentations.

NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice

When implementing new policy or practice, there will be significant barriers that will be encountered. One barrier that will be encountered when using dissemination strategies is engagement and adoption. Some staff members may be reluctant to change. It will be helpful to provide positive outcomes of other facilities that have modeled the change and have produced positive outcomes in patient care. Another barrier that can be encountered is time. Time to learn new habits and practices can be time consuming, especially when the unit is short staffed and experiencing high workload. New implementations have to be “made easy and fun as they are overburdened with patient loads and competing priorities” (Melnyk, 2012, p. 134). Implementing new strategies will be effective with strong leadership that can mentor and support staff in developing and understanding the new adoption. Individuals are likely to follow when it is in their best interest and if they feel they have the support.

References

Melnyk, B. M. (2012). Achieving a high-reliability organization through implementation of the ARCC model for systemwide sustainability of evidence-based practice. Nursing Administration Quarterly, 36(2), 127–135. doi: 10.1097/NAQ.0b013e318249fb6a

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer Health. Kindle Edition.

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. The Journal of Nursing Administration, 37(12), 552-557.

NURS 6052 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.

In this Discussion, you will explore strategies for disseminating EBP within your organization, community, or industry.

To Prepare:

  • Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.
    • This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.
  • Reflect on which type of dissemination strategy you might use to communicate 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.

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.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message

RE: Discussion – Week 10

Strategies can range from large-scale seminars to sharing peer-reviewed articles with colleagues after submitting a report. It is possible to share material in a variety of formats and forums.
Once a modification based on evidence has been adopted or approved at your facility, the information must be disseminated to the general public. One technique is to introduce information during a meeting with the entire crew. It is possible to introduce and sign the new policy and procedure. To appeal to visual and auditory learners, you can use handouts or PowerPoint presentations. If the shift involves the development of hands-on skills, the observe one, do one, teach one method is always beneficial for those students who are kinetic learners (Walden Library).
Possible obstacles include a lack of staff buy-in, a lack of comprehension, and budgetary concerns within the facility. Among the methods for overcoming these obstacles are teamwork, education, and support. Continuous monitoring to ensure comprehension and mastery of skills. Ensure that the evidence-based change is given to and supported by the administrative team so that it may be incorporated into budgetary planning projects and fiscal justification. The more data and planning that can be compiled, the better the likelihood of success.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2016). An fundamental basis for evidence-based practice is sparking a spirit of inquiry step by step. 109(11):49–52 in The American Journal of Nursing. https://doi-\sorg.ezp.waldenulibrary.org/10.1097/01.NAJ.0000363354.53883.58

University of Walden Library (n.d.). Databases A-Z:

Nursing. https://academicguides.waldenu.edu/az.php?s=19981

Replies

We appreciate your post. I love the strategy of utilizing staff meetings as settings for dissemination. My organization now employs pre-shift huddles to convey new ideas, policy changes, and procedure updates. Typically, we are provided the topic on which the knowledge is based, as well as a binder of information to peruse on our own leisure. The binder contains a document for staff members to sign acknowledging their comprehension of the material. This method is not the most effective, but it is the most convenient for the entire crew. In addition to this informal education, our organization often requires completion of an online module. You indicated that PowerPoint presentations are beneficial for visual and auditory learners, and the module is where we can locate this great resource.
I am interested in the show one, do one, teach one method as a kinesthetic learner. This approach of knowledge transmission was adopted by a preceptor who had great success with all incoming nurses. I concur with your stated obstacles. I feel they may be

Combated with audience foresight. Packaging information in a manner that is personalized to the audience is an excellent method of combating a lack of staff interest and, hopefully, a lack of comprehension (Derman & Jaeger, 2018). To effectively share knowledge, we must identify the intended audience and tailor the message and presentation to that group (Evelina, et. al, 2020).

References

Derman, R. J., & Jaeger, F. J. (2018). Overcoming obstacles to research distribution and implementation in nations with limited resources. 86 reproductive health, 15(Supplement 1) https://doi.org/10.1186/s12978-018-0538-z
Evelina Chapman, Tereza Setsuko Toma, Michelle M. Haby, Maritsa Carla de Bortoli, Eduardo Illanes, Maria Jose Oliveros, and Jorge O. Maia Barreto (2020). A thorough assessment of knowledge translation methodologies for distribution with a focus on healthcare recipients. Implementation Science, 15(1), 1–14. https://doi-\sorg.ezp.waldenulibrary.org/10.1186/s13012-020-0974-3

 

NURS_6052_Module05_Week09_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Points Range: 0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range: 15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 13 (13%) – 14 (14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response
Points Range: 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range: 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 12 (12%) – 13 (13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
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