DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE NURS 6052
Sample Answer for DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE NURS 6052 Included After Question
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.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
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.
A Sample Answer For the Assignment: DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE NURS 6052
Title: DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE NURS 6052
Evidence-based practice focus on essential elements that can help create a highly integrated environment where it is possible to attain better outcomes. The evidence-based practice focuses on a specific problem where the findings can be compared with other results previously obtained. Dissemination of evidence-based practice findings can be evaluated based on different settings, mainly where the practice will be applied. The work of evidence-based practice (EBP) is a stringent process that requires practitioners to continuously provide evidence in support of their decision-making process and policy/practice changes. Healthcare workers may use the EBP model to initiate and implement policy changes that will improve patient care. During the procedure, practitioners must present their appeals to the lawmakers, providing evidence of why the changes happen. There are several ways of disseminating the evidence. Melnyk and Fineout-Overholt (2018) define dissemination as “the process of distributing or circulating information widely.”
Two dissemination strategies that I would be most inclined to use
The best dissemination strategies that I would consider are unit-level presentations and local dissemination (Harvey & Kitson, 2015). Unit-level dissemination is only successful, especially in ensuring where the issue has been considered to improve the underlying problem within the unit. Different units with a given setting can have a varied assessment of the operational environment. This means that there is a need to take into consideration the context under which the evidence-based practice. Therefore, ensuring that the engagement is strategic help ensure that based on the results, the intervention that is put in place is unit-based (Brownson et al., 2018). Organizations strive to implement essential aspects of improving their performance. However, evidence-based practice eliminated the uncertainty risk, which is crucial in attaining better outcomes.
Local dissemination entails significant players at the local level, which is a better aspect that helps provide a strong emphasis on institutional development (Hall & Roussel, 2016). However, it is essential to ensure that the dissemination of outcomes is done in an environment where there exist resources and technical ability to attain better results. Skills and knowledge among the population are likely to be a challenge in successfully implementing the developed practice. There is a need to manage the needs of existing stakeholders, which is essential and helps in organizational planning and service delivery. The implementation of evidence-based practice should create a profoundly transformed environment where it is easier to implement positive change. Therefore, training is crucial in empowering stakeholders to implement evidence-based practice (Brownson et al., 2018).
Least Inclined Dissemination Strategies to be used
The least inclined dissemination strategies to be used in communicating EBP are poster presentations and podium presentations. The poster presentations may not give enough information, and the display may not look engaging and exciting, thereby losing the exhibition’s aim. The podium presentation, on the other hand, may encounter a low turnout of participants. There could be poor publicity of the expression leading to low attendance.
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Barriers to be Encountered and Overcoming These Barriers
The barrier that could expect from the unit level presentation is the lack of interest from staff. An example is staff resistance when a
change is to be implemented that they do not like or want. One way to overcome this barrier is by getting staff involved in the presentation. For instance, they are making a member of the team one of the speakers at the exhibition. In that way, they will be very interested in their presentation. The barrier that could be encountered in using peer-reviewed journals is the lack of access to the journals. An example are journals that mandates a subscription fee, which often puts off many readers. One way to overcome this barrier is by giving such journals free access to online readers.
References
Brownson, R. C., Colditz, G. A., & Proctor, E. K. (Eds.). (2018). Dissemination and implementation research in health: translating science to practice. Oxford University Press.
Hall, H. R., & Roussel, L. A. (Eds.). (2016). Evidence-based practice. Jones & Bartlett Publishers.
Harvey, G., & Kitson, A. (2015). Implementing evidence-based practice in healthcare: a facilitation guide. Routledge.
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
- Chapter 10, “The Role of Outcomes on Evidence-based Quality Improvement and enhancing and Evaluating Practice Changes” (pp. 293-312)
- Chapter 12, “Leadership Strategies for Creating and Sustaining Evidence-based Practice Organizations” (pp. 328-343)
- Chapter 14, “Models to Guide Implementation and Sustainability of Evidence-based Practice” (pp. 378-427) Bottom of Form
A Sample Answer 2 For the Assignment: DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE NURS 6052
Title: DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE NURS 6052
EBP is an important component of nursing practice because it aims at addressing the specific health issues and improving the patient’s experiences. On the other hand, poor strategies to disseminate the EBP outcomes could alter the realization of the targeted outcomes. In your case, you propose the use of the multiple model in disseminating EBP. The first model is the Advancing Research and Clinical practice through close Collaboration (ARCC) model. The second one is the John Hopkins Nursing Evidence-Based Practice Model (JHNEBP). I agree that the leaders have an important role in influencing other people to adopt the EBP. Therefore, communication is important. You provide a comprehensive analysis of the possible models that could be used to overcome the barriers to EBP dissemination and implementation.
On the other hand, cultural differences could limit the effectiveness of the proposed models. As a result, the leaders should work to create a collaborative framework where all stakeholders understand the implication of the EBP and why they should support it (Harden et al., 2020). Resistance in the EBP implementation arises due to lack of adequate knowledge on the process and poor inclusion criteria adopted by the leaders (Farahnak et al., 2019). It is never always about giving individual responsibilities to the stakeholders in an institution; but, making them understand the process and be self-motivated to support it (Singh, 2020).
The outcomes of EBP are always desirable and that is why healthcare institutions should endeavour to engage such processes regularly and in appropriate manner. The leaders should be transformative to create a positive relationship with their subjects and make the implementation and dissemination of the EBP easier.
References
Farahnak, L. R., Ehrhart, M. G., Torres, E. M., & Aarons, G. A. (2019). The influence of transformational leadership and leader attitudes on subordinate attitudes and implementation success. Journal of Leadership & Organizational Studies, 27(1), 98-111. https://doi.org/10.1177/1548051818824529
Harden, S. M., Steketee, A., Glasgow, T., Glasgow, R. E., & Estabrooks, P. A. (2020). Suggestions for advancing pragmatic solutions for dissemination: Potential updates to evidence-based repositories. American Journal of Health Promotion, 35(2), 289-294. https://doi.org/10.1177/0890117120934619
Singh, A. (2020). Implementation and evaluation of a transformational leadership education session for nurse leaders and nurse educators. Journal of Doctoral Nursing Practice, 13(2), 125-133. https://doi.org/10.1891/jdnp-d-19-00054
A Sample Answer 3 For the Assignment: DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE NURS 6052
Title: DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE NURS 6052
Evidence-based practice (EBP) projects are laborious endeavors and should trigger significant (positive) health care outcomes. Since most EBP projects profoundly impact organizational processes and patient care, their results should be shared to promote practice change within and outside the organization. Dissemination seeks to share EBP results with targeted audiences, particularly health care providers. The choice of dissemination strategies depends on the type of EBP project, resources, and situation, among other factors.
I would be most inclined to use organizational-level presentations and educational materials to communicate EBP. An organizational-level presentation is easy to organize since the target audience can be reached quickly and comfortably. A presentation also offers an excellent opportunity for debates and consultation as the audience seeks clarification for unclear areas. Education materials, electronic or print, can promote cross-cultural communication (Brooks et al., 2019). The information can be customized according to the target group’s unique characteristics, particularly language. I would be less inclined to use podium presentations and information publication in peer-reviewed journals. It is challenging to get an opportunity for presentation, and access to peer-reviewed journals limits the size of readership (Burke & Fiedler, 2018). However, publication can be considered later.
EBP projects face many dissemination barriers. The most typical in organizational-level presentations is inadequate resources since such presentations require large rooms, information technologies, reading and writing materials, and facilitators (Huber & Joseph, 2021). Health care providers also have busy schedules implying that attending presentations would interfere with their daily practice. Although they promote cross-cultural communication, education materials can be costly, particularly when required in volumes and print. Both challenges can be addressed by engaging the management early and throughout the project. As a major stakeholder, the management supports EBP projects through resource facilitation (Bach-Mortensen et al., 2018). As a result, early and continuous engagement would ensure that the management understands the details of the EBP project and is ready to offer human and financial support. Printed educational materials can be replaced with electronic versions of the same.
References
Bach-Mortensen, A. M., Lange, B. C., & Montgomery, P. (2018). Barriers and facilitators to implementing evidence-based interventions among third sector organisations: A systematic review. Implementation Science, 13(1), 1-19. https://doi.org/10.1186/s13012-018-0789-7
Brooks, L. A., Manias, E., & Bloomer, M. J. (2019). Culturally sensitive communication in healthcare: A concept analysis. Collegian, 26(3), 383-391. https://doi.org/10.1016/j.colegn.2018.09.007
Burke, J., & Fiedler, G. (2018).Clinicians’ access to peer-reviewed prosthetics research articles. Canadian Prosthetics & Orthotics Journal, 1(1). https://doi.org/10.33137/cpoj.v1i1.30009
Huber, D., & Joseph, M. L. (2021). Leadership and nursing care management-e-book.Elsevier Health Sciences.
A Sample Answer 4 For the Assignment: DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE NURS 6052
Title: DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE NURS 6052
Dissemination is the targeted distribution of information and intervention materials to a specific public health or clinical practice audience. (AHRQ, 2012). It is used to spread knowledge and evidence-based practice on a wide scale within or across geographic locations, practice settings, social media, or other networks for the benefit of patients and health care providers.
The two dissemination strategies I would be most inclined to use are social media and mass communication. The reason being, we live in a social media world, everyone is on some type of social media platform, and they find out information very quickly. If a specific topic is trending, it is most likely going to reach the masses of people in a matter of seconds. Social media helps facilitate to most recent and most relevant information.
Mass communication is another great way to exchanging information on a large scale to a wide range of people. It has brought information to people that otherwise could not be reached and has increased awareness among people about what is happening in other parts of the world. Websites and healthcare applications are great in delivering mass communications on topics that need to be discussed to a particular population an also keep the community up to date and in the know. (Krohn et al, 2022).
I would be least likely to distribute program materials, such as flyers, guides, pamphlets and DVDs because most of the time, they end up in the trash. Having a phone or tablet to search for information is more convenient and less clutter for humans. It will take more time to find the pamphlet and scan for the information as opposed to searching online.
The barriers I might encounter when using social media and mass communication are social anxiety, depression, and exposure to content that is not age appropriate. (Dalomba, 2022). People tend to believe everything on social media, it is not always a good thing, and people do not talk about what they read but tend to internalize it.
Ways to overcome these barriers are to display some type of public service announcement or disclaimer after the information. Sometimes, people need to be reminded about things they just read, and know that there is help, or someone here to further explain and answer questions.
Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
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Failing level
of performance 55% or less 0 points |
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
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| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
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| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
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Demonstrated 1 or less of the following:
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| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
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| 0 Points Deducted | 5 Points Lost | |||||
| Participation
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| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |