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

RE: Discussion – Week 10

Developing a Culture of Evidenced-Based Practice

Some healthcare organizations are yet to implement Evidenced-Based Practice (EBP) in the way they administer care to their patients. The two dissemination strategies that I would be most inclined to use while sharing my experience with others is organizational-level presentations and peer-reviewed journals. At the organizational level, nurse leadership has a strong influence on the implementation of EBP practices. Consequently, disseminating information to both leaders and juniors is likely to lead to championing for EBP. Also, I would use peer-reviewed journals to disseminate information because it will help both students and practicing nurses as they implement EBP.

On the other hand, I may least be inclined to use podium presentations at the local and national level. First, the two strategies may not allow for the dissemination of detailed information regarding EBP. Also, the podium presentations may not allow for close collaboration with other nurses or physicians because there may be no exchange of knowledge. Discussion: Developing a Culture of Evidence-Based Practice NURS 6052

There exist barriers in disseminating EBP through organizational-level presentations and peer-reviewed journals. A barrier to using organization level presentations may be a lack of support by nurse leaders to change the belief of clinicians. Having EBP mentors and champions is critical to changing beliefs (Melnyk et al., 2011; Melnyk & Fineout-Overholt, 2018)). Most nurses have tight schedules that may not allow them time to develop EBP skills (Newhouse et al., 2007). Consequently, another challenge that may arise would be getting practicing nurses to review journal articles that discuss EBP.

To overcome these barriers, I would consider taking approaches that may increase closer collaboration for organization-level presentations. I would work on close relationships with leadership at healthcare organizations to support EBP. The Advancing Research and Clinical practice through Collaboration (ARCC) model addresses adopting EBP beliefs that can lead to EBP culture (Melnyk et al., 2017). Also, advocate that organizations should provide nurses with time away from work for them to accommodate time for EBP learning. Discussion: Developing a Culture of Evidence-Based Practice NURS 6052

References

Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57-60. https://doi.org/10.1097/01.naj.0000405063.97774.0e

Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Choy, K. (2016). A test of the ARCC© model improves the implementation of evidence-based practice, healthcare culture, and patient outcomes. Worldviews on Evidence-Based Nursing, 14(1), 5-9. https://doi.org/10.1111/wvn.12188

NURS 6052 Discussion Developing a Culture of Evidence-Based Practice 

NURS 6052 Discussion Developing a Culture of Evidence-Based Practice

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS:NURS 6052 Discussion: Developing a Culture of Evidence-Based Practice 

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.

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. https://doi.org/10.1097/01.nna.0000302384.91366.8f

RE: Discussion – Week 10

Well said Mah! To add to your great points about information dissemination; dissemination is a way to disseminate the research findings to others that may be affected by the results. Remembering the evidence isn’t useful until it impacts action (Timmins, 2015).

The research’s main aim is to find evidence that supports practice; thus, researchers do not rest until their results hit the desired goal, i.e. improvement in practice or implementation of the new policy. I couldn’t agree more with you Mah on the disadvantage of using podium presentation as a strategy for disseminating the evidence. Podiums creat distance between you and the audience. In one of our recent skilled training classes at the hospital, a participant asked the speaker about his opinion about using a podium presentation, asserting that he felt a podium conveyed authority. In the modern world in which we live, news media has established several sources and news producers that have become obstacles for the channels’ reliability (Rendon, Wilson, & Stegall, 2018). It is difficult to draw any inference as to which news media outlet is no longer unfair due to political and business rivalry. Dissemination strategies aim to offer information and evidence-based interventions to increase other people’s knowledge within a specific audience. Through various techniques, these strategies are available to help increase other knowledge of the evidence and to inspire them to use and apply that learned evidence. Discussion: Developing a Culture of Evidence-Based Practice NURS 6052

References

Timmins, F. (2015). Disseminating nursing research. Nursing Standard,29(48), 34-39.

doi:10.7748/ns.29.48.34.e8833

Rendon, H., Wilson, A., & Stegall, J. (2018). Is it ‘Fake News’? Intelligence Community

expertise and news dissemination as measurements for media reliability. Intelligence and National Security,33(7), 1040-1052. doi:10.1080/02684527.2018.1507381

RE: Discussion – Week 10

Hi Mah Awoh

You excellently discussed dissemination strategies in this post. There is much useful information that will be helpful in further research. In this post, you presented information about organizational-level presentations and peer-reviewed journals. Dissemination of exploration is significant for growing the group of information identified with geriatric restoration. Meeting presentations and journal distributions are customary methods for sharing examination discoveries with different experts. Scholastic clinicians incorporate clinical educators and their groups, and different clinicians effectively included, for the most part, in clinical examination (Ross-Hellauer & Vignoli, 2020). It gives the expected advantages of exploration to a wide scope of people and associations, including different analysts, purchasers, industry, strategy producers, and the more extensive network. It likewise satisfies commitments to financing bodies. Dissemination remembers revealing of examination for scholarly journals or books, meeting presentations, inventive works, pages, and proficient and institutional archives. You presented much useful information. Other students should read this post.

References

Ross-Hellauer, T., & Vignoli, M. (2020). Ten simple rules for innovative dissemination of research. PLoS Comput, Biol.

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.

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.

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

RE: Discussion – Week 9 : Initial Post

Week 9 Response Post #1

Miguel, thank you for your informative and well written post! There are so many ways to disseminate information and your ideal methods of utilizing printed materials and presenting the information in a public forum are two very effective methods. Williams & Cullen state that posters, much like printed materials, is a method of visual communication that is enhanced and strengthened through the attention given to the design components (2016). Structural components of effective printed materials like posters includes Title/Authors/Affiliation, a purpose statement, model, synthesis of evidence, practice change, implementation strategies, evaluation, and a conclusion (Williams & Cullen, 2016). In your post, you discussed that a fear of public speaking is a barrier to utilizing the public forum method of disseminating information. This is a common fear that most of us likely have to cope with! Some ways to help mediate your fear includes knowing your topic well. The most your understand your topic, the less likely you are to make a mistake or get off track (Sawchuk, 2017). Another technique includes challenging your specific worries by listing your specific concerns and challenging them directly by considering the probability of those outcomes become a reality (Sawchuk, 2017).

 

References

Sawchuk, C. (2017, May 17). Fear of public speaking: How can I overcome it? Mayo Clinic. Retrieved October 29, 2021, from https://www.mayoclinic.org/diseases-conditions/specific-phobias/expert-answers/fear-of-public-speaking/faq-20058416.

Williams, J. L., & Cullen, L. (2016). Evidence into practice: Disseminating an evidence-based practice project as a poster. Journal of PeriAnesthesia Nursing31(5), 440–444. https://doi.org/10.1016/j.jopan.2016.07.002

Name:  Discussion Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

0–69

Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to 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.

Cited with fewer than two credible references.

0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

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 references.

Main Posting:

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)

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 Posting:

Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully 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.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully 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.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name:  Discussion Rubric

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