The most preferred dissemination strategies are posters and internal presentations. In my clinical practice, I work with other mental health professionals who could benefit from the findings of my EBP project by acquiring relevant knowledge and developing skills for improving patient outcomes. At the departmental level, internal presentations would help disseminate available evidence regarding the effectiveness of motivational interviewing in the improvement of patient compliance with the therapeutic regimens to PMHNPs and other mental health professionals.

Through departmental presentations, therapists will enjoy greater access to the findings of my EBP project and remain committed to accelerating the implementation of evidence-based care for individuals, groups, and families with diverse mental disorders (Dean et al., 2021). I am most inclined to use internal presentations to disseminate the findings of my EBP project due to two main reasons. First, internal presentations are relatively cheap since as an employee of my organization I will not require additional financial and human resources to disseminate the findings of my EBP project. Second, the target audience entailing PMHNPs and other mental health professionals is readily available in my organization for departmental presentations.

Poster presentations will be an effective approach for reaching PMHNPs and other mental health professionals within and beyond my organization during the dissemination of my EBP project findings. As dissemination materials, posters should be visually appealing in organization, color, and design to capture the attention of the target audience within and beyond the organizational environment. Poster presentations will create greater awareness of the evidence-based clinical decision-making process influencing the identification of motivational interviewing as an effective approach to enhancing compliance with the therapeutic regimens (Beckett & Powell, 2021). Through poster presentations, I will educate PMHNPs and other mental health professionals regarding motivational interviewing as an evidence-based protocol for ensuring the treatment efficacy of psychopharmacological and psychological interventions. I am most inclined to use poster presentations because I possess the relevant knowledge and skills for designing and producing posters to meet the educational needs of therapists regarding the implementation of motivational interviewing.

I am least inclined to use dissemination strategies like scholarly publications and conference presentations due to two main reasons. First, scholarly publications in subscription-based journals might be costly and fail to reach the target audience in my organization due to the lack of time for researching and reading peer-reviewed journal articles. Second, the failure to convene mental health nursing conferences in my geographical location within the next six months is highly likely to impede the dissemination of my EBP findings to the target audience.

The notable barriers to the use of posters and internal presentations include huge patient workloads and change resistance. For instance, some of the evidence presented in the posters might contradict the deeply held beliefs and intuitions of mental health professionals regarding the implementation of motivational interviewing in clinical settings. For instance, some practitioners would acknowledge the need for respecting patient autonomy following noncompliance with the therapeutic regimens. Mental health professionals would feel compelled to abandon their long‐standing ways of conducting therapy and resist any attempts to implement practice change (Asnaani et al., 2018). However, I would eliminate this obstacle by training mental health professionals regarding the merits of motivational interviewing in the improvement of patient and practice outcomes. Huge patient workloads would deter the participation of PMHNPs and other mental health professionals in departmental presentations about the efficacy of motivational interviewing (Asnaani et al., 2018). I would overcome this barrier by collaborating with the managing board of my organization to allocate adequate time for PMHNPs to participate in the internal presentations.


Asnaani, A., Gallagher, T., & Foa, E. B. (2018). Evidence‐based protocols: Merits, drawbacks, and potential solutions. Clinical Psychology: Science and Practice25(4), 12266. https://doi.org/10.1111/cpsp.12266

Beckett, C. D., & Powell, J. (2021). Dissemination of evidence‐based practice projects: Key strategies for successful poster presentations. Worldviews on Evidence-Based Nursing18(3), 158–160. https://doi.org/10.1111/wvn.12502

Dean, J., Gallagher, F. L., & Connor, L. (2021). Evidence‐based practice: A new dissemination guide. Worldviews on Evidence-Based Nursing18(1), 4–7. https://doi.org/10.1111/wvn.12489

Evidence Base Practice (EBP) is a must if the organization plans to survive. As a leader, I would consider Advance Research and Clinical Practice through Close Collaboration (ARCC) and High-Reliability Health Care Organizations (HRHO) as strategies because they both provide stability and safety for organizations. Melnyk and associates (2017), report ARCC strategy allows stainability and mentors staff as they develop change. However, the HRHO strategy is very essential, it eliminates errors as organizations enhance quality and safety initiatives (Melnyk, 2012). Hence, it is important to consider sustainability and safety before the plan is implemented to prevent do-overs.

All dissemination strategies are successful if implemented with sustainability and EBP as a focus. Subsequently, the PARIHS framework is the least of the strategies because it depends on research and clinicians’ implementation (Melnyk and Fineout-Overholt, 2019). PARIHS is very broad and depends on four different pieces of evidence such as the caregiver and client experience, research, and a context of information that shifts the outcomes (Melnyk and Fineout-Overholt, 2019). As a result, there is no process between the scientific and experiential information which can lead to barriers (Melnyk and Fineout-Overholt, 2019).

Changing an organization is never easy and involving the quality improvement department is essential to avoid barriers. The two barriers to avoid are a lack of mentors and champions and inadequate EBP knowledge and skills (Melnyk et al., 2011). The first steps in ARCC evaluate the organization for readiness and seek an individual with knowledge. Inviting the quality improvement department to research EBP and facilitate a team to mentor staff moving forward (Melnyk et al., 2011). Hence, inadequate EBP knowledge and skills are a barrier that allows mentors to teach and coach staff according to EBP. Enhancing staff knowledge and skills increases substantiality and safety (Melnyk et al., 2011).


Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). site. American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e

Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Choy, K. (2017). A test of the ARCC© model improves implementation of evidence-based practice, healthcare culture, and patient outcomes Links to an external site. Links to an external site.Worldviews on Evidence-Based Nursing, 14(1), 5–9. doi:10.1111/wvn.12188

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