NRS 493 Topic 4 DQ 1 Why is understanding the health care system at the local level important to consider when planning an EBP implementation?

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Topic 4 DQ 1

May 9-11, 2022

Why is understanding the health care system at the local level important to consider when planning an EBP implementation? Conduct research and solicit anecdotal evidence from your course preceptor that you will take into consideration for your own change project.

Sharia Jones

Posted Date

May 14, 2022, 3:43 PM

Replies to Sharia Jones

Several factors are critical to the implementation of EBP. 3 critical components to implementation is the strategy or “intervention” being used, barriers and facilitators (factors that influence the implementation of evidence in clinical practice) and the desired outcomes of the implementation (Correa, Lugo-Aguirre-Acevedo, Contreras, et. Al, 2020). To decide these factors a needs assessment should be conducted for the facility, as well as the community or population being served. Proper understanding of healthcare systems at a local level is vital when planning an EBP implementation because it requires various resources from the local level, including skilled human resources essential to providing leadership and the necessary competence. The importance of an in-depth understanding of the available human capital at the local level. These include the presence of adequate medical personnel such as nurses, physicians and other professionals necessary for successful implementation of EBP at the local level. Secondly, the organizational structure of the healthcare system at the local level plays a critical role in promoting the implementation of EBP successfully. Organizational factors include providing continuous education on EBP not only one time and providing opportunity for staff to improve their skills. Organizational support is essential in EBP implementation (Sindi, Hamouda & Bankhar, 2017).

References

Correa, V. C., Lugo-Agudelo, L. H., Aguirre-Acevedo, D. C., Contreras, J., Borrero, A., Patiño-Lugo, D. F., & Valencia, D. (2020). Individual, health system, and contextual barriers and facilitators for the implementation of clinical practice guidelines: a systematic metareview. Health research policy and systems, 18(1), 74. https://doi.org/10.1186/s12961-020-00588-8

Sindi, N. A., Hamouda, G. M., & Bankhar, M. (2017). Factors Affecting Implementation of Evidence Based Practice as Perceived by Nurses’. IOSR Journal of Nursing and Health Science, 06(04), 53–57. doi: 10.9790/1959-0604025357

Ayda Nahorai

replied toSharia Jones

May 15, 2022, 7:04 PM

Replies to Sharia Jones

Hi Sharia

The importance of an in-depth understanding of the available human capital at the local level includes adequate medical personnel such as nurses, physicians, and other professionals necessary to implement EBP at the local level successfully. Empirical evidence indicates that the willingness of an organization’s leadership to implement evidence-based practice promotes the availability of other critical resources such as funding, training opportunities, and adequate human resources (Green & Tones, 2009). In this regard, it is essential to understand the leadership of the healthcare system at the local level to determine its willingness to implement EBP. Thirdly, understanding the healthcare system’s culture at the local level is essential to consider when planning and implementing EBP. Some critical aspects of culture include the organizational norms, such as policies applied in human resources management and traditions of the local communities in which the healthcare system is based. Cultural factors play an essential role in influencing the successful implementation of EBP because it influences the cooperation of the stakeholders in the process (Green & Tones, 2009).

Reference

Bonham, C., Sommerfeld,D., Willging, C., & Aarons, G.(2014). Organizational factors influencing implementation of evidence-based practices for integrated treatment in behavioral health agencies. Psychiatry Journal, 2014, doi:10.1155/2014/802983.

Green, J.,& Tones, K.(2009). Towards a secure evidence base for health promotion. Journal of Public Health Medicine, 21(2):133-139.

Stacy Moore

replied toSharia Jones

May 15, 2022, 8:21 PM

Replies to Sharia Jones

Hello Sharia,

It is essential to take into account the requirements and preparedness of the population in addition to the resources that are at one’s

NRS 493 Topic 4 DQ 1 Why is understanding the health care system at the local level important to consider when planning an EBP implementation

disposal. Any implementation will typically need overcoming obstacles in some fashion. When planning the implementation of an evidence-based practice (EBP), it is critical to have a solid understanding of the local health care system at the level at which it operates. This is because the implementation must cater to the requirements of the population being served. There is a wide variety of available frameworks for incorporating EBP into healthcare systems; however, not all frameworks will be applicable to every healthcare system. In order for the implementation process to be successful and sustainable, it requires the active participation of stakeholders such as consumers, clinicians, healthcare administrators, leaders, and policymakers (Kilbourne, et al., 2019).

References:

Kilbourne, A. M., Goodrich, D. E., Miake-Lye, I., Braganza, M. Z., & Bowersox, N. W. (2019). Quality Enhancement Research Initiative Implementation Roadmap: Toward Sustainability of Evidence-based Practices in a Learning Health System. Medical care, 57 Suppl 10 Suppl 3(10 Suppl 3), S286–S293. https://doi.org/10.1097/MLR.0000000000001144

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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