NUR 590 Discuss Strategies for Disseminating EBP Project Proposal

Sample Answer for NUR 590 Discuss Strategies for Disseminating EBP Project Proposal Included After Question

Objectives:

Propose strategies used to disseminate evidence to influence health care outcomes.

Assessments

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Topic 7 DQ 1

Upcoming

Assessment Description

Propose strategies for disseminating your evidence-based practice project proposal. Consider the necessary stakeholders who need to review or approve the proposal (both internal and external) and what methods you will use to communicate.

Topic 7 DQ 2

GO TO DISCUSSION

Start Date

Sep 23, 2021 12:00 AM

Due Date

Sep 27, 2021 11:59 PM

Points

NUR 590 Discuss Strategies for Disseminating EBP Project Proposal

Status

Upcoming

Assessment Description

After implementation, dissemination of the evidence-based practice outcomes is essential for evaluating the success of the project for ensuring sustainability. Propose strategies that you could use for disseminating the outcomes of your evidence-based practice project proposal. Consider what information would need to be communicated, which stakeholders would need to be involved and the communication methods that would be needed.

Evidence-Based Practice Project Proposal Presentation

SUBMIT ASSIGNMENT

Requires LopesWrite

Start Date

Sep 23, 2021 12:00 AM

Due Date

Sep 29, 2021 11:59 PM

Points

120

NUR 590 Discuss Strategies for Disseminating EBP Project Proposal Rubric

View Rubric

Status

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 Discuss Strategies for Disseminating EBP Project Proposal

Upcoming

Assessment Description

The dissemination of an evidence-based practice project proposal is an important part of the final project. Dissemination of your project to a local association or clinical site/practice informs important stakeholders of evidence-based interventions that can improve clinical practice and ultimately patient outcomes.

For this assignment, develop a professional presentation that could be disseminated to a professional group of your peers.

Develop a 12-15 slide PowerPoint detailing your evidence-based practice project proposal. Create speaker notes of 100-250 words for each slide. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the topic Resources for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning and an additional slide for References at the end. Be sure to consider your personal demeanor and tone during the recorded presentation.

Include the following in your presentation:

Introduction (include PICOT statement)
Organizational Culture and Readiness
Problem Statement and Literature Review
Change Model, or Framework
Implementation Plan
Evaluation Plan
Conclusion

You are required to cite a minimum of six peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Week 7 Participation

GO TO DISCUSSION

Start Date

Sep 23, 2021 12:00 AM

Due Date

Sep 29, 2021 11:59 PM

Points

Status

Upcoming

Assessment Description

There is no description for this assessment.

Resources

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Advanced Nursing Research: From Theory to Practice

Read Chapters 22 and 23 in Advanced Nursing Research: From Theory to Practice.

View Resource

Writing an Abstract for a Poster or Oral Presentation

Read “Writing an Abstract for a Poster or Oral Presentation,” by Bodin and McDaniel, from Alabama Nurse (2019).

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=136923973&site=ehost-live&scope=site

Poster Presentations: A Great Way to Share Your Evidence-Based Knowledge

Read “Poster Presentations: A Great Way to Share Your Evidence-Based Knowledge,” by Sawaya, from International Journal of Chi

Loom

Loom is a free video recording tool that allows you send messages through shareable videos. For assistance on installing the softwa

Innovations in Research Dissemination: Research Participants Sharing Stories at a Conference

Read “Innovations in Research Dissemination: Research Participants Sharing Stories at a Conference,” by Douglas, Jackson, Woods,

Advanced Practice Nursing: Essential Knowledge for the Profession

Review Chapter 20 in Advanced Practice Nursing: Essential Knowledge for the Profession.

View Resource

Engagement of Community Stakeholders to Develop a Framework to Guide Research Dissemination to Communities

Read “Engagement of Community Stakeholders to Develop a Framework to Guide Research Dissemination to Communities,” by Cunningham-

Avoid Common Mistakes When Presenting Your Research, Evidence-Based Practice, or Quality Improvement Projects

Read “Avoid Common Mistakes When Presenting Your Research, Evidence-Based Practice, or Quality Improvement Projects,” by Siedleck

Using Storylines for Bilingual Dissemination of a Grounded Theory

Read “Using Storylines for Bilingual Dissemination of a Grounded Theory,” by Ligita, Francis, Wicking, Harvey, and Nurjannah, fro

NUR 590 Discuss Strategies for Disseminating EBP Project Proposal 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.

A Sample Answer For the Assignment: NUR 590 Discuss Strategies for Disseminating EBP Project Proposal

Title: NUR 590 Discuss Strategies for Disseminating EBP Project Proposal

Discussion Question 1

Identify the audience for your EBP proposal and discuss strategies for disseminating the proposal.

The dissemination of information to the target audience is probably one of the most important phases of an evidence-based project. The circulation of the results of an EBP to a particular clinical practice or public health audience may among other things improve the quality of services offered. In the present EBP, the results of the evidence-based practice will be circulated to oncology nurses and the administration of the facility plus eternal stakeholders. The oncology nurses are important here since the intervention directly targets them to improve their burnout experiences. On the other hand, the administration of the facility is targeted since it will facilitate the implementation of the project results. In order to achieve this, two methodologies will be adopted: internal methodology and external dissemination methodology.

The internal methodology that would be preferred in the dissemination of the EBP practice results is the hospital board. The board is particularly important since it will facilitate face-to-face interaction and also offer an opportunity for the concerned nurses and other health are workers at the facility to ask questions (Humbles, 2019). Moreover, instant feedback will also be offered by the targeted audience when this method is utilized.

In order for the EBP project results to reach external audiences, I will present it in conferences that are facilitated by professional organizations. The platform would be ideal as it will offer an opportunity to disseminate the information to a wider audience of oncology nurses (Palinkas & Cooper, 2017). During the conference, I am going to adopt a face-to-face method so as to ensure that consultation and discussion alongside other nursing professionals will occur.

References

Humbles, P. (2019). Faculty and Students Find a Niche in Scholarship: Teaching Strategies to Disseminate Scholarly Evidence-Based Practice Projects. ABNF Journal, 30(4).

Palinkas, L. A., & Cooper, B. R. (2017). Mixed methods evaluation in dissemination and implementation science. In Dissemination and implementation research in health: translating science to practice. Oxford University Press.

A Sample Answer 2 For the Assignment: NUR 590 Discuss Strategies for Disseminating EBP Project Proposal

Title: NUR 590 Discuss Strategies for Disseminating EBP Project Proposal

Discussion Question 2

How will you ensure that all appropriate audiences receive information about research and EBP initiatives?

The main reason for conducting an EBP research project entails ensuring that the correct audiences receive the results after a certain while. Therefore, the adoption of important channels in the dissemination process is fundamental. One of the ways that information reaches appropriate target audiences is through publication in journal databases. Given that the purpose of carrying out an evidence-based research is to finally translate it into practice, the usage of peer-reviewed journal articles is particularly significant. The channel of disseminating the results goes further and advises the concerned stakeholders regarding how the implementation of the results would occur at their facilities (Melnyk & Gallagher-Ford, 2016). Moreover, peer-reviewed journal articles are considered valid due to the rigorous review processes that each research undergoes before being published, which gives it leverage over other modes.

Moreover, publishing the study to various professional social media groups will aid in its reach. The modern day nurse is tech-savvy and most of them use social media to acquire information. Thus, leveraging on that will help the information reach the targeted audiences. Further, other dissemination channels such as person-to-person communication, meetings and conferences, hospital websites, informal networks and formal collaborations could also be adopted to ensure that the information reaches the appropriate audiences (Titler & Medvec, 2018). As a matter of fact, the usage of varied communication means is the hallmark of effective dissemination, which translates to information reaching the intended audiences. Indeed, the adoption of all the above-mentioned channels ensures that a wider audience is exposed to the results of an EBP project.

References

Melnyk, B. M., & Gallagher-Ford, L. (2016, March 17). Implementing Evidence-based Practice in Real World Practice Settings: Key Strategies for Publishing EBP Change Projects in Nursing Journals.

Titler, M. G., & Medvec, B. R. (2018). Evaluation of Evidence-Based Practice. Evidence-Based Practice for Nursing and Healthcare Quality Improvement-E-Book, 231.