NUR 590 DQ: Overcoming Barriers to the Implementation of EBP Proposal

Sample Answer for NUR 590 DQ: Overcoming Barriers to the Implementation of EBP Proposal Included After Question

NUR 590 DQ: Overcoming Barriers to the Implementation of EBP Proposal

Topic 5 DQ 2

Upcoming

Assessment Description

Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project. What strategies can you implement to gain stakeholder support for the project implementation? Provide a suggestion you would give to a colleague who is struggling with obtaining stakeholder support.

Objectives:

Propose an implementation plan for the evidence-based practice proposal.
Propose strategies for overcoming barriers to the implementation of the evidence-based practice proposal.

Assessments

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Evidence-Based Practice Project Proposal: Implementation Plan

SUBMIT ASSIGNMENT

Requires LopesWrite

Start Date

Sep 09, 2021 12:00 AM

Due Date

Sep 15, 2021 11:59 PM

Points

NUR 590 DQ Overcoming Barriers to the Implementation of EBP Proposal

120

Rubric

View Rubric

Status

Upcoming

Assessment Description

In 1,250-1,500 words, discuss the implementation plan for your evidence-based practice project proposal. When required, create the appropriate form, table, image, or graph to fully illustrate that aspect of the intervention plan and include them in an appendix of your paper. You will use the implementation plan, including the associated documents in your appendices, in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.

Include the following:

Describe the setting and access to potential subjects. If there is a need for a consent or approval form, then one must be created. Include a draft of the form as an appendix at the end of your paper.
Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Based on the timeline you created, describe the amount of time needed to complete this project. Include a draft of the timeline as an appendix at the end of your paper.
Develop a budget and resource list. Consider the clinical tools or process changes that would need to take place. Based on the budget and resource list you developed: (a) describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution; (b) outline the costs for personnel, consumable supplies, equipment (if not provided by the institute), computer-related costs (librarian consultation, database access, etc.), and other costs (travel, presentation development). Include a draft of the budget and resource list as an appendix at the end of your paper.
Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal. Provide rationale to support your selection.
Describe the methods and instruments (questionnaire, scale, or test) to be used for monitoring the implementation of the proposed solution. Include the method or instrument as an appendix at the end of your paper.
Explain the process for delivering the intervention and indicate if any training will be needed.
Discuss the stakeholders that are needed to implement the plan.
Consider all of the aspects of your implementation plan and discuss potential barriers or challenges to the plan. Propose strategies for overcoming these.
Establish the feasibility of the implementation plan.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite a minimum of five 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.

Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.

Prepare this assignment according to the guidelines 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.

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 DQ: Overcoming Barriers to the Implementation of EBP Proposal

Week 5 Participation

GO TO DISCUSSION

Start Date

Sep 09, 2021 12:00 AM

Due Date

Sep 15, 2021 11:59 PM

Points

Status

Upcoming

Assessment Description

There is no description for this assessment.

Resources

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Strategies, Facilitators and Barriers to Implementation of Evidence-Based Practice in Community Nursing: A Systematic Mixed-Studies Review and Qualitative Synthesis

Read “Strategies, Facilitators and Barriers to Implementation of Evidence-Based Practice in Community Nursing: A Systematic Mixed-Stu

Advanced Nursing Research: From Theory to Practice

Read Chapter 25 in Advanced Nursing Research: From Theory to Practice.

View Resource

30 Safe Practices for Better Health Care

Read “30 Safe Practices for Better Health Care,” located in the Archive section of the Agency for Healthcare Research and Quality

Implementation Science Training and Resources for Nurses and Nurse Scientists

Read “Implementation Science Training and Resources for Nurses and Nurse Scientists,” by Boehm, Stolldorf, and Jeffery, from

Improving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department

Read “Improving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department,

Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice

Review Chapter 1 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.

View Resource

Center for Theory of Change

Explore the Center for Theory of Change website.

http://www.theoryofchange.org/

Advanced Practice Nursing: Essential Knowledge for the Profession

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

View Resource

The Teach Back Project: A System-Wide Evidence Based Practice

Read “The Teach Back Project: A System-Wide Evidence Based Practice,” by Klingbeil and Gibson, from Journal of Pediatric Nurs

NUR 590 DQ: Overcoming Barriers to the Implementation of EBP 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 DQ: Overcoming Barriers to the Implementation of EBP Proposal

Title: NUR 590 DQ: Overcoming Barriers to the Implementation of EBP Proposal

Two potential stakeholder barriers that could be experienced during the implementation process include lack of leadership and management support and stakeholders resistance to change. Regarding lack of leadership and management support, nurse leaders and management are important contributors to the EBP implementation process and lack of their support can adversely impact the process of EBP implementation (Grossman & Valiga, 2020). In turn, this can create negative attitude in employees and also lead to negative EBP culture in the organization. Therefore, it is imperative for nurse leaders and management to embrace EBP in the organization and support attempts to implement the EBP in the organization by acting as the role models in advocating for EBP and applying EBP decisions.

Regarding stakeholders’ resistance, some critical stakeholders such as nurses may feel threatened that the changes implemented may change the work culture or norm they are used to; hence, make attempts to resist the change. Moreover, other stakeholders may be reluctant to change in the belief that change process is time consuming yet they are overburdened by heavy workload. As a result, it will be challenging to implement the change process (Nadim & Singh, 2019).

To address these barriers, the organization should adopt a culture effective communication that entails open communication to address the challenges and the fears that stakeholders may have regarding the EBP implementation. Effective communication is critical in ensuring that stakeholders are appropriately engaged during the process to enable building of a relationship of trust (Petrikina et al., 2017). The organization should also create policies that ensure a culture that support to the EBP approach and a spirit of enquiry in the health care. Moreover, there is need to expose the stakeholders to the real-case scenarios where the EBP has created positive outcomes to help in motivating stakeholders to adopt EBP implementation.

References

Grossman, S. C., & Valiga, T. M. (2020). The new leadership challenge: Creating the future of nursing. FA Davis.

Nadim, A., & Singh, P. (2019). Leading change for success: embracing resistance. European Business Review. https://doi.org/10.1108/EBR-06-2018-0119

Petrikina, J., Krieger, M., Schirmer, I., Stoeckler, N., Saxe, S., & Baldauf, U. (2017). Improving the readiness for change-Addressing information concerns of internal stakeholders in the smartPORT Hamburg. https://aisel.aisnet.org/amcis2017/AdoptionIT/Presentations/33/