NUR 590 Propose strategies for disseminating your evidence-based practice project proposal

Sample Answer for NUR 590 Propose strategies for disseminating your evidence-based practice project proposal Included After Question

Topic 7 DQ 1

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.

A Sample Answer For the Assignment: NUR 590 Propose strategies for disseminating your evidence-based practice project proposal

Title: NUR 590 Propose strategies for disseminating your evidence-based practice project proposal

The proposed evidence-based practice project (EBP) entails providing health education on Covid-19 vaccine plans for individuals at risk of Covid-19 to increase their willingness to take the Covid-19 vaccine. Dissemination entails targeted sharing of information and intervention materials to a target clinical or public health audience (Brownson et al., 2018). The dissemination strategies that will be applied in this EBP project include sharing the information on the healthcare organization’s website, publishing project findings in peer-reviewed journals, hospital seminars, and CMEs, and presenting the findings in national conferences of professional associations. Disseminating through the hospital’s website will be a highly cost-effective channel and will foster fast access to the EBP data (Ross-Hellauer et al., 2020). Publishing in peer-reviewed journals will ensure that the data is permanently available to the widest possible audience globally. Furthermore, I can organize a seminar in the hospital where I will invite the hospital staff to share the EBP findings.

The stakeholders needed to review and approve the proposed EBP project include the hospital’s management team including the director of human resource, the director of nursing services, and the director of finance. External stakeholders will include the local Department of health since the project involves educating the population about the COVID-19 vaccine. In addition, the hospital’s shareholders will need to approve the project since it will require human and financial resources.

The communication strategy to the stakeholders will involve various forms of communication. The EBP project will be communicated to the stakeholders through face-to-face meetings, presentations, emails, memos, and using the hospital’s notice boards (Boaz et al., 2018). Besides, communication on the project’s progress will be communicated through email updates, weekly progress reports, and face-to-face meetings.

References

Boaz, A., Hanney, S., Borst, R., O’Shea, A., & Kok, M. (2018). How to engage stakeholders in research: design principles to support improvement. Health research policy and systems, 16(1), 1-9. https://doi.org/10.1186/s12961-018-0337-6

Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Research full report: getting the word out: new approaches for disseminating public health science. Journal of public health management and practice, 24(2), 102. https://doi.org/10.1097/PHH.0000000000000673

Ross-Hellauer, T., Tennant, J. P., Banelytė, V., Gorogh, E., Luzi, D., Kraker, P., Pisacane, L., Ruggieri, R., Sifacaki, E., & Vignoli, M. (2020). Ten simple rules for innovative dissemination of research. PLoS computational biology, 16(4), e1007704. https://doi.org/10.1371/journal.pcbi.1007704

A Sample Answer 2 For the Assignment: NUR 590 Propose strategies for disseminating your evidence-based practice project proposal

Title: NUR 590 Propose strategies for disseminating your evidence-based practice project proposal

Disseminating the evidence-based practice project proposal on early ambulation in postoperative patients requires a well-thought-out strategy to reach all relevant stakeholders, both internal and external. The dissemination process should focus on effectively communicating the project’s goals, methods, expected outcomes, and implications for practice. Internal stakeholders include the hospital administration, surgical unit staff, nursing staff, and other healthcare professionals directly involved in patient care. External stakeholders may include other healthcare institutions, professional organizations, and policymakers interested in the project’s outcomes. The evidence-based practice project proposal can effectively reach both internal and external stakeholders by employing a combination of in-person interactions, written communications, and virtual dissemination methods (Melnyk & Fineout-Overholt, 2019). This comprehensive approach ensures that the project’s findings are widely disseminated, fostering evidence-based practice and facilitating the potential adoption of early ambulation protocols in other healthcare settings.

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Wolters Kluwer. ISBN-13: 9781496384539

Objectives:

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

Assessments

Collapse All

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 Propose strategies for disseminating your evidence-based practice project proposal

Evidence-Based Practice Project Proposal Presentation

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.

NUR 590 Propose strategies for disseminating your evidence-based practice 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 3 For the Assignment: NUR 590 Propose strategies for disseminating your evidence-based practice project proposal

Title: NUR 590 Propose strategies for disseminating your evidence-based practice project proposal

Topic 7 DQ 1

After carrying out an evidence-based (EBP) project, there is a need to present the project to the intended authorities. The ways of disseminating the project would affect its ability to be incorporated into the healthcare system. The incorporation of an EBP project in the healthcare setting would imply that other parties are certain about the positive impact that the project would have on patients (Melnyk et al., 2018). Indeed, transforming scientific evidence into practice entails numerous processes and strategies. The dissemination process thus remains significant in communicating the proposed evidence-based practice project to the stakeholders.

Various dissemination strategies will enable healthcare professionals to understand the project and its need for implementation. The strategies will include seminars, workshops, and conferences that will major in the professional discussion of the EBP plan. These strategies would allow healthcare professionals to learn about the new project and table their views and perceptions of it (Daraz&Morshed, 2023). Besides, it will enable the healthcare workers to interact with the new idea and perceive the positive moat that the project would have in the healthcare setting. These workshops and seminars would also serve as training grounds for healthcare workers and communicate critical information about the project (Daraz&Morshed, 2023). The option for online-based conferences would also allow nurses to talk about the project without fear of judgment by other professionals.

Communication strategies for the stakeholders include emails, zoom meetings, conference calls, and social network handles, which are important in disseminating information about the proposed project to the stakeholders. This approach would apply to stakeholders such as the project champion, the physician liaison, department leaders, and doctors (Sam et al., 2020). The approval of the project would rely on both external and internal stakeholders. The dissemination and communication strategies will be important in allowing both external and internal stakeholders to comment on the project, thus improving its success.

References

Daraz, L., &Morshed, K. G. (2023). Can we streamline the concepts of knowledge translation, dissemination, and implementation for lay stakeholders? A perspective. BMJ open, 13(3), e068946.http://dx.doi.org/10.1136/bmjopen-2022-068946

Melnyk, B. M., Gallagher‐Ford, L., Zellefrow, C., Tucker, S., Thomas, B., Sinnott, L. T., & Tan, A. (2018). The first U.S. study on nurses’ Evidence‐Based practice competencies indicates major deficits that threaten healthcare quality, safety, and patient outcomes. Worldviews on Evidence-Based Nursing, 15(1), 16-25. https://doi.org/10.1111/wvn.12269

Sam, A. M., Cox, A. W., Savage, M. N., Waters, V., &Odom, S. L. (2020). Disseminating information on evidence-based practices for children and youth with autism spectrum disorder: AFIRM. Journal of Autism and Developmental Disorders, 50(6), 1931-1940. https://doi.org/10.1007/s10803-019-03945-x