Sample Answer for NUR 590 Discussion: Barriers to Implementing EBP in Nursing Included After Question<\/strong><\/h2>\nTopic 5 DQ 1<\/strong><\/h2>\nAssessment Description<\/h4>\n
What are some of the obstacles or barriers to implementing evidence-based practice<\/a> (EBP) in nursing? Explain how at least one of the obstacles you have described could impact the implementation for your EBP project.<\/p>\nObjectives:<\/p>\n
\n- Propose an implementation plan for the evidence-based practice proposal.<\/li>\n
- Propose strategies for overcoming barriers to the implementation of the evidence-based practice proposal.<\/li>\n<\/ol>\n
![\"NUR](\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/08\/NUR-590-Discussion-Barriers-to-Implementing-EBP-in-Nursing-300x145.png\")
<\/a>NUR 590 Discussion Barriers to Implementing EBP in Nursing<\/figcaption><\/figure>\nAssessment Description<\/h2>\n
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.<\/p>\n
Evidence-Based Practice Project Proposal: Implementation Plan<\/strong><\/h2>\nAssessment Description<\/h3>\n
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.<\/p>\n
Include the following:<\/h3>\n\n- 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.<\/li>\n
- 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.<\/li>\n
- 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.<\/li>\n
- 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.<\/li>\n
- 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.<\/li>\n
- Explain the process for delivering the intervention and indicate if any training will be needed.<\/li>\n
- Discuss the stakeholders that are needed to implement the plan.<\/li>\n
- Consider all of the aspects of your implementation plan and discuss potential barriers or challenges to the plan. Propose strategies for overcoming these.<\/li>\n
- Establish the feasibility of the implementation plan.<\/li>\n<\/ol>\n
Refer to the “Evidence-Based Practice Project Proposal \u2013 Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.<\/p>\n
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.<\/p>\n
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.<\/p>\n
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.<\/p>\n
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
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.<\/p>\n
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 Discussion: Barriers to Implementing EBP in Nursing<\/em> <\/strong><\/a><\/span><\/p>\nWeek 5 Participation<\/strong><\/h3>\nAssessment Description<\/h4>\n
There is no description for this assessment.<\/p>\n
Resources<\/strong><\/h3>\nCollapse All<\/h4>\n
Strategies, Facilitators and Barriers to Implementation of Evidence-Based Practice in Community Nursing: A Systematic Mixed-Studies Review and Qualitative Synthesis<\/p>\n
Read “Strategies, Facilitators and Barriers to Implementation of Evidence-Based Practice in Community Nursing: A Systematic Mixed-Stu<\/p>\n
…\u00a0Read More<\/p>\n
https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/www-proquest-com.lopes.idm.oclc.org\/scholarly-journals\/strategies-facilitators-barriers-implementation\/docview\/2186617926\/se-2?accountid=7374<\/a><\/p>\nAdvanced Nursing Research: From Theory to Practice<\/h3>\n
Read Chapter 25 in\u00a0Advanced Nursing Research: From Theory to Practice.<\/em><\/p>\nView Resource<\/p>\n
30 Safe Practices for Better Health Care<\/h3>\n
Read “30 Safe Practices for Better Health Care,” located in the Archive section of the Agency for Healthcare Research and Quality<\/p>\n
…\u00a0Read More<\/p>\n
http:\/\/archive.ahrq.gov\/research\/findings\/factsheets\/errors-safety\/30safe\/30-safe-practices.html<\/a><\/p>\nImplementation Science Training and Resources for Nurses and Nurse Scientists<\/h3>\n
Read “Implementation Science Training and Resources for Nurses and Nurse Scientists,” by Boehm, Stolldorf, and Jeffery, from<\/p>\n
…\u00a0Read More<\/p>\n
https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/www-proquest-com.lopes.idm.oclc.org\/scholarly-journals\/implementation-science-training-resources-nurses\/docview\/2338944244\/se-2?accountid=7374<\/a><\/p>\nImproving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department<\/h3>\n
Read “Improving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department,<\/p>\n
…\u00a0Read More<\/p>\n
https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/www-proquest-com.lopes.idm.oclc.org\/scholarly-journals\/improving-3-hour-sepsis-bundled-care-outcomes\/docview\/2312493328\/se-2?accountid=7374<\/a><\/p>\nEvidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice<\/h3>\n
Review Chapter 1 in\u00a0Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.<\/em><\/p>\nView Resource<\/p>\n
Center for Theory of Change<\/p>\n
Explore the Center for Theory of Change website.<\/h3>\n
http:\/\/www.theoryofchange.org\/<\/a><\/p>\nAdvanced Practice Nursing: Essential Knowledge for the Profession<\/h3>\n
Read Chapter 20 in\u00a0Advanced Practice Nursing: Essential Knowledge for the Profession.<\/em><\/p>\nView Resource<\/p>\n
The Teach Back Project: A System-Wide Evidence Based Practice<\/h3>\n
Read “The Teach Back Project: A System-Wide Evidence Based Practice,” by Klingbeil and Gibson, from\u00a0Journal of Pediatric Nurs<\/em><\/p>\n…\u00a0Read More<\/p>\n
https:\/\/www-sciencedirect-com.lopes.idm.oclc.org\/science\/article\/pii\/S0882596317305523<\/a><\/p>\nNUR 590 Discussion: Barriers to Implementing EBP in Nursing <\/em>Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate 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<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies 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.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: 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.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe 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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nA Sample Answer For the Assignment: NUR 590 Discussion: Barriers to Implementing EBP in Nursing<\/strong><\/h2>\nTitle: NUR 590 Discussion: Barriers to Implementing EBP in Nursing<\/strong><\/h2>\nThe components of implementing Evidence-based practice (EBP) include identification of the EBP to be implemented by defining the research behind the EBP and summarizing the benefits and shortcomings. The next component is to contextualize EBP barriers and facilitators. The other component is identification of the strategy to implement and maintain the EBP. The subsequent components include the desired outcome of the EBP implementation, the stage of the EBP implementation process, and the level of implementation (Bergmark <\/span>et al.,<\/span><\/i> 2018).\u00a0<\/span>\u00a0<\/span><\/p>\nThe most difficult component of EBP implementation is conducting research for the best current evidence existing. There are numerous resources and evidence about cervical cancer screening. However, current evidence that could relate to the entire aspects of the PICOT questions was limited or evidence demonstrated no meaningful difference. Moreover, there are evidences with misleading abstract. Essentially, evidence should relate to clinical problem, need to be reliable, valid, and applicable to the clinical practice. However, there were instances where the information and research contradicted each other due to large amount of evidence available, thus, affected the validity and quality (Warren et al., 2016).\u00a0<\/span>\u00a0<\/span><\/p>\nI think what has gone well in the EBP implementation is how the educational intervention non cervical cancer screening in women was easier to implement in clinical practice compared to other interventions. This can be attributed to the fact that education can be conducted in different ways and with minimal adverse risks. It is just a matter of selecting a more effectual technique. On the other hand, a piece of advice I would give to a colleague regarding the implementation process is to conduct an in-depth research about the EBP to be implemented ensure there is sufficient evidence before initiating the implementation process.\u00a0<\/span>\u00a0<\/span><\/p>\nReferences<\/span>\u00a0<\/span><\/h2>\nBergmark, M., Bejerholm, U., & Markstr\u00f6m, U. (2018). Critical components in implementing evidence<\/span>\u2010<\/span>based practice: A multiple case study of individual placement and support for people with psychiatric disabilities. <\/span>Social Policy & Administration<\/span><\/i>, <\/span>52<\/span><\/i>(3), 790-808. https:\/\/doi.org\/10.1111\/spol.12243<\/a><\/span>\u00a0<\/span><\/p>\nWarren, J. I., McLaughlin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The strengths and challenges of implementing EBP in healthcare systems. <\/span>Worldviews on Evidence<\/span><\/i>\u2010<\/span><\/i>
Assessment Description<\/h4>\n
What are some of the obstacles or barriers to implementing evidence-based practice<\/a> (EBP) in nursing? Explain how at least one of the obstacles you have described could impact the implementation for your EBP project.<\/p>\n Objectives:<\/p>\n 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.<\/p>\n 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.<\/p>\n Refer to the “Evidence-Based Practice Project Proposal \u2013 Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.<\/p>\n 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.<\/p>\n 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.<\/p>\n Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.<\/p>\n This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n 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.<\/p>\n Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 Discussion: Barriers to Implementing EBP in Nursing<\/em> <\/strong><\/a><\/span><\/p>\n There is no description for this assessment.<\/p>\n Strategies, Facilitators and Barriers to Implementation of Evidence-Based Practice in Community Nursing: A Systematic Mixed-Studies Review and Qualitative Synthesis<\/p>\n Read “Strategies, Facilitators and Barriers to Implementation of Evidence-Based Practice in Community Nursing: A Systematic Mixed-Stu<\/p>\n …\u00a0Read More<\/p>\n https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/www-proquest-com.lopes.idm.oclc.org\/scholarly-journals\/strategies-facilitators-barriers-implementation\/docview\/2186617926\/se-2?accountid=7374<\/a><\/p>\n Read Chapter 25 in\u00a0Advanced Nursing Research: From Theory to Practice.<\/em><\/p>\n View Resource<\/p>\n Read “30 Safe Practices for Better Health Care,” located in the Archive section of the Agency for Healthcare Research and Quality<\/p>\n …\u00a0Read More<\/p>\n http:\/\/archive.ahrq.gov\/research\/findings\/factsheets\/errors-safety\/30safe\/30-safe-practices.html<\/a><\/p>\n Read “Implementation Science Training and Resources for Nurses and Nurse Scientists,” by Boehm, Stolldorf, and Jeffery, from<\/p>\n …\u00a0Read More<\/p>\n https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/www-proquest-com.lopes.idm.oclc.org\/scholarly-journals\/implementation-science-training-resources-nurses\/docview\/2338944244\/se-2?accountid=7374<\/a><\/p>\n Read “Improving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department,<\/p>\n …\u00a0Read More<\/p>\n https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/www-proquest-com.lopes.idm.oclc.org\/scholarly-journals\/improving-3-hour-sepsis-bundled-care-outcomes\/docview\/2312493328\/se-2?accountid=7374<\/a><\/p>\n Review Chapter 1 in\u00a0Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.<\/em><\/p>\n View Resource<\/p>\n Center for Theory of Change<\/p>\n http:\/\/www.theoryofchange.org\/<\/a><\/p>\n Read Chapter 20 in\u00a0Advanced Practice Nursing: Essential Knowledge for the Profession.<\/em><\/p>\n View Resource<\/p>\n Read “The Teach Back Project: A System-Wide Evidence Based Practice,” by Klingbeil and Gibson, from\u00a0Journal of Pediatric Nurs<\/em><\/p>\n …\u00a0Read More<\/p>\n https:\/\/www-sciencedirect-com.lopes.idm.oclc.org\/science\/article\/pii\/S0882596317305523<\/a><\/p>\n Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n 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<\/strong><\/td>\n 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.<\/strong><\/p>\n (5 points possible per graded thread)<\/em><\/strong><\/td>\n Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n 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.<\/strong><\/p>\n Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n The source of information is the APA Manual 6th Edition<\/strong><\/td>\n per discussion thread<\/em><\/strong><\/td>\n per discussion thread<\/em><\/strong><\/td>\n The components of implementing Evidence-based practice (EBP) include identification of the EBP to be implemented by defining the research behind the EBP and summarizing the benefits and shortcomings. The next component is to contextualize EBP barriers and facilitators. The other component is identification of the strategy to implement and maintain the EBP. The subsequent components include the desired outcome of the EBP implementation, the stage of the EBP implementation process, and the level of implementation (Bergmark <\/span>et al.,<\/span><\/i> 2018).\u00a0<\/span>\u00a0<\/span><\/p>\n The most difficult component of EBP implementation is conducting research for the best current evidence existing. There are numerous resources and evidence about cervical cancer screening. However, current evidence that could relate to the entire aspects of the PICOT questions was limited or evidence demonstrated no meaningful difference. Moreover, there are evidences with misleading abstract. Essentially, evidence should relate to clinical problem, need to be reliable, valid, and applicable to the clinical practice. However, there were instances where the information and research contradicted each other due to large amount of evidence available, thus, affected the validity and quality (Warren et al., 2016).\u00a0<\/span>\u00a0<\/span><\/p>\n I think what has gone well in the EBP implementation is how the educational intervention non cervical cancer screening in women was easier to implement in clinical practice compared to other interventions. This can be attributed to the fact that education can be conducted in different ways and with minimal adverse risks. It is just a matter of selecting a more effectual technique. On the other hand, a piece of advice I would give to a colleague regarding the implementation process is to conduct an in-depth research about the EBP to be implemented ensure there is sufficient evidence before initiating the implementation process.\u00a0<\/span>\u00a0<\/span><\/p>\n Bergmark, M., Bejerholm, U., & Markstr\u00f6m, U. (2018). Critical components in implementing evidence<\/span>\u2010<\/span>based practice: A multiple case study of individual placement and support for people with psychiatric disabilities. <\/span>Social Policy & Administration<\/span><\/i>, <\/span>52<\/span><\/i>(3), 790-808. https:\/\/doi.org\/10.1111\/spol.12243<\/a><\/span>\u00a0<\/span><\/p>\n Warren, J. I., McLaughlin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The strengths and challenges of implementing EBP in healthcare systems. <\/span>Worldviews on Evidence<\/span><\/i>\u2010<\/span><\/i>\n
<\/a>Assessment Description<\/h2>\n
Evidence-Based Practice Project Proposal: Implementation Plan<\/strong><\/h2>\n
Assessment Description<\/h3>\n
Include the following:<\/h3>\n
\n
Week 5 Participation<\/strong><\/h3>\n
Assessment Description<\/h4>\n
Resources<\/strong><\/h3>\n
Collapse All<\/h4>\n
Advanced Nursing Research: From Theory to Practice<\/h3>\n
30 Safe Practices for Better Health Care<\/h3>\n
Implementation Science Training and Resources for Nurses and Nurse Scientists<\/h3>\n
Improving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department<\/h3>\n
Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice<\/h3>\n
Explore the Center for Theory of Change website.<\/h3>\n
Advanced Practice Nursing: Essential Knowledge for the Profession<\/h3>\n
The Teach Back Project: A System-Wide Evidence Based Practice<\/h3>\n
NUR 590 Discussion: Barriers to Implementing EBP in Nursing <\/em>Grading Rubric Guidelines<\/strong><\/h3>\n
\n\n
\n Performance Category<\/strong><\/td>\n 10<\/strong><\/td>\n 9<\/strong><\/td>\n 8<\/strong><\/td>\n 4<\/strong><\/td>\n 0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n \n Scholarliness<\/strong><\/p>\n \n \n
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\n Performance Category<\/strong><\/td>\n \u00a010<\/strong><\/td>\n 9 <\/strong><\/td>\n 8 <\/strong><\/td>\n 4<\/strong><\/td>\n 0<\/strong><\/td>\n<\/tr>\n \n Application of Course Knowledge –<\/strong><\/p>\n \n \n
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\n Performance Category <\/strong><\/td>\n \u00a05<\/strong><\/td>\n 4 <\/strong><\/td>\n 3 <\/strong><\/td>\n 2<\/strong><\/td>\n 0<\/strong><\/td>\n<\/tr>\n \n Interactive Dialogue<\/strong><\/p>\n \n \n
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\n \u00a0<\/strong><\/td>\n Minus 1 Point<\/strong><\/td>\n Minus 2 Point<\/strong><\/td>\n Minus 3 Point<\/strong><\/td>\n Minus 4 Point<\/strong><\/td>\n Minus 5 Point<\/strong><\/td>\n<\/tr>\n \n Grammar, Syntax, APA<\/strong><\/p>\n \n \n
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\n <\/td>\n 0 points lost<\/strong><\/td>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n -5 points lost<\/strong><\/td>\n<\/tr>\n \n Total Participation Requirements<\/strong><\/p>\n The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \n Early Participation Requirement<\/strong><\/p>\n 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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n A Sample Answer For the Assignment: NUR 590 Discussion: Barriers to Implementing EBP in Nursing<\/strong><\/h2>\n
Title: NUR 590 Discussion: Barriers to Implementing EBP in Nursing<\/strong><\/h2>\n
References<\/span>\u00a0<\/span><\/h2>\n