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Discussion: Developing a Culture of Evidence-Based Practice NURS 6052

Discussion: Developing a Culture of Evidence-Based Practice NURS 6052

RE: Discussion – Week 9

Dissemination is the targeted distribution of information and intervention materials to patients, the public, healthcare organizations, and healthcare professionals. The evidence-based practice applies or translates research findings into our daily patient care practices and clinical decision-making (Austria & Wilson, 2021). To best use evidence-based practice in clinical practice, healthcare providers should ask a question, acquire the current evidence, appraise the literature, apply findings to clinical decision-making, evaluate outcomes, and disseminate the information (Austria & Wilson, 2021). Dissemination strategies aim to spread knowledge and the associated evidence-based interventions on a wide scale within or across geographic locations, practice settings, patients, and healthcare providers (Austria & Wilson, 2021). Several modes of dissemination can be used to communicate evidence-based practice. These modes include unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels.

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The best dissemination strategies I would consider include a unit-level presentation and small group dissemination. Unit-level dissemination is desirable because it ensures various issues within the healthcare unit are addressed and helps improve the underlying problem within the department. Unit-level dissemination can be successful; however, it only addresses concerns within the specific team. Different units within the healthcare organization may have a varied assessment of the environment. Unit-level dissemination may be complex due to distractions, text-heaviness, and overbearing personalities. Therefore, dissemination approaches should be time-efficient, consistent with organizational culture, and aligned with the skills of staff members (Brownson et al., 2018). The following strategy I would incorporate is small group dissemination. Small group dissemination would be highly beneficial as I would get more attention from the audience as there are fewer distractions. Small groups would allow for more feedback from the staff as they are more likely to be noticed. This dissemination strategy will enable individuals to feel more comfortable collaborating and sharing ideas as it is less intimidating.

The least inclined dissemination strategies to communicate evidence-based practices are poster presentations and podium presentations. Poster presentations usually only include broad information. Therefore, poster presentations may not have enough knowledge and may leave individuals unsure of the information and several unanswered questions. Poster presentations are also less engaging and may lose the objective of the presentation. On the other hand, the podium presentation may encounter a poor turnout of members. The display may not be published adequately enough, affecting the turnout of members. Podium presentations can also lack the audience’s involvement; therefore, the audience may lose interest.

One barrier that could be encountered in a unit-level presentation is a lack of interest from the staff. Staff members may be resilient to change. Employees may not trust or lack confidence in the person making the change and fear failure (Whatfix Blog, 2022). The best way to overcome this barrier is to practice open communication and involve the staff in the presentation. For example, staff members can be included as critical speakers during the presentation. A barrier in small group dissemination has resistance from participants. To overcome this barrier, the presenter needs to make discussions more engaging, allowing for an open forum and constructive criticism at the end.

References

Austria, M.-J., & Wilson, B. (2021, April 26). What is evidence-based practice? What is Evidence-Based Practice? 

Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Getting the Word Out: New Approaches for Disseminating Public Health Science. Journal of public health management and practice : JPHMP, 24(2), 102–111. 

Whatfix Blog | Drive Digital Adoption. (2022, February 24). Resistance to change: 5 causes & best practices for your organization. https://whatfix.com/blog/causes-of-resistance-to-change/

As your EBP skills develop, you may be asked to share your knowledge with others. While EBP practice is frequently conducted with a specific outcome in mind, EBP practitioners who share their findings can both contribute to the general body of knowledge and serve as an advocate for the use of EBP.

You will investigate strategies for disseminating EBP within your organization, community, or industry in this Discussion.

To Prepare:

  • Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.
    • This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.
  • Reflect on which type of dissemination strategy you might use to communicate EBP.

By Day 3 of Week 10

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified. Discussion: Developing a Culture of Evidence-Based Practice NURS 6052

By Day 6 of Week 10

Respond to at least two of your colleagues on two different days by offering additional ideas to overcome the barriers to strategies suggested by your colleagues and/or by offering additional ideas to facilitate dissemination.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 10 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 10

To participate in this Discussion:

Week 10 Discussion

Assignment: Evidence-Based Capstone Project, Part 6: Disseminating Results

The dissemination of EBP results serves multiple important roles. Sharing results makes the case for your decisions. It also adds to the body of knowledge, which creates opportunities for future practitioners. By presenting results, you also become an advocate for EBP, creating a culture within your organization or beyond that informs, educates, and promotes the effective use of EBP. Discussion: Developing a Culture of Evidence-Based Practice NURS 6052

To Prepare:

  • Review the final PowerPoint presentation you submitted in Module 5, and make any necessary changes based on the feedback you have received and on lessons you have learned throughout the course.
  • Consider the best method of disseminating the results of your presentation to an audience.

To Complete:

Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project.

  • Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
  • Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.

By Day 5 of Week 11

Submit Part 6, your revised PowerPoint presentation of your Evidence-Based Project.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK11Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 11 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 11 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK11Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Week 11 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 11 Assignment draft and review the originality report.

Submit Your Assignment by Day 5 of Week 11

To submit your Assignment:

Week 11 Assignment

RE: Discussion – Week 10

Dissemination strategies aim to spread knowledge and the associated evidenced-based interventions on a wide scale within or across geographic locations, practice settings, or social or other networks of end-users such as patients and health care providers (Melnyk, Fineout-Overholt, Stillwell, Williamson, 2016).

Strategies can include large scale seminars to sharing small peer-reviewed articles with your co-workers after report. Sharing information can be done in various forms and forums. Once an evidenced-based change has been adopted or approved in your facility, the information must be transferred to the masses. One strategy is to introduce information in an all staff meeting. The new policy and procedure can be introduced and signed. Handouts, or power point presentations can be utilized to appeal to the visual and auditory learners. If the change includes hands on skill development, the watch one, do one teach one method is always helpful for those learners who may be more kinetic type learners (Walden Library). Discussion: Developing a Culture of Evidence-Based Practice NURS 6052

Foreseeable barriers include lack of staff buy in, lack of understanding, or financial issues within the budget of the facility. Ways to overcome these barriers include working in teams with education and support. Ongoing follow up to assure understanding and mastery of skills. Lastly assure that the evidenced-based change is also presented to and supported by the administrative team in order to include in the budgetary planning projects and fiscal justification. The more information and planning that can be done, the greater chance for success.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2016). Evidence-

based practice: step by step: igniting a spirit of inquiry: an essential foundation for evidence-based practice. The American Journal of Nursing, 109(11), 49–52.

RE: Discussion – Week 10

M…,

     Thank you for your post. I appreciate the strategy of using staff meetings as dissemination environments. Currently the organization I work for uses huddle before shifts to introduce ideas, policy changes, and procedure updates. We are normally given the topic for which the information is based, along with a binder of information that we are to look through on our own time. The binder includes a sheet to sign that acknowledges the staff members understanding of the information. I feel this is not the most effective strategy but is the most convenient for all staff members. Our organization normally does include a module online to complete in addition to this informal education. You mentioned using power point presentations as useful for visual and auditory learners, and the module is where we would find that helpful tool.

     As a kinesthetic learner, I am interested in the show one, do one, teach one method. I encountered a preceptor who utilized this method of knowledge dissemination and it was highly successful with all new nurses. I also agree with your stated barriers. I believe that they may be combated with foresight in audience. Packaging information in a way that is tailored to the audience is an effective way to combat a lack of staff interest, and hopefully lack of understanding (Derman & Jaeger, 2018). To effectively disseminate knowledge, we must identify the audience and mold the message and presentation of the message to the chosen audience (Evelina, et. al, 2020).

References

Derman, R. J., & Jaeger, F. J. (2018). Overcoming challenges to dissemination and implementation of research findings in under-resourced countries. Reproductive health, 15(Suppl 1), 86. https://doi.org/10.1186/s12978-018-0538-z

Evelina Chapman, Michelle M. Haby, Tereza Setsuko Toma, Maritsa Carla de Bortoli, Eduardo Illanes, Maria Jose Oliveros, & Jorge O. Maia Barreto. (2020). Knowledge translation strategies for dissemination with a focus on healthcare recipients: an overview of systematic reviews. Implementation Science, 15(1), 1–14. https://doi-org.ezp.waldenulibrary.org/10.1186/s13012-020-0974-3

Walden University Library. (n.d.). Databases A-Z:

Nursing. https://academicguides.waldenu.edu/az.php?s=19981

Name: NURS_6052_Module05_Week09_Discussion_Rubric

  Novice Competent Proficient New Column4
Main Posting Points Range: 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

 

Supported by at least three current, credible sources.

 

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

 Points Range: 40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

 

At least 75% of post has exceptional depth and breadth.

 

Supported by at least three credible sources.

 

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

 Points Range: 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

 

One or two criteria are not addressed or are superficially addressed.

 

Is somewhat lacking reflection and critical analysis and synthesis.

 

Somewhat represents knowledge gained from the course readings for the module.

 

Post is cited with two credible sources.

 

Written somewhat concisely; may contain more than two spelling or grammatical errors.

 

Contains some APA formatting errors.

 Points Range: 0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

 

Lacks depth or superficially addresses criteria.

 

Lacks reflection and critical analysis and synthesis.

 

Does not represent knowledge gained from the course readings for the module.

 

Contains only one or no credible sources.

 

Not written clearly or concisely.

 

Contains more than two spelling or grammatical errors.

 

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness Points Range: 10 (10%) – 10 (10%)

Posts main post by day 3.

 Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%)

Does not post by day 3.
First Response Points Range: 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

 Points Range: 15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

 Points Range: 13 (13%) – 14 (14%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

 Points Range: 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.
Second Response Points Range: 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

 Points Range: 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

 Points Range: 12 (12%) – 13 (13%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

 Points Range: 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.
Participation Points Range: 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

 Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

Name: NURS_6052_Module05_Week09_Discussion_Rubric

 

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