NURS 6052 Developing a Culture of Evidence-Based Practice

NURS 6052 Developing a Culture of Evidence-Based Practice

Sample Answer for NURS 6052 Developing a Culture of Evidence-Based Practice Included After Question

As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP. 

In this Discussion, you will explore strategies for disseminating EBP within your organization, community, or industry.  

 

RESOURCES 

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.  

WEEKLY RESOURCES 

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 9 

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. 

BY DAY 6 OF WEEK 9 

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. 

NURS_6052_Module05_Week09_Discussion_Rubric 

NURS_6052_Module05_Week09_Discussion_Rubric 
Criteria  Ratings  Pts 
This criterion is linked to a Learning OutcomeMain Posting 
50 to >44.0 pts 

Excellent 

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. 

44 to >39.0 pts 

Good 

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. 

39 to >34.0 pts 

Fair 

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. 

34 to >0 pts 

Poor 

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. 

 

50 pts 
This criterion is linked to a Learning OutcomeMain Post: Timeliness 
10 to >0.0 pts 

Excellent 

Posts main post by day 3. 

0 pts 

Poor 

Does not post by day 3. 

 

10 pts 
This criterion is linked to a Learning OutcomeFirst Response 
18 to >16.0 pts 

Excellent 

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. 

16 to >14.0 pts 

Good 

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. 

14 to >12.0 pts 

Fair 

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. 

12 to >0 pts 

Poor 

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. 

 

18 pts 
This criterion is linked to a Learning OutcomeSecond Response 
17 to >15.0 pts 

Excellent 

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. 

15 to >13.0 pts 

Good 

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. 

13 to >11.0 pts 

Fair 

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. 

11 to >0 pts 

Poor 

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. 

 

17 pts 
This criterion is linked to a Learning OutcomeParticipation 
5 to >0.0 pts 

Excellent 

Meets requirements for participation by posting on three different days. 

0 pts 

Poor 

Does not meet requirements for participation by posting on 3 different days. 

 

5 pts 
Total Points: 100 

 

A Sample Answer For the Assignment: NURS 6052 Developing a Culture of Evidence-Based Practice

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

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).

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. https://doi-org.ezp.waldenulibrary.org/10.1097/01.NAJ.0000363354.53883.58

 

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

 

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

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.

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As a kinesthetic learner, I am interested in the show one, do one, teach one method. I encountered a preceptor

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

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 health15(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 Science15(1), 1–14. https://doi-org.ezp.waldenulibrary.org/10.1186/s13012-020-0974-3

You have correctly identified some of the barriers to EBP implementation in health care organizations, specifically generating staff buy in and need for education.  These barriers were also identified by Melnyk et al. (2010) in a study confirming that individual’s beliefs about the value of EBP and their ability to implement EBP are correlated with the actual integration of EBP in how they deliver care.  This is why it is important for change agents to acknowledge this barrier and utilize strategies to effectively overcome those challenges and increase staff engagement.

The Advancing Research and Clinical Practice through close Collaboration (ARCC) is a model that can be used by health care systems to appropriately promote and educate staff on EBP changes in a way that addresses known barriers.  The ARCC model acknowledges the barriers to EBP change initiatives and deconstructs the process into manageable steps.  ARCC subject matter contains EBP skills building, generating a vision to inspire change to EBP, team building and communication, mentorship to promote EBP, strategies to create EBP culture, quality improvement methods, data management and outcomes assessment, and principles of individual and organizational change (Mylnyk, 2012). Employing the ARCC template is an effective method to overcoming identified hurdles that will be met when promoting EBP initiatives in a health care organization.

Melnyk, B. M. (2012). Achieving a high-reliability organization through implementation of the

ARCC model for systemwide sustainability of evidence-based practice. Nursing

Administration Quarterly, 36(2), 127–135. https://doiorg.ezp.waldenulibrary.org/10.1097/NAQ.0b013e318249fb6a 

Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Cruz, R. (2010). Correlates among

cognitive beliefs, EBP implementation, organizational culture, cohesion and job

satisfaction in evidence-based practice mentors from a community hospital

system. Nursing Outlook, 58(6), 301–308. https://doi-org.ezp.waldenulibrary.org/10.1016/j.outlook.2010.06.002

Good post! This is my understanding of dissemination of knowledge, research says “Dissemination is the targeted distribution of information and intervention materials to a specific public health or clinical practice audience. The intent is to spread knowledge and the associated evidence-based interventions (“Communication and dissemination strategies to facilitate the use of health-related evidence,” n.d).” I personally believe in having a small group of people in a learning environment “it creates address gaps in students’ knowledge, allow students to discover and engage with a range of perspectives, ideas and backgrounds and provide opportunities for students to receive feedback on their learning (“Small Group Teaching | UNSW Teaching Staff Gateway”, 2020). I would suggest round the table discussions, competencies with no more than 5-10 people at a time and even utilizing platforms like zoom and facetime for people who aren’t able to attend in person. It is beneficial and crucial for people to leave in small groups so that a teach can throughly learn each students backgroud, strengths and weakness; therefore, on the students end their educational gaps of learning could potentially be closed.

References

Getting the word out: New approaches for disseminating… : Journal of public health management and practice. (n.d.). LWW. https://journals.lww.com/jphmp/Fulltext/2018/03000/Getting_the_Word_Out__New_Approaches_for.4.aspx

Small Group Teaching | UNSW Teaching Staff Gateway. (2020). Retrieved 8 August 2020, from https://teaching.unsw.edu.au/small-group-teaching#:~:text=Benefits%20of%20teaching%20in%20small%20classes&text=address%20gaps%20in%20students’%20knowledge,attitudes%20against%20those%20of%20others

Some healthcare organizations are yet to implement Evidenced-Based Practice (EBP) in the way they administer care to their patients. The two dissemination strategies that I would be most inclined to use while sharing my experience with others is organizational-level presentations and peer-reviewed journals. At the organizational level, nurse leadership has a strong influence on the implementation of EBP practices. Consequently, disseminating information to both leaders and juniors is likely to lead to championing for EBP. Also, I would use peer-reviewed journals to disseminate information because it will help both students and practicing nurses as they implement EBP.

On the other hand, I may least be inclined to use podium presentations at the local and national level. First, the two strategies may not allow for the dissemination of detailed information regarding EBP. Also, the podium presentations may not allow for close collaboration with other nurses or physicians because there may be no exchange of knowledge.

There exist barriers in disseminating EBP through organizational-level presentations and peer-reviewed journals. A barrier to using organization level presentations may be a lack of support by nurse leaders to change the belief of clinicians. Having EBP mentors and champions is critical to changing beliefs (Melnyk et al., 2011; Melnyk & Fineout-Overholt, 2018)). Most nurses have tight schedules that may not allow them time to develop EBP skills (Newhouse et al., 2007). Consequently, another challenge that may arise would be getting practicing nurses to review journal articles that discuss EBP.

To overcome these barriers, I would consider taking approaches that may increase closer collaboration for organization-level presentations. I would work on close relationships with leadership at healthcare organizations to support EBP. The Advancing Research and Clinical practice through Collaboration (ARCC) model addresses adopting EBP beliefs that can lead to EBP culture (Melnyk et al., 2017). Also, advocate that organizations should provide nurses with time away from work for them to accommodate time for EBP learning.

 

References

Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57-60. https://doi.org/10.1097/01.naj.0000405063.97774.0e

Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Choy, K. (2016). A test of the ARCC© model improves the implementation of evidence-based practice, healthcare culture, and patient outcomes. Worldviews on Evidence-Based Nursing, 14(1), 5-9. https://doi.org/10.1111/wvn.12188

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. JONA: The Journal of Nursing Administration, 37(12), 552-557. https://doi.org/10.1097/01.nna.0000302384.91366.8f