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

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

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

Disseminating Evidence-Based Practice (EBP), plays an important role in increasing and promoting the spread of knowledge with regard to evidence-based interventions, with the aim of improving not only its greater application but also patient outcomes (Melnyk & Fineout-Overholt, 2018). There are different strategies of disseminating Evidence-Based Practice. The two strategies I am most inclined to using include PowerPoint presentation and making manuals and guidelines.

My use of PowerPoint presentation is centered on the need of having a captive audience, who understands the intent and aim of the meeting and have the desire and itch for new information (Edwards, 2015). I also prefer PowerPoint presentation as it increases visual impact, improves audience focus, and increases interactivity and spontaneity. In the same note, like manuals and guidelines as it they everybody is at par and aid to simplify complex health issues (Gallagher-Ford et al., 2011). Manuals have a higher eye affinity, and care providers can fast understand the treatment rationale and subsequently implement it.

The two dissemination strategies I would be least inclined to use include email and poster boards. I do not prefer email because it lacks a personal touch and the recipients need access to the internet to receive it. One the other hand, poster are less flexible because once they are printed it is hard to make adaptions or corrections.

NURS 6052 Discussion: Developing a Culture of Evidence-Based PracticeOne of the barriers to using PowerPoint presentation include voice pitch as the presenter may use singular voice pitch throughout the presentation, therefore, hampering the presentation skills. Other barriers include the use of complicated graphics and aggrandizement of special effects. Manuals and guidelines may be challenging to prepare as they require a lot resources, including manpower.

References

Edwards D. J. (2015). Dissemination of Research Results: On the Path to Practice Change. The Canadian journal of hospital pharmacy68(6), 465-469. https://doi.org/10.4212/cjhp.v68i6.1503

Gallagher-Ford, L., Fineout-Overhold, E., Melnyk, B.M. &  Stillwell, S.B. (2011). Evidence-based practice step-by-step:  Implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54-60.

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

RE: Discussion – Week 9

I agree with you; the spread of knowledge concerning evidence-based intervention is made effective by using a good strategy that helps in disseminating the evidence-based practice. The process effectively promotes the greater application of the patient outcome and leads to a greater application (Derman et al., 2018). The use of email, PowerPoint presentation, and poster board are some of the strategies that are effective in disseminating evidence-based practice.

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I would also be less inclined to use email since it requires the internet to receive the information, which is expensive and has a limited

personal touch. It is also challenging to use a poster since less information can be contained, thus creating a handout (Kondal et al., 2019). Additionally, it is not easy to adjust an error in a poster, thus considered non-flexible.

The most effective strategy for disseminating evidence-based practice is PowerPoint presentation since it appears to be more captivating to the audience. The strategy is more effective in enabling an easy understanding of the rationale and implementation process. However, some barriers are linked to the use of PowerPoint, which includes complicated graphs.

References

Derman, R. J., & Jaeger, F. J. (2018). Overcoming challenges to dissemination and implementation of research findings in under-resourced countries. Reproductive Health15(1), 121-126. https://link.springer.com/article/10.1186/s12978-018-0538-z

Kondal, B. O. N. A. L. A., & Durga Prasad, V. (2019). Poster presentations for promoting vocabulary learning among tertiary level students. International Journal of English and Literature9(2), 49-58. https://www.academia.edu/download/58611813/10_poster_presentations_for_promoting_2-40-1552296225-8.IJELAPR20198.pdf

RE: Discussion – Week 9

While researching the different methods of dissemination, I found it interesting that there are so many methods for communication and education that can be used within organizations when presenting our research. Some of the other methods that I found to be interesting were communication methods such as flyers, board games, discussion lists and boards, testimonials, online messaging and training, media use (ie: radio), workshops, conference technology use, and so many more (Chapman et al., 2021). Chapman et al. (2021) also stated that methods using things like tables for visuals seemed to be understood better than that of systematic reviews; as well as, putting research data into a loss is perceived better than that of gains for the company. Therefore, for example, if we were to disseminate and provide research data to higher levels of management within the organization, using tables to show what the losses would be if changes were not implemented. If management saw that the evidence-based practice interventions that were being discussed were causing a loss, they may be more inclined to implement these interventions. From a business standpoint, this makes a lot of sense.

Taking steps and organizing meetings with higher levels of management can really be beneficial when someone wants to institute changes within the company. Things like open communication between colleagues, creativity, enhanced emotional ability, and supportive analysis can show that the employee is willing to go that extra mile and is continuously thinking of ways to improve patient care (Melnyk and Fineout-Overholt, 2018). Leadership is an important characteristic to continue improving when we are educating others on EBP that can essentially create changes to enhance the care that we are providing. Another aspect that could be beneficial is that of combining dissemination methods to further the acceptance of and presentation of our research. I enjoyed your post! Great thoughts Marc!

References

Chapman, E., Pantoja, T., Kuchenmüller, T., Sharma, T., and Terry, R.F. (2021). Assessing the impact of

knowledge communication and dissemination strategies targeted at health policy-makers and managers: an overview of systematic reviews. Health Research Policy and Systems19(1), 1–14. https://doi.org/10.1186/s12961-021-00780-4

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide

to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

RE: Discussion – Week 9 : Initial Post

Culture of Evidence-Based Practice

Developing a more comprehensive “solutions-focused” strategy, which includes strategic dissemination of findings, is critical for enhancing the translation of health research findings into clinical practice. Public health researchers can disseminate findings to diverse audiences using a community-engaged approach by communicating essential messages through various mechanisms, such as community forums, health profiles and videos, and a media event, and with dedicated planning, staff, and funding. (Monnard, Benjamins, Hirschtick, Castro, & Roesch, 2019).

Least Inclined Strategy to utilize

The dissemination practice that I would least utilize is publishing through a peer-reviewed journal. Although clinical research findings are frequently published in peer-reviewed journals or shared through clinical trial registries, the majority of clinical study data is rarely made publicly available, which can make it difficult for patients, physicians, researchers, and policy-makers to make informed decisions about their care. (Vasquez, et al., 2021). According to research, programs that have been published in scientific publications, have been extensively evaluated, and have been confirmed to be effective circulate far more slower than programs that are dispersed through other channels (e.g., marketing materials, summaries, and implementation guidance provided by Federal agencies) (Williams, Jessica, Caceda-Castro, Lizbeth, Dusablon, Tracy, & Stipa, Melissa, 2016).

Two dissemination strategies most inclined to use

The dissemination strategy that I intend to use is through an organizational-level presentation and a public forum. Starting on an organization and community level will promote active participation from the target audience.  Nurses can use podium presentations to teach and disseminate knowledge, educating and persuading colleagues to adopt new ways of working and involving patients and colleagues in clinical projects (Foulkes, 2015). Nurse leaders must possess exceptional communication skills in order to improve health care at the institutional, community, national, and global levels.

Another strategy that I intend to utilize are printed educational materials such as an informational packet.  In studies, participants stated that they interacted with others and shared the packet with others in their organization, regardless of whether they were directors or service providers. In addition to promoting talks about EBPs across different levels of staff, this peer sharing of knowledge helps to develop open dialogue and a consistent language about the organizational adoption process, which is an important aspect (Williams, Jessica, Caceda-Castro, Lizbeth, Dusablon, Tracy, & Stipa, Melissa, 2016).

Barriers and ways to Overcome

Fear of public speaking and unexpected problems, such as technical difficulties, are the potential roadblocks I may face in implementing a presentation as a dissemination plan. I want to conquer my public speaking apprehension by rehearsing, researching, and preparing thoroughly in the days leading up to the presentation. When it comes to technical difficulties, I will solve them by conducting a dry run to check that the materials are in working order before presenting. As for barriers regarding dissemination via Printed educational materials are concerned could be the readability of written material. To address this issue, I will research the target audience and adjust the material accordingly to avoid loss of understanding, failure to increase knowledge, and inability to follow instructions offered in printed work.

References

Foulkes, M. (2015, February). Presentation skills for nurses. Nursing Standard , 29(25). doi:10.7748/ns.29.25.52.e9488

Monnard, K., Benjamins, M., Hirschtick, J., Castro, M., & Roesch, P. (2019). Co-Creation of Knowledge: A Community-Based Approach to Multilevel Dissemination of Health Information. Health Promotion Practice, 22(2), 215-223. doi:10.1177/1524839919865228

Vasquez, E., Gouraud, H., Naudet, F., Gross, C., Krumholz, H., Ross, J., & Wallach, J. (2021, August). Characteristics of available studies and dissemination of research using major clinical data sharing platforms. Clinical Trials. doi:10.1177/17407745211038524

Williams, Jessica, Caceda-Castro, Lizbeth, Dusablon, Tracy, & Stipa, Melissa. (2016, June). Design, development, and evaluation of printed educational materials for evidence-based practice dissemination. International Journal of Evidence-Based Healthcare, 14(2), 84-94.doi:10.1097/XEB.0000000000000072

The dissemination practice that I would least utilize is publishing through a peer-reviewed journal. Although clinical research findings are frequently published in peer-reviewed journals or shared through clinical trial registries, the majority of clinical study data is rarely made publicly available, which can make it difficult for patients, physicians, researchers, and policy-makers to make informed decisions about their care. (Vasquez, et al., 2021). According to research, programs that have been published in scientific publications, have been extensively evaluated, and have been confirmed to be effective circulate far more slower than programs that are dispersed through other channels (e.g., marketing materials, summaries, and implementation guidance provided by Federal agencies) (Williams, Jessica, Caceda-Castro, Lizbeth, Dusablon, Tracy, & Stipa, Melissa, 2016).

The dissemination strategy that I intend to use is through an organizational-level presentation and a public forum. Starting on an organization and community level will promote active participation from the target audience.  Nurses can use podium presentations to teach and disseminate knowledge, educating and persuading colleagues to adopt new ways of working and involving patients and colleagues in clinical projects (Foulkes, 2015). Nurse leaders must possess exceptional communication skills in order to improve health care at the institutional, community, national, and global levels.

Another strategy that I intend to utilize are printed educational materials such as an informational packet.  In studies, participants stated that they interacted with others and shared the packet with others in their organization, regardless of whether they were directors or service providers. In addition to promoting talks about EBPs across different levels of staff, this peer sharing of knowledge helps to develop open dialogue and a consistent language about the organizational adoption process, which is an important aspect (Williams, Jessica, Caceda-Castro, Lizbeth, Dusablon, Tracy, & Stipa, Melissa, 2016).

Fear of public speaking and unexpected problems, such as technical difficulties, are the potential roadblocks I may face in implementing a presentation as a dissemination plan. I want to conquer my public speaking apprehension by rehearsing, researching, and preparing thoroughly in the days leading up to the presentation. When it comes to technical difficulties, I will solve them by conducting a dry run to check that the materials are in working order before presenting. As for barriers regarding dissemination via Printed educational materials are concerned could be the readability of written material. To address this issue, I will research the target audience and adjust the material accordingly to avoid loss of understanding, failure to increase knowledge, and inability to follow instructions offered in printed work.

References

Foulkes, M. (2015, February). Presentation skills for nurses. Nursing Standard , 29(25). doi:10.7748/ns.29.25.52.e9488

Monnard, K., Benjamins, M., Hirschtick, J., Castro, M., & Roesch, P. (2019). Co-Creation of Knowledge: A Community-Based Approach to Multilevel Dissemination of Health Information. Health Promotion Practice, 22(2), 215-223. doi:10.1177/1524839919865228

Vasquez, E., Gouraud, H., Naudet, F., Gross, C., Krumholz, H., Ross, J., & Wallach, J. (2021, August). Characteristics of available studies and dissemination of research using major clinical data sharing platforms. Clinical Trials. doi:10.1177/17407745211038524

Williams, Jessica, Caceda-Castro, Lizbeth, Dusablon, Tracy, & Stipa, Melissa. (2016, June). Design, development, and evaluation of printed educational materials for evidence-based practice dissemination. International Journal of Evidence-Based Healthcare, 14(2), 84-94. doi:10.1097/XEB.0000000000000072

Evidence-based practice focus on essential elements that can help create a highly integrated environment where it is possible to attain better outcomes. The evidence-based practice focuses on a specific problem where the findings can be compared with other results previously obtained. Dissemination of evidence-based practice findings can be evaluated based on different settings, mainly where the practice will be applied. The work of evidence-based practice (EBP) is a stringent process that requires practitioners to continuously provide evidence in support of their decision-making process and policy/practice changes. Healthcare workers may use the EBP model to initiate and implement policy changes that will improve patient care. During the procedure, practitioners must present their appeals to the lawmakers, providing evidence of why the changes happen. There are several ways of disseminating the evidence. Melnyk and Fineout-Overholt (2018) define dissemination as “the process of distributing or circulating information widely.”

Two dissemination strategies that I would be most inclined to use

The best dissemination strategies that I would consider are unit-level presentations and local dissemination (Harvey & Kitson, 2015). Unit-level dissemination is only successful, especially in ensuring where the issue has been considered to improve the underlying problem within the unit. Different units with a given setting can have a varied assessment of the operational environment. This means that there is a need to take into consideration the context under which the evidence-based practice. Therefore, ensuring that the engagement is strategic help ensure that based on the results, the intervention that is put in place is unit-based (Brownson et al., 2018). Organizations strive to implement essential aspects of improving their performance. However, evidence-based practice eliminated the uncertainty risk, which is crucial in attaining better outcomes.

Local dissemination entails significant players at the local level, which is a better aspect that helps provide a strong emphasis on institutional development (Hall & Roussel, 2016). However, it is essential to ensure that the dissemination of outcomes is done in an environment where there exist resources and technical ability to attain better results. Skills and knowledge among the population are likely to be a challenge in successfully implementing the developed practice. There is a need to manage the needs of existing stakeholders, which is essential and helps in organizational planning and service delivery. The implementation of evidence-based practice should create a profoundly transformed environment where it is easier to implement positive change. Therefore, training is crucial in empowering stakeholders to implement evidence-based practice (Brownson et al., 2018).

Least Inclined Dissemination Strategies to be used

The least inclined dissemination strategies to be used in communicating EBP are poster presentations and podium presentations. The poster presentations may not give enough information, and the display may not look engaging and exciting, thereby losing the exhibition’s aim. The podium presentation, on the other hand, may encounter a low turnout of participants. There could be poor publicity of the expression leading to low attendance.

Barriers to be Encountered and Overcoming These Barriers

The barrier that could expect from the unit level presentation is the lack of interest from staff. An example is staff resistance when a change is to be implemented that they do not like or want. One way to overcome this barrier is by getting staff involved in the presentation. For instance, they are making a member of the team one of the speakers at the exhibition. In that way, they will be very interested in their presentation. The barrier that could be encountered in using peer-reviewed journals is the lack of access to the journals. An example are journals that mandates a subscription fee, which often puts off many readers. One way to overcome this barrier is by giving such journals free access to online readers.

                                                                  References

Brownson, R. C., Colditz, G. A., & Proctor, E. K. (Eds.). (2018). Dissemination and implementation research in health: translating science to practice. Oxford University Press.

Hall, H. R., & Roussel, L. A. (Eds.). (2016). Evidence-based practice. Jones & Bartlett Publishers.

Harvey, G., & Kitson, A. (2015). Implementing evidence-based practice in healthcare: a facilitation guide. Routledge.

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

Developing a Culture of Evidence-Based Practice

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.

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.

Mindy Stringer  

RE: Discussion – Week 10  

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Top of Form 

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 

Taylor Parkinson  

RE: Discussion – Week 10  

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Mindy, 

     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