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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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
