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NUR 513 Discussion Disseminating the Evidence Excelsior

NUR 513 Discussion Disseminating the Evidence Excelsior

NUR 513 Discussion Disseminating the Evidence Excelsior

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Research team discussing study with patient. (Life in View/Science Photo Library, n.d.)Knowledge is like money: to be of value it must circulate, and in circulating it can increase in quantity and, hopefully, in value.

– Louis L’Amour, 1908 – 1988, American author (QuoteSpeak, n.d.)

Think about where you might disseminate the results of your project. You have put a lot of work into this project; how can it be used to improve patient care in your practice setting, and how you could eventually disseminate the results on a larger scale?

This activity will address the following module outcome:

MO1: Examine dissemination opportunities for research and EBP results (EPSLO 6; SLO 3)

Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.

Describe a venue in your immediate practice environment you could use to disseminate the results of your project (poster presentation at conference, media submission, grand rounds, etc.). Analyze the benefit of your findings for the everyday practice of the inter-professional team.

Identify one professional peer-reviewed journal that might be interested in publishing your results. Access the requirements for authors and view the manuscript submission guidelines of the journal. Describe the steps you would take to submit your paper as a manuscript to this journal. What do you see as the biggest challenge? Evaluate the impact your project may have on the body of knowledge in the discipline.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NUR 513 Discussion Disseminating the Evidence Excelsior

DQ2 Grant Writing

Two nurses reviewing information at a computer monitor. (JGI/Blend/Learning Pictures/Universal Images Group, n.d.)“The two most beautiful words in the English language are ‘cheque enclosed.’”

? Dorothy Parker-American writer (Quote Investigator, n.d.)

This activity will address the following module outcome:

MO2: Describe sources of grant funding (EPSLO 6; SLO 3)

Think about how you might fund a research or EBP project on your topic. If you had a grant, how would it enhance possibilities for the generation of new knowledge, or translation of evidence into practice?

Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.

Review the funding sources listed on pp. 657 and 675-679 of your text. Consider the funding opportunities from Sigma Theta Tau (Links to an external site.), as well. Explore one of the sites that would be most applicable to your project and/or future research interests. Describe the sources of funding you found on the site.

Consider the “Major Pitfalls of Grant Proposals” listed in Box 22.5- 5 on p. 673 of your text and the YouTube video, It’s not about the post hole digger (Links to an external site.), in the Learning & Assessment Activities.

Would any of the “pitfalls” apply to your project? What are the strengths of your project that may increase the chances of getting grant funding? How would you search for possible sources of funding?NUR 513 Discussion Disseminating the Evidence Excelsior

Dissemination is spreading evidence-based practice information to a variety of clinical settings to increase understanding and adoption of new or changed evidence-based practice. Proposing evidence-based practice projects in a diverse but related setting allows for the uptake of stakeholder support that would increase resources to conduct more complex studies and implement enhanced interventions. Stakeholders are very important as not only can studies require financial backing for equipment, clinical resources and personnel, but also require stakeholders that can understand the gravity a project or proposal has on improving patient related health outcomes (Cunningham-Erves, Mayo-Gamble, Vaughn, Hawk, Helms, Barajas & Joosten, 2020).

Considering my evidence-based project, internal stakeholders would primarily be health care facilities and specifically the outpatient/public nutrition department. Approval would be needed from a health care facility in order to obtain consents and access to the target population and because consent and privacy must be ethically followed approval from a health care facility may already have detailed policies regarding such proposals. Direct communication with administration and the nutrition department will be ideal to maintain good faith in stakeholder support as the project is tailored towards the nutritional field (Warren, Constantinides, Blake & Frongillo, 2021).

External stakeholders would include support from those outside of the health care facility such as local or public dieticians/nutritionists, patients, and public education programs. You can also include digital or virtual stakeholders that could support structured and guided ways to use technology for diet modification and nutritional information. While direct communication for public services and patients can be facilitated, technological stakeholder support may need technical communication for improvements and utilization (Warren, Constantinides, Blake & Frongillo, 2021).

References:

Jennifer Cunningham‐Erves, Tilicia Mayo‐Gamble, Vaughn, Y., Hawk, J., Helms, M., Barajas, C., & Joosten, Y. (2020). Engagement of community stakeholders to develop a framework to guide research dissemination to communities. Health Expectations, 23(4), 958-968. http://dx.doi.org.lopes.idm.oclc.org/10.1111/hex.13076

Warren, A. M., Constantinides, S. V., Blake, C. E., & Frongillo, E. A. (2021). Advancing knowledge about stakeholder engagement in multisectoral nutrition research. Global Food Security29. https://doi-org.lopes.idm.oclc.org/10.1016/j.gfs.2021.100521