NURS 6052 Week 9 Discussion Developing a Culture of Evidence-Based Practice

NURS 6052 Week 9 Discussion Developing a Culture of Evidence-Based Practice

NURS 6052 Week 9 Discussion Developing a Culture of Evidence-Based Practice

Developing a Culture of Evidence-Based Practice

Evidence-based practice (EBP) projects promote positive change in health practice by providing scientific, relevant, and up-to-date solutions to different health problems. Dissemination involves sharing EBP results to add to the general body of knowledge (Brownson et al., 2018). Generally, dissemination entails distributing results to a targeted population, particularly health care professionals. EBP results dissemination plays a critical role in promoting an EBP culture.

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Dissemination strategies vary according to contexts. I would be most inclined to use a policy brief and posting the EBP results on the organization’s education page. In health practice, policy briefs provide a concise summary of a clinical issue and the policy interventions that address the problem adequately (Ashcraft et al., 2020). Policy briefs are highly effective in raising awareness and enhancing knowledge about a clinical issue. Posting the results on the organization’s education page is a suitable way of sharing EBP results internally. Unlike other dissemination methods such as presentations, a policy brief and posting on the education page would consume minimal time and resources. I would be less inclined to use social media and publishing the information. Social media is not highly effective in addressing formal issues since its influence depends on a person’s following and the audience’s activity levels (Jiang &Ngien, 2020). Publishing the results would be costly from financial and commitment dimensions.

The main barrier when using policy briefs and posting information on the education page is the organization’s reading culture. Significant practice changes cannot be realized if the staff and management have not embraced a reading culture. Commitment in daily roles may also hamper information delivery since nurses may lack adequate time to read, analyze, and implement EBP results (Hashish et al., 2020). In response, awareness is vital through text messaging and emails. Outcomes can be further improved by supplementing the methods with other strategies such as distributing educational materials like pamphlets and flyers.

References

Ashcraft, L. E., Quinn, D. A., &Brownson, R. C. (2020). Strategies for effective dissemination of research to United States policymakers: a systematic review. Implementation Science, 15(1), 1-17. https://doi.org/10.1186/s13012-020-01046-3

Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., &Tabak, R. G. (2018). Research full report: getting the word out: new approaches for disseminating public health science. Journal of Public Health Management and practice, 24(2), 102-111.doi: 10.1097/PHH.0000000000000673

Hashish, A., Aly, E., &Alsayed, S. (2020). Evidence-based practice and its relationship to quality improvement: A cross-sectional study among‎ Egyptian Nurses. The Open Nursing Journal, 14(1), 254-262. http://dx.doi.org/10.2174/1874434602014010254

Jiang, S., &Ngien, A. (2020). The effects of instagram use, social comparison, and self-esteem on social anxiety: A survey study in Singapore. Social Media+ Society, 6(2), 2056305120912488. https://doi.org/10.1177%2F2056305120912488

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Module 5: Evidence-Based Decision Making (Weeks 8-9)
Walden University, LLC. (Producer). (2018). Evidence-based Decision Making [Video file]. Baltimore, MD: Author.
Due By Assignment
Week 8, Days 1-7 Read the Learning Resources.
Week 9, Days 1-2 Read the Learning Resources.
Week 9, Day 3 Post your initial Discussion post.
Week 9, Days 4-5 Compose your peer Discussion reponses.
Week 9 Day 6 Post two peer Discussion responses.
Week 9, Day 7 Wrap up Discussion.
Learning Objectives
• Evaluate dissemination strategies
• Recommend strategies to overcome barriers to dissemination of evidence-based practice changes
________________________________________
Learning Resources
Required Readings
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
• Chapter 10, “The Role of Outcomes on Evidence-based Quality Improvement and enhancing and Evaluating Practice Changes” (pp. 293–312)
• Chapter 12, “Leadership Strategies for Creating and Sustaining Evidence-based Practice Organizations” (pp. 328–343)
• Chapter 14, “Models to Guide Implementation and Sustainability of Evidence-based Practice” (pp. 378–427)

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.

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. Journal of Nursing Administration, 37(12), 552–557. doi:0.1097/01.NNA.0000302384.91366.8f

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. doi:10.1097/NAQ.0b013e318249fb6a

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. doi:10.1097/01.NAJ.0000405063.97774.0e

Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Choy, K. (2017). A test of the ARCC© model improves implementation of evidence-based practice, healthcare culture, and patient outcomes. Worldviews on Evidence-Based Nursing, 14(1), 5–9. doi:10.1111/wvn.12188

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Discussion: 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.
o 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.
Submission and Grading Information
Grading Criteria

To access your rubric:
Week 9 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 9

To participate in this Discussion:
Week 9 Discussion

Next Module

To go to the next module:
Module 6

Name: NURS_6052_Module05_Week09_Discussion_Rubric
• Grid View
• List View
Excellent Good Fair Poor
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