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

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Whether one passes or fails an academic assignment such as the Walden University NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

 

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After the introduction, move into the main part of the NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

 

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

 

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After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

 

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The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice Included After Question

Evidence-based practice (EBP) information must be disseminated effectively to achieve the right outcome. The disseminated information should target a specific audience like the nursing staff, Techs, appropriate doctors, and support staff. For example, disseminating EBP information on fall risk assessment tools in the ED should be targeted to all ED staff that encounter the patient. Suggested dissemination strategies for success included formal staff training, mentorship, and collaboration (Jordan et al., 2018).  Developing a Culture of Evidence-Based Practice NURS – 6052C Discussion Two dissemination strategies that I would use are educating and engaging the staff (Gallagher-Ford et al., 2012).

A Sample Answer For the Assignment: NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice
Title: NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice

In the contemporary healthcare society, evidence-based practice has emerged to be very important in ensuring quality and optimal care. According to Gallagher (2011), EBP is associated with nurses’ effective and efficient performance since it offers the knowledge to solve several clinical issues. Ideally, the dissemination of evidence enables healthcare practitioners to share and advocate for the use of EBP in healthcare. Nurses and clinicians can share and advocate for the development and integration of EBP in medical practice due to the sharing of evidence.

Dissemination Strategies

To disseminate EBP, my initial technique would be to use electronic poster presentations. Electronic poster presentations can be established on screens in various locations across healthcare institutions to reach a larger audience. Using an electronic poster presentation saves time and money while being “green” (Melnyk & Fineout-Overholt, 2018). For instance, in my healthcare organization, we use electronic poster boards, which are more efficient and time-saving since nurses can examine the content more regularly and in a more pleasant setting, such as our breakroom. Roundtable presentations are the second method of disseminating information. For instance, new EBP changes are communicated to inpatient units within the hospital during briefings before the start of each workday. Roundtable discussions allow for a more in-depth conversation with complete participation from the clinical team and possibilities for professional development (Harper et al., 2019).

Least Inclined Dissemination Strategy

The utilization of online modules would be the least inclined dissemination technique. Online modules are only useful if the user completes the module and engages completely in the EBP. Several of the educational modules offered to physicians, for instance, question if you have reviewed the message and provide a yes or no button. Most physicians do not even read the instruction and check the box indicating that they have completed the module when, in fact, they haven’t.

Two Barriers and How to Overcome

When using electronic poster presentations, I might have one barrier: there are no possibilities for learners to ask questions, and they lose the ability to be explicitly specified. A limited amount of area for education is available in an electronic poster presentation, which is similar to a PowerPoint presentation (Melnyk & Fineout-Overholt, 2018). The second hurdle to the diffusion strategy to roundtable presentations is that the number of clinical staff attending EBP presentations is limited. The EBP material cannot be pushed due to low attendance during roundtable presentations. One way to deal with these issues would be to advocate for implementing the EBP to aid in educating, promoting, and lobbying for change (Walden University, 2018). Some other strategies will include allowing enough time for clinical personnel to attend roundtables, complete online modules, and create easy-to-read electronic poster presentations with all relevant material.

References

Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-Based Practice, Step by Step: Implementing an Evidence-Based Practice Change. AJN, American Journal of Nursing, 111(3), 54–60. https://doi.org/10.1097/10.1097/01.naj.0000395243.14347.7eLinks to an external site.

Harper, M. G., Warren, J. I., Bradley, D., Bindon, S. L., & Maloney, P. (2019). Nursing Professional Development’s Spirit of Inquiry Focus Areas. Journal for Nurses in Professional Development, 35(3), 118–124. https://doi.org/10.1097/nnd.0000000000000515Links to an external site.

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

Walden University (Producer). (2018). Evidence-based Decision Making [Video file]. Baltimore, MD: Author.

A Sample Answer For 2 the Assignment: NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice
Title: NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice

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://doi- org.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

Countless research studies have shown that evidence-based practice in healthcare has proven to improve the standard of healthcare and patient care outcomes (Chien, 2019).    Dissemination or distribution of information gathered from evidence-based practice depends on a carefully planned communication process, one that involves a targeted audience and the vital info that needs to be shared (NHMRC, n.d.).  Selecting the right channel to communicate is crucial and should consider the stakeholders in the process (NHMRC, n.d.). 

According to Curtis et al., the knowledge-to-action cycle consists of seven steps which are: (1) identifying the problem and conducting relevant research, (2) adapting the research to local context, (3) assessing barriers to using knowledge, (4) tailoring the interventions, (5) monitoring the knowledge use, (6) evaluating the outcomes and finally (7) sustaining the knowledge use (2017). 

With the technological advancements of our modern-day world, we live in a world that is heavily focused and dependent on social media.  This would be one of the ways that I would choose to distribute information.   Social media platforms provide an excellent alternative to face-to-face discussions, which can allow people to access those on their own time and be connected (Khan et al., 2021).  Social media runs on state-of-the-art technology at the speed of light and would be great for reaching a larger group of people. 

Another one I think would be useful is doing workshops and seminars/webinars.  Short courses offered through workshops and seminars are a good way of getting communication out, and a great hands-on way to learn and demonstrate knowledge (Prevention Research Center in St Louis, n.d.).    

I think one of the worst ways that information can be disseminated is when the administration in an organization makes rules and guidelines and forces those on stakeholders without getting their feedback.  I had this unfortunate experience at one of my previous jobs and it made it a very challenging work environment. 

References

Chien L. Y. (2019). Evidence-Based Practice and Nursing Research. The journal of nursing

research : JNR, 27(4), e29. https://doi.org/10.1097/jnr.0000000000000346Links to an external site.

Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2017). Translating research findings to

clinical nursing practice. Journal of clinical nursing, 26(5-6), 862–872. https://doi.org/10.1111/jocn.13586Links to an external site.

Guidelines for guidelines. NHMRC. (n.d.). Retrieved January 22, 2023, from

https://www.nhmrc.gov.au/guidelinesforguidelines/implement/dissemination-and-communicationLinks to an external site.

Khan, M. N., Ashraf, M. A., Seinen, D., Khan, K. U., & Laar, R. A. (2021, April 29). Social Media for knowledge acquisition and dissemination: The impact of the COVID-19 pandemic on Collaborative Learning Driven Social Media Adoption. Frontiers. Retrieved January 22, 2023, from https://www.frontiersin.org/articles/10.3389/fpsyg.2021.648253/full Links to an external site. 

Prevention Research Center in St Louis. (n.d.). Getting the word out: New approaches for disseminating… : Journal of Public Health Management and Practice. LWW. Retrieved January 22, 2023, from https://journals.lww.com/jphmp/fulltext/2018/03000/getting_the_word_out__new_approaches_for.4.aspx

Healthcare professionals conduct numerous studies focusing on different clinical issues with varying findings. To influence practice change on a broader scale, healthcare professionals should share their findings with other practitioners and policymakers within and outside the health practice. Critical to promoting a culture of evidence-based practice (EBP), dissemination encompasses the targeted distribution of information and intervention to a broader audience to maximize the benefits of research (Ravinetto & Singh, 2020). The targeted population usually includes a specific public health or clinical practice audience.

There are multiple dissemination methods, and nurses should select the most suitable according to situations, objectives, and audience characteristics. To communicate EBP, I would be most inclined to a policy brief and organization-wide seminar. A policy brief summarizes the research information and enhances it with charts, tables, and other visualized data (Brownson et al., 2018). Seminars or workshops allow researchers to share information and interact with the audience as they clarify issues related to research findings.

Ashcraft et al. (2020) advised research disseminators to use printed materials and personal communication since they are the most common channels. Therefore, the choice of policy briefs (print materials) and workshops as dissemination channels is justified. I would be less inclined to use news media and social to disseminate EBP. News media could be valuable for reaching healthcare practitioners and policymakers but could be expensive. Social media reaches a limited audience and could not be highly effective for academic engagements.

It is possible to encounter some barriers when using policy briefs and organization-wide seminars for EBP dissemination. A potential barrier with policy briefs is information choice since they should be brief, tailored to the audience’s needs, and appealing (Brownson et al., 2018). Failure to meet these needs can hamper the readability and usability of research information. A possible barrier with organization-wide seminars or workshops is timing. The busy nature of the healthcare environment can limit healthcare practitioners’ and leaders’ availability for the seminar.

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). 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

Ravinetto, R., & Singh, J. A. (2022). Responsible dissemination of health and medical research: Some guidance points. BMJ Evidence-Based Medicine. http://dx.doi.org/10.1136/bmjebm-2022-111967

Developing a Culture of Evidence-Based Practice

In my evidence-based practice, I would be most inclined to use publication and presentation during the dissemination process. Publication in peer-reviewed journals allows a wide audience of professionals to access and read about the results of evidence-based practice, providing an opportunity for others to critique and build upon my work (Wieschowski et al., 2019). Additionally, presentation at professional conferences allows for face-to-face interaction with professionals from different fields, providing an opportunity for direct discussion and feedback on various issues. On the other hand, I would be least inclined to use a social media dissemination strategy, as the information shared on these platforms cannot be authenticated and may not be held to the same standards of accuracy and credibility as information shared through professional channels (Ashcraft et al., 2020). Additionally, the vast amount of information shared on social media can make it difficult for professionals to identify and authenticate evidence-based practice outcomes.

Publication and presentation as dissemination strategies for evidence-based practice are associated with different barriers, including the cost of submission to journals and the competitive nature of conference presentations (Gitlin et al., 2020). Many journals require submission fees, which can be costly for researchers with limited resources. In addition, competition for conference presentation slots can be high, making it difficult to secure a spot to present one’s work. Further, publications, such as peer-reviewed journals and textbooks, require considerable time and resources throughout their production process. Editors must review manuscripts for accuracy and quality, requiring hours of work from both parties involved. Regarding the cost, authors may need to pay a journal’s processing fee or printing costs depending on the publication outlet.

Presentations equally involve many monetary expenses over time. Presenters have to pay for travel fees, workshop registrations, venue rentals, software purchases/upgrades, supplies (computer equipment), and wages for technical support staff during conferences — any of which could drive up the cost substantially. Moreover, making changes once an EBP presentation has been submitted can be complex: speakers may need additional training materials or rehearsals in order to master new slides or alter their speaking style accordingly. All these take more money and time than initial preparation. In summary, costs associated with EBPs dissemination are understandable but expensive nonetheless; thus, healthcare providers should carefully assess their financial state prior to investing in either strategy without fail. Doing so allows them to identify which methods serve their purpose best while mitigating risk factors along the way – something that is invaluable when striving to improve the quality of patient care by using evidence-based practices.

To overcome these barriers, I might consider journals with waived submission fees for researchers with limited resources and attend conferences where the competition for presentation slots is less intense. Another way to overcome these barriers is to seek out funding opportunities. For example, I can look for grants, scholarships or other financial aid to cover the cost of submitting my work to journals and attending conferences. Besides, I can pursue mentorship and collaboration opportunities with more experienced researchers who can guide me through the submission and presentation process as well as provide advice on how to increase the chances of getting my work accepted by journals and conferences.

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://link.springer.com/article/10.1186/s13012-020-01046-3

Gitlin, L. N., Baier, R. R., Jutkowitz, E., Baker, Z. G., Gustavson, A. M., Sefcik, J. S., … & Gaugler, J. E. (2020). Dissemination and implementation of evidence‐based dementia care using embedded pragmatic trials. Journal of the American Geriatrics Society, 68, S28-S36. https://agsjournals.onlinelibrary.wiley.com/doi/full/10.1111/jgs.16622

Wieschowski, S., Riedel, N., Wollmann, K., Kahrass, H., Müller-Ohlraun, S., Schürmann, C., … & Strech, D. (2019). Result dissemination from clinical trials conducted at German university medical centers was delayed and incomplete. Journal of Clinical Epidemiology, 115, 37-45. https://www.sciencedirect.com/science/article/abs/pii/S0895435618310631

Dissemination is the targeted distribution of information and intervention materials to a specific public health or clinical practice audience. (AHRQ, 2012). It is used to spread knowledge and evidence-based practice on a wide scale within or across geographic locations, practice settings, social media, or other networks for the benefit of patients and health care providers. The two dissemination strategies I would be most inclined to use are social media and mass communication. The reason being, we live in a social media world, everyone is on some type of social media platform, and they find out information very quickly. If a specific topic is trending, it is most likely going to reach the masses of people in a matter of seconds. Social media helps facilitate to most recent and most relevant information.

            Mass communication is another great way to exchanging information on a large scale to a wide range of people. It has brought information to people that otherwise could not be reached and has increased awareness among people about what is happening in other parts of the world. Websites and healthcare applications are great in delivering mass communications on topics that need to be discussed to a particular population an also keep the community up to date and in the know. (Krohn et al, 2022). I would be least likely to distribute program materials, such as flyers, guides, pamphlets and DVDs because most of the time, they end up in the trash. Having a phone or tablet to search for information is more convenient and less clutter for humans. It will take more time to find the pamphlet and scan for the information as opposed to searching online. The barriers I might encounter when using social media and mass communication are social anxiety, depression, and exposure to content that is not age appropriate. (Dalomba, 2022). People tend to believe everything on social media, it is not always a good thing, and people do not talk about what they read but tend to internalize it.

Ways to overcome these barriers are to display some type of public service announcement or disclaimer after the information. Sometimes, people need to be reminded about things they just read, and know that there is help, or someone here to further explain and answer questions.

Evidence-based practice plays an immense role in contributing to optimum care outcomes in nursing practice. Nurses utilize evidence-based interventions to ensure their patients are assured to receive highest possible safety, quality, and efficiency in the care process. Nurses should be competent in disseminating evidence-based practice data to influence the profession. Therefore, the purpose of this paper is to explore the dissemination strategies that I may use in my practice and potential barriers that may be experienced in the process.

A Sample Answer For 5 the Assignment: NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice
Title: NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice

Dissemination Strategies

            One of the dissemination strategies that I am most inclined to use in my practice is presenting results of my project in conferences. Often, nurses participate in scientific conferences that aim at increasing the availability of current evidence on nursing practice and healthcare. Nursing conferences provide immense opportunities to interact with other nurses and reach a wider audience with the project. It also offers the opportunity to get feedback on ways of improving the evidence-based practice project and enhancing its generalizability to different populations (Lewis et al., 2021). The impact of sharing the evidence-based practice intervention and results in a conference is significant since I can be offered an opportunity to publish it and lead similar evidence-based initiatives in nursing practice.

            The second dissemination strategy that I am most inclined to use in my practice is publishing an article about the project and its outcomes. Publishing an article provides opportunities to reach the global audience and inform them about the need and significance of the project. It also informs future evidence-based practice projects in nursing (Mangold & Arring, 2019). Some of the credible publishers that I may consider to achieve this objective includes PubMed, EMBASE, and CINAHL among others. Publishing will contribute to my local, regional, and global recognition as a nurse scholar.

Least Inclined Dissemination Strategies

            I am least inclined to use strategies such as forcefully implementing the evidence-based practice intervention in the organization without informing or involving the other organizational stakeholders. Accordingly, the adopters of the evidence-based intervention should be actively involved in assessing, planning, implementing, monitoring, and evaluating the need and effectiveness of the intervention (Jones, 2019; Tucker & Gallagher-Ford, 2019). Implementing the initiative without their involvement increases the risk of poor outcomes due to resistance to change and their inadequate preparedness to embrace the initiative.

Barriers

            One of the barriers that I may experience in using the above dissemination strategies is time constraints in publishing the intervention. Accordingly, different publishers have requirements that must be met for the project to be published. For example, it may take a long period for the project to be approved and published, affecting its clinical significance and impact. The other challenge is the lack of adequate knowledge and skills among nurses who should adopt the evidence-based intervention.

Dissemination of results in scientific conferences may not result in the direct adoption of the intervention in clinical practice. Strategies such as training nurses on the use of the intervention at the organizational level may be needed for its successful adoption (Dang et al., 2021). However, issues such as resource shortages and competing organizational needs may hinder the successful use of the intervention in nursing practice.

Conclusion

            In summary, disseminating evidence-based practice project outcomes is important in nursing. I am most likely to adopt dissemination strategies such as publishing an article and presenting results in scientific conferences for my evidence-based practice project. I am least likely to forcefully translate the intervention in my workplace. I will explore anticipatory strategies to overcome barriers to disseminating the evidence-based initiative.

References

Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals: Model and Guidelines, Fourth Edition. Sigma Theta Tau.

Jones, S. (2019). Faculty and students find a niche in scholarship: Teaching strategies to disseminate scholarly evidence-based practice projects. ABNF Journal, 30(4), 109–112.

Lewis, C. C., Powell, B. J., Brewer, S. K., Nguyen, A. M., Schriger, S. H., Vejnoska, S. F., Walsh-Bailey, C., Aarons, G. A., Beidas, R. S., Lyon, A. R., Weiner, B., Williams, N., & Mittman, B. (2021). Advancing mechanisms of implementation to accelerate sustainable evidence-based practice integration: Protocol for generating a research agenda. BMJ Open, 11(10), e053474. https://doi.org/10.1136/bmjopen-2021-053474

Mangold, K., & Arring, N. (2019). Advancing Professional Practice Through a Research and Evidence-based Practice Festival. Nurse Leader, 17(1), 59–64. https://doi.org/10.1016/j.mnl.2018.09.013

Tucker, S. J., & Gallagher-Ford, L. (2019). EBP 2.0: From Strategy to Implementation. AJN The American Journal of Nursing, 119(4), 50. https://doi.org/10.1097/01.NAJ.0000554549.01028.af

A systematic and methodical approach should be used to appraise the research to implement into practice. Harris et al. (2012) suggests a framework to test and develop the dissemination of evidence-based practice (EBP) into practice. I would implement two dissemination strategies, create a diagram and a PowerPoint presentation. I would make a diagram that visualizes the research and how it positively impacts the healthcare organization, patients, and stakeholders. Harris et al. (2010) created a diagram framework that uses social marketing principles that utilize arrows to disseminate the diffusion of the EBP. I would use a PowerPoint presentation to provide bullet points defining the research intended to put into practice. I would then share the finding and highlight the impactful benefits to the healthcare organization and the patient.

A Sample Answer For 5 the Assignment: NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice
Title: NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice

Barriers

Barriers may be inevitable in an attempt to disseminate the EBP. Two barriers may be a need for more support from organizational leadership and funding. To overcome the barriers, it would be essential to understand why leadership (stakeholders) are against the change, as it is likely due to a lack of understanding. However, if the rationale is driven by  organization cost, it would be essential to display why the possible initial monetary displacement would have long-lasting positive impacts and save the organization capital in the long run.

For example, the introduction of a stat lock to hold a foley catheter into place. While a stat lock is an additional supply cost, evidence has shown the use of a stat lock decreases the risk of the development of urinary tract infections and involuntary displacement of the catheter. Again, I would continue to adopt a visual such as the John Hopkins Evidence-based Practice Model (JHEBPM). The JHEBPM uses a problem-solving methodology to drive clinical decision-making using a three-step approach: practice question, evidence, and translation (John Hopkins University & Medicine, n.d.).

References

Harris, J.R., Cheadle, A., Hannon, P.A., Forehand, M., Lichiello, P., Mahoney, E., Snyder, S. &

Yarrow, J. (2012). A framework for disseminating evidence0based health promotion practices. CDC – Preventing Chronic Disease 9. http://dx.doi.org/10.5888/pcd9.110081Links to an external site.

John Hopkins University & Medicine. (n.d.). What is the john hopkins nusing evidence-based

practice model? Welch Medical Library.

The dissemination strategies I am most likely to use include at the unit level and at the practice level. At the unit level, a nurse-led initiative we have is improving our practice by improving articulation and follow-up of patient goals during participation in our rehab program. Administrative and clinical stakeholders are interested in this initiative because insurance companies have been denying payment based on our documentation being too vague to demonstrate a baseline and improvement made. One of the reasons I am inclined to use this strategy is the ease in building trust with stakeholders and collaborating with them (Gallagher-Ford et al., 2011).

I also have a higher level of experience and skill set (Newhouse et al., 2007) within our unit than with other units at the department level to be able to speak to the unique needs of patients in our practice area. One potential barrier is buy-in from various stakeholders who work in different disciplines (such as occupational therapy and physical therapy). Another barrier is support from information technology as our organization has a large backlog of requests for changes to our electronic medical records systems from a variety of departments. Strategies to overcome these barriers are to take time to build relationships with occupational therapy and physical therapy team members to understand their needs and concerns. Given the lack of support from our EMR team at this time, using technology we have available within the Microsoft Teams platform and a “do-it-ourselves” mindset may help meet our needs instead.  

At the nursing practice level, our organization supports a nursing research poster fair annually where nurses across the enterprise have the opportunity to share knowledge and experience with each other with posters about innovations they have adopted in their units (Newhouse et al., 2007). Our nurse administrator has expressed interest in our nurse-led initiative and wants more units in our department to see our ideas, so administrative support is a plus (Gallagher-Ford, et al., 2011). The poster fair supports innovation and is a way to disseminate our ideas and build on them further across the organization (Melnyk et al., 2011). Barriers include obtaining permission to take professional time to develop the poster given staffing shortages and professional time to have staff to participate in the poster fair. Strategies to overcome these barriers would be to work closely with our nurse manager and other members of nursing staff to buy in to the value of the poster fair and to provide coverage of patient care needs while other team members work on the posterior and attend the fair.  

I would be least inclined to use the dissemination strategies of a hospital-wide policy change or even a department-wide policy change as I don’t feel I have the expertise or understanding at this point in my education to understand how other units within our department are run, financial impacts, nor what patient or staff safety issues are involved (Melnyk et al., 2011). As my education and experience progresses and I move into masters-level roles I can use what I am learning from our unit-based project to inform my participation in future projects. 

To overcome the barriers presented by electronic posters, I would propose a EBP skills fair led by nurse education specialists or advanced-practice nurses.  Nurses attending the fair receive hands-on practice with EBP skills at each booth as well as the opportunity to get competencies checked off for annual skills checks (Gonzalez et al., 2022).  

Another strategy is to have some hands-on materials available that complement the information on the electronic poster in the breakroom.  For example, an electronic poster about restraint safety could include a box of restraints for nurses to engage in hands-on practice in advance of a skills check-off, or an electronic poster about a new brand of IV catheters could include some samples (without any needles) for practice.

Gonzalez, H. C., Hsiao, E.-L., Dees, D. C., Noviello, S. R., & Gerber, B. L. (2022). Promoting critical thinking through an evidence-based skills fair intervention. Journal of Research in Innovative Teaching & Learning, 15(1), 41–54. https://doi.org/10.1108/JRIT-08-2020-0041 

  It is essential for the medical community to share evidence-based practice via various dissemination tactics. Information may be shared in a variety of formats, including oral presentations and written publications (Melnyk & Fineout-Overholt, 2018). Publishing in high-impact journals is one method of disseminating research. The other is to share research in meetings and seminars. Effective distribution strategies include publishing in high-impact factor journals, which may reach more people and have more of an influence on the scientific community as a whole. According to Melnyk et al. (2017), publishing in high-impact journals can spread evidence-based practice and raise awareness of its existence. A journal with a high impact factor is one that produces unique research papers and is highly cited within its subject.

   Sharing research results with a broader audience, such as academics, healthcare professionals, policymakers, and other stakeholders, may be accomplished via the presentation of findings at conferences and seminars. Evidence-based practice may be disseminated and the chance of adoption can be increased by participation in conferences and workshops, as Gallagher-Ford et al. (2011) point out.

  The last thing I’d want to do is rely only on the tried-and-true techniques of scholarly communication, like publishing in peer-reviewed journals. Although publishing in academic journals is crucial, it may not be enough to reach an audience outside the academy. Healthcare providers, politicians, and patients should all be included in any successful EBP implementation strategy. Newhouse et al. (2007) stated that healthcare organizations’ ability to adopt and execute EBP may be hindered if they depend entirely on academic distribution strategies.

   Two possible obstacles to adopting conference and workshop presentations as means of information dissemination are:

  Lack of attendance: One of the potential barriers that might arise when using the dissemination strategy of presenting at conferences and workshops is the lack of attendance. Despite the importance of attending conferences and workshops to disseminate EBP, participants may have scheduling conflicts or may not prioritize attending these events due to other competing priorities (Gallagher-Ford et al., 2011).

  Limited resources: Limited resources are another possible obstacle to using distribution tactics like conferences and workshops. Healthcare organizations may have limited finances, making it difficult for them to organize and attend conferences and seminars (Melnyk et al., 2011).

   Dissemination methods, such as presenting at conferences and workshops, might be hampered by poor turnout and few resources, however the following steps may assist:

Attendance may be improved by reaching out to possible participants in advance of the conference or workshop, generating excitement for the gathering, and spreading the word to more people. You may achieve this by distributing flyers, sending out individual invites, and posting about the gathering on social media (Jowsey et al., 2016). Giving out CEUs or other chances for professional growth is another great way to boost turnout (Gallagher-Ford et al., 2011).

Seeking funding opportunities:  In order to overcome the obstacle of low funds, one should look for financing options to support participation at conferences and workshops. Grant programs, healthcare groups, and other professional organizations may all be potential sources of funding (Melnyk et al., 2011). Other low-cost options include using technology to host virtual conferences or appealing for travel scholarships (Jowsey et al., 2016).

Collaborating with stakeholders: Working together with influential people in the field may boost participation at conferences and workshops, as well as offer access to extra funding to assist dissemination efforts. Volunteers, sponsors, and other interested parties may contribute to an event in many ways (Gallagher-Ford et al., 2011).

Sample Answer for NURS 6052 Wk 9 Discussion: 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 

Sample Response for NURS 6052 Wk 9 Discussion: Developing a Culture of Evidence-Based Practice

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