Discussion: Developing a Culture of EBP

Want create site? With Free visual composer you can do it easy.

Discussion: Developing a Culture of EBP

Discussion: Developing a Culture of EBP

Question Description
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.

Click here to ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:   Discussion: Developing a Culture of EBP    

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 10
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 10
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 10 Discussion Rubric

 

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6052_Module06_Week10_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
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.
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.
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.
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
10 (10%) – 10 (10%)
Posts main post by day 3.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3.
First Response
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.
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.
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.
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
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.
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.
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.
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
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6052_Module06_Week10_Discussion_Rubric

RE: Discussion – Week 10

            Dissemination is the focused spread of information to help inform and educate your audience. (Agency for Healthcare Research and Quality. 2012) There are many ways to disseminate information and which format you choose depends on many factors. As a presenter, you will need to assess your intended audience to best choose the most effective dissemination technique. According to Brownson, Eyler, Harris, Moore & Tabak (2018. pg. 104) some of the most common dissemination techniques are academic journals, academic conferences, seminars/workshops, face-to-face meetings, press releases and media interviews.

The dissemination strategies I would be most likely to use, especially in my workplace would be seminars/workshops and face-to-face meetings. I prefer to use active dissemination techniques so that I can gauge the receptiveness of my audience and answer any questions they may have in real time. One barrier to these strategies would be the difficulty in setting up a seminar/workshop and/or meeting to gather the most personnel possible. With so many different schedules, scheduling can be very difficult. Another barrier to these strategies would be availability of space required for a seminar/workshop and/or meetings. Depending on the size of the audience, the space needed could be difficult to obtain.

One dissemination strategy I would prefer not to use would be a presentation/dissemination over email (such as emailing a powerpoint presentation). While I would happily send any information following a presentation, I would not prefer my initial presentation to be so passive. Another dissemination strategy I would prefer not to use would be academic journals. Eventually I hope to publish studies or other works, but currently I am attempting to make more immediate changes and immediate education opportunities for my colleagues.

References

Agency for Healthcare Research and Quality. (2012, July 31). Communication and Dissemination Strategies To Facilitate the Use of Health-Related Evidence. Retrieved August 02, 2020, from https://effectivehealthcare.ahrq.gov/products/medical-evidence-communication/research-protocol

Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Getting the Word Out. Journal of Public Health Management and Practice, 24(2), 102-111. doi:10.1097/phh.0000000000000673

Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Implementation an evidence-based practice change. American Journal of Nursing, 11(3), 54-60. doi:10.1097/10.1097.NAJ.0000395243.14347.7e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2011/03000/Evidence_Based_Practice_Step_by_Step_.31.aspx

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 10 ( Response to Emily Howard)

Hello E.., this is an insightful work. The ideas are clearly presented as per the instructions, which is a clear indication that you had a good grasp of the content. In concurrence, the intent of dissemination is to spread the knowledge of the evidence-based practices using various channels, settings, and social contexts (Melnyk & Fineout-Overholt, 2018). Ultimately, the objectives of evidence dissemination are to extend the reach of evidence, enhance the ability of users to utilize and implement evidence, and to increase the inspiration of the people to utilize and apply evidence (AHRQ, 2012). Essentially, there are other strategies to disseminate evidence other than the suggested strategies to increase dissemination. The first and most important strategy is to develop a dissemination plan. This plan should be developed at the initiation of the project and it is important in clarifying the target audience, determine the extent, format, style, objectives, and tools for dissemination of evidence (Schipper et al., 2015).

 The other strategy is sharing information on social media. Today, social networks such as Blog, LinkedIn, Facebook, Twitter, and Plus Share among others are inspiring new methods of social networking, information exchange, dialogue, and collaboration. Social networking sites facilitate users to share ideas, post updates and participate in the ongoing events or activities through commenting to share the wider interest (Vyas & Trivedi, 2014). Overall, the social network sites have increasingly become important avenues for communication and interaction and therefore, they can equally have a profound influence in disseminating the evidence in the organization (Sharma et al.,2017). Currently, given the current outbreak of COVID 19 pandemic, the use of social media platforms in disseminating evidence should be highly encouraged to help in reducing the risk of contracting the virus, which may easily be contracted through other strategies of dissemination such as face-to-face meetings, workshops, and conferences. 

References

AHRQ. (2012). Communication and Dissemination Strategies To Facilitate the Use of Health-Related Evidence | Effective Health Care Program. Effectivehealthcare.ahrq.gov. Retrieved 5 August 2020, from https://effectivehealthcare.ahrq.gov/products/medical-evidence-communication/research-protocol.

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

Schipper, K., Bakker, M., De Wit, M., Ket, J. C. F., & Abma, T. A. (2015). Strategies for disseminating recommendations or guidelines to patients: a systematic review. Implementation Science, 11(1), 82.

Sharma, M., Yadav, K., Yadav, N., & Ferdinand, K. C. (2017). Zika virus pandemic—analysis of Facebook as a social media health information platform. American journal of infection control, 45(3), 301-302.

Vyas, M., & Trivedi, M. (2014). Role of social networking tool in dissemination of information at Smt. Hansa Mehta Library.

Did you find apk for android? You can find new Free Android Games and apps.