Discussion: Developing a Culture of Evidence-Based Practice

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Discussion: Developing a Culture of Evidence-Based Practice

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.
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.

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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.

Social media plays a significant role in the lives of nurses in both their professional and personal lives. Additionally, social media is now considered a mainstream part of the process for recruiting and hiring candidates. Inappropriate or unethical conduct on social media can create legal problems for nurses as well as the field of nursing.

Login to all social media sites in which you engage. Review your profile, pictures and posts. Based on the professional standards of nursing, identify items that would be considered unprofessional and potentially detrimental to your career and that negatively impact the reputation of the nursing field.

In 500-750 words, summarize the findings of your review. Include the following:

Describe the posts or conversations in which you have engaged that might be considered inappropriate based on the professional standards of nursing.
Discuss why nurses have a responsibility to uphold a standard of conduct consistent with the standards governing the profession of nursing at work and in their personal lives. Include discussion of how personal conduct can violate HIPAA or be considered unethical or unprofessional. Provide an example of each to support your answer.
Based on the analysis of your social media, discuss what areas of your social media activity reflect Christian values as they relate to respecting human value and dignity for all individuals. Describe areas of your social media activity that could be improved.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Rubric Detail

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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 Sarah’s Main Post

Introduction

Dissemination is defined as the targeted distribution of information and intervention materials to a specific public health or clinical practice audience (Brownson, Colditz, and Proctor, 2017).  In healthcare, it is important for leadership to stay current on new evidence based research and distribute that research to employees in a format that is understandable and effective. Below are suggested dissemination strategies to use as well as avoid in a hospital setting.

Dissemination Strategies to Use

Before any strategies are used, a plan needs to be developed.  A dissemination plan is needed to clarify at the start of the project the target audience, which will subsequently determine the scope, objectives, format, style and wording of the recommendations as well as the tools for dissemination (Schipper, Bakker, Dewitt, Ket, and Abma, 2015). Having a plan will help to determine the most appropriate strategy based on the information to be discussed.

The first dissemination strategy I would use is the presentation strategy. This could be done in person or via an online platform such as Zoom or GoTo Meeting. I believe this is a good strategy to for many reasons. The speaker is able to gauge the reaction from the audience and it allows for questions to be asked and answered.  This also allows for additional or detailed information to be handed out for later review or further research if employees prefer.  This also allows for demonstration if it a new practices being introduced.

The second dissemination strategy would be unit based poster presentations. This would engage employees, allow them to review it at times that work with their schedules and can also be a way to engage staff in the evidence based research if unit based councils were tasked with researching and creating the posters to be presented. This would have to be used in looking at evidence based practices that the hospital is attempting to change, such as catheter care, daily weights or ambulation needs following surgery.

These strategies allow for open discussion which would help to find ways for the hospital to put the evidence based information into practice

Dissemination Strategies to Avoid

Media Interviews would be a strategy to avoid. For a hospital setting, this is a very one sided and in personable platform. This information can be misconstrued and the misunderstood. It also does not allow for questions or concerns to be voiced or scenarios to be brought up by employees.  Email as a dissemination strategy would also be one to avoid.  Again, it is very one sided and can be difficult for some of the employees to understand or apply the information given.

Barriers to Suggested Strategies and How to Overcome Them

Timing is one major barrier when looking at dissemination strategies such as in person and on line meetings. Hospitals have staff that work differing shifts and it is difficult to get all staff to attend. This can be solved with having multiple meeting times and/or recording the online meetings and having them available to view for a set period of time.

Language used in delivering information can be a barrier as well. With the emphasis on evidence-based practice, it is increasingly important to disseminate research findings to nurses in a format they can use and language they can understand (Oermann, Galvin, Floyd, and Roop, 2006). Being able to understand research as it is written can be difficult. Nurse leaders are challenged with presenting the information to employees. In order to overcome this barrier, an easy to follow format as well as paraphrasing research can help employees to understand the information.

References:

Brownson, R., Colditz, G., and Proctor, E. (2017). Dissemination and implementation research in health: Translating science to practice. 2nd ed. Oxford University Press

Oermann, M., Galvin, E., Floyd, J., & Roop, J. (2006). Presenting research to clinicians: Strategies for writing about research findings. Nurse Researcher (through 2013), 13(4), 66-74. https://ezp.waldenulibrary.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F200844082%3Faccountid%3D14872

Schipper, K., Bakker, M., De Wit, M., Ket, J., and Abma, T. (2015).  Strategies for disseminating recommendations or guidelines to patients: a systematic review. Implementation Sci 11, 82 https://doi.org/10.1186/s13012-016-0447-x

RE: Discussion – Week 10 Response 1

Hello Sa…,

Thank you for the nicely written post, as you mentioned planning is always important before selecting any strategies. Knowledge transfer to the relevant team members through planned dissemination strategies are necessary to obtain optimal patient outcomes. Dissemination of health-related information is the active, tailored, and targeted distribution of information or interventions via determined channels using planned strategies to a specific public health or clinical practice audience (Chapman et al., 2020).

Language barrier should be considered, since diversity is widely accepted around the world. For example, English is universal language and nurses are recruited to united states after passing the international English test. But accent differs and it is a barrier to clearly understand the message. The globalization of the health care workforce in English-speaking countries has led to a much greater cultural diversity within the nursing profession. Language proficiency is an essential component to achieve cultural integration into a profession. Professional communication within a culturally diverse client population and maintaining collaborative relationships between nurses and other team members were perceived as new challenge (Lum et al, 2015).

References

Chapman, E., Haby, M. M., Toma, T. S., de Bortoli, M. C., Illanes, E., Oliveros, M. J., & Barreto, J. O. M. (2020). Knowledge translation strategies for dissemination with a focus on healthcare recipients: an overview of systematic reviews. Implementation Science: IS, 15(1), 14. https://doi-org.ezp.waldenulibrary.org/10.1186/s13012-020-0974-3.

Lum, L., Dowedoff, P., Bradley, P., Kerekes, J., & Valeo, A. (2015). Challenges in oral communication for internationally educated nurses. Journal of Transcultural Nursing: Official Journal of the Transcultural Nursing Society, 26(1), 83–91. https://doi-org.ezp.waldenulibrary.org/10.1177/1043659614524792.

RE: Discussion – Week 10

Dissemination is the action of widely distributing information to a target audience. The goal is to spread the knowledge and evidence-based interventions to a precise efficiently public health or clinical practice audience and can occur in a variety of methods (AHRQ, 2012). The dissemination of information is an essential part of the implementation of evidence-based practice (EBP) initiative. When disseminating information, it must be tailored to the audience that it is intended to reach. For example, an initiative on improved school-based nutrition would be geared toward school administrators, teachers, school nurses, and nutrition/cafeteria staff. The researcher must ensure that they are engaged with the end-users during the process of the framing the research and developing dissemination strategies (Schroeder, 2019).

There is a myriad of dissemination strategies available for the distribution of information. As a public health school nurse, a couple of the strategies that I am most inclined to use is social media, such as Facebook and Twitter. The sharing of a fact sheet, informative video, or infographic on topics such as school immunizations, hand washing, or “cover your cough” can reach a broad audience from parents to students. People are more engaged on social media than ever, so this makes the dissemination of information quickly shared from person to person leading the highest impact. Also, media interviews in a controlled setting can be a powerful tool for information dissemination. For example, an interview topic that I spoke on more than one occasion was super lice and bedbugs, since these are hot topics in school health and especially problematic in many of the schools in my local area. Barriers with the dissemination of information on social media would be formulating the most impactful message and targeting the appropriate audience. Someone with an increased knowledge of social media management would be a crucial resource.

The dissemination strategy that I would be least inclined to utilize would be a white paper, or journal article. The reason behind this is that I appreciate immediate interpersonal interaction with my target audience and the above strategies provide that essential element. People are often overwhelmed with information on a 24/7 basis, so it is vital to have a clear and newsworthy message that is easy to understand, so that you can gain the attention needed to formulate a successful information campaign (Melnyk & Fineout-Overholt, 2019).

References

AHRQ. (2012, July 31). https://effectivehealthcare.ahrq.gov/products/medical-evidence-communication/research-protocol#:~:text=Dissemination%20is%20the%20targeted%20distribution,the%20associated%20evidence%2Dbased%20interventions.

Melnyk, B., & Fineout-Overholt, E. (2019). Evidenced-Based Practice in Nursing and Healthcare. Wolters Kluwer.

Schroeder, S. (2019, August). Rural Health Research Gateway. https://www.ruralhealthresearch.org/dissemination-toolkit

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