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 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.
Discussion – Week 9
Dissemination Strategies
To pitch or teach an idea to an audience can be very difficult because you will need to figure out what type of crowd you are speaking to make a connection. (Melnyk & Fineout-Overholt, 2019), states that despite many changes driven by communication technology advances, best practices for disseminating evidence and evidence-based information have remained relatively stable across time.” One of the first ways to present my data would be by creating a PowerPoint slide with a small group of about 45-60 people to have time to answer questions that may arise. Doing a presentation with a smaller group also reduces anxiety, and I am usually more confident. I can generally memorize my presentation and typically prepare for most of the audience’s questions. I want the audience to remember my message instead of my PowerPoint slide because reading words can bore the crowd. According to (Borovac Zekan & Gabrić, 2021), “by using different persuasion techniques, it is possible to influence the listeners and bring them closer to the views and message being conveyed to them.”
Barriers encountered will be not knowing my audience’s education or knowledge level. There may be a need to simplify my terminology to connect to the audience. Another barrier is malfunctioning technology; I have been to many workshops where the equipment would not work correctly. Ways to overcome these barriers would be to print out your PowerPoint. Another way would be to arrive early to test your equipment so that IT could be contacted to fix the equipment.
The second way that I would disseminate information would be to create a poster presentation with key points, handouts and statistics, graphs, and data to be shared around a round table or panel. According to (Woodroffe, 2020), “presenting a piece of work that you know well, in a way that provides the human face and associated emotions, is powerful and provides an image of strength and confidence.” Organizations’ managers, supervisors, and shareholders could take the information presented back to their co-workers or affiliates to teach or formulate better ways to solve a problem. This will allow leaders to see if the evidence-based material is a good fit for their unit or organization. I would give the group a timeframe to do another meeting around the round table to get feedback on whether they support the information shared or whether it needs to be revised.
Barriers to this type of delivery will be that you may get more feedback than expected, which would require more time and effort. Another obstacle would be you would not be able to measure whether the group is teaching or presenting your material correctly. Ways to overcome these barriers would be to prepare ahead of time by providing your email address or business card to resolve any questions ahead of the meeting. Follow up with individuals by collecting their contact information during the first presentation.
One strategy that would be my least favorite would be to give out flyers of information because you do not know whether the audience understands what you are trying to convey. Most people see a flyer and never read it; they throw it in the trash. One way to make sure that a flyer is read or understood would be to ask the individual do they have a moment to go over the information. You can put an email or contact number so that it can be followed up if they have questions.
References
Borovac Zekan, S., & Gabrić, K. (2021). NON-VERBAL COMMUNICATION AS A PERSUASIVE TOOL IN PUBLIC APPEARANCE. Elektronički zbornik radova Veleučilišta u Šibeniku, 15(3-4), 143–158. Retrieved April 17, 2022, from https://doi.org/10.51650/ezrvs.15.3-4.11
Melnyk, B., & Fineout-Overholt, E. (2019). Evidence-based Practice in Nursing & Healthcare (4th ed.). Wolters Kluwer.
Woodroffe, T. (2020). Presentation feedback as an indigenous methodology. Australian Journal of Education, 65(1), 73–83. Retrieved April 17, 2022, from https://doi.org/10.1177/0004944120969987
7 months ago
Matthew Cluderay
RE: Discussion – Week 9
7 months ago
Mary Bemker-page WALDEN INSTRUCTOR MANAGER
RE: Discussion – Week 9
7 months ago
Shirley Harleston
RE: Discussion – Week 9
7 months ago
Crystal Anderson
RE: Discussion – Week 9
7 months ago
Sarah Lockwood
RE: Discussion – Week 9
Hello Albert,
thank you for your very informative and interesting post! I enjoyed reading it. I agree, a poster presentation with handouts is a personal approach to evidence dissemination. According to the Agency for Healthcare Research and Quality (AHRQ, n.d.), creating posterboard presentations can increase people’s motivation to use and apply evidence. I agree with your thought, presenting with a poster display engages the audience and the speaker, boosting confidence. A hands-on display with handouts offers a personal experience and one to remember.
However, there are barriers to posterboard presentations. Posterboard displays are usually smaller in size and may not be easily seen by an audience unless they are near the display. Also, the presenter of the display may not always be available as it is expected there will be scholarly and clinical dialogue among colleagues (Melnyk & Fineout-Overholt, 2018).
Agency for Healthcare Research Quality. (n.d.) Communication and dissemination strategies to
facilitate the use of health-related evidence. Retrieved on April 24, 2022, 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.
7 months ago
Stacy Hinson
RE: Discussion – Week 9 – Main Post
Disseminating evidence-based practice changes within a workplace can cause descension and push-back just for the simple reason of it being a change. Nurses do not like to stray from the known set of treatments they were originally taught (Alatawi et al., 2020).
Therefore, it is always good to get an early start with acceptance and buy-in with innovative ideas and practices by allowing the change to feel as if it was a group effort. The buy-in can be accomplished by discussing the changes as soon as possible in roundtables/staff meetings and allowing the participants to voice their concerns and ideas to correct any barriers to the change (Melnyk & Fineout-Overholt, 2019. Pg 555-556). By allowing the participants to know in advance what is going to be disseminated and giving them a voice, you have empowered them and provided a buy-in to make this change important to them.
Another terrific way to disseminate a new evidence-based change is through a presentation with preceptors that have utilized the new process and can educate with well-developed visual aides to allow the audience to visualize and make the change a real and tangible process that they can walk away with confidence to perform. This type of presentation allows participants to voice concerns and feel a part of the change and value.
One strategy I do not find as effective is poster-boards. These boards contain the clinical problem that was encountered, the question, the evidence/accepted practice, presentation along with evidence, the implications from the change (Melnyk & Fineout-Overholt, 2019. Pg 558-559). There is too much going on and it is easy to just skim over and move on without taking part and being present in the training on them. The poster-boards tend to be a “talk at you presentation” that is not always conducive to buy in. The poster-boards comes across as a dictator l that can often lead to push-back (Li et al., 2019).
A strategy for dissemination I do not see as effective is the computer notification. Sending out a message that there will be a change with self-training attached is not a fantastic way for participants to feel included. The computer dissemination notice may even cause feelings of unappreciation that they did not warrant an actual face-to-face conversation that their job would be changing in some aspect. It can cause feelings of resentment and reluctance to accept and utilize the change (Newhouse et al., 2007).
Two barriers that I mentioned earlier were lack of buy-in and push-back, both barriers come from fear of change, not being proficient in a new process. The second is not being a valued part of the change. As a leader making a change to the participants’ daily work routine requires a conversation that enables the participants to feel a part of the team.
Reference:
Alatawi, M., Aljuhani, E., Alsufiany, F., Aleid, K., Rawah, R., Aljanabi, S., & Banakhar, M. (2020). Barriers of implementing evidence-based practice in Nursing Profession: A literature review. American Journal of Nursing Science, 9(1), 35. https://doi.org/10.11648/j.ajns.20200901.16
Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice. Medicine, 98(39). https://doi.org/10.1097/md.0000000000017209
Melnyk, B. (2019). Chapter 20 Disseminating Evidence and Evidence-Based Practice Implementation Outcomes. In E. Fineout-Overholt (Ed.), Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice (4th ed., pp. 555–556). Wolters Kluwer.
Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. JONA: The Journal of Nursing Administration, 37(12), 552–557. https://doi.org/10.1097/01.nna.0000302384.91366.8f
7 months ago
Kehinde Tade
RE: Discussion -Response 1 Week 9 – Main Post
7 months ago
Shirley Harleston
RE: Discussion – Week 9 – Main Post
Hello Stacy,
I agree with you that to some extent the Posters are not interactive. However, when you have a message or an EBP that you want to push across, posters are concise and actually go straight to the point with all the data necessary to support the idea being disseminated. The information should be made relevant to the target audience, and the “information in the recommendations should be consistent, unambiguous, and credible.” (Schipper,2016).
A good poster communicates the EBP research clearly in the form of diagrams and text, with critical questions such as the who, what, where, when, and how answered as an effective way of organizing the findings of the research. (Enago, 2021)
Reference:
Schipper, K., Bakker, M., De Wit, M., Ket, J. C., & Abma, T. A. (2016). Strategies for disseminating recommendations or guidelines to patients: a systematic review. Implementation science : IS, 11(1), 82. https://doi.org/10.1186/s13012-016-0447-x
Enago Academy, (2021) Scientific Posters: An effective way of presenting research. https://www.enago.com/academy/scientific-posters-an-effective-way-of-presenting-research/
7 months ago
April Williams
RE: Discussion – Week 9 – Main Post
Hello Stacy, Great Post!
You mentioned sending a computer notification as a non-effective strategy for disseminating evidenced based practice. I agree that computer notifications do not provide an effective means fir staff or to leadership since no instant feedback is provided in determining if the information is effective and delivers the right message. In many cases, a computer notification largely is ignored or only read and acknowledged by a small percentage of employees. Personally, computer notification can be viewed as the least innovative and effective by staff and often represents a barrier in promoting commitment towards evidence-based practice (EBP). According to Melnyk et al (2011), barriers must be removed to advance (EBP). One area that can be considered is the use of social media that can provide a since of community engagement and fulfillment to staff. The use of social media can provide increased awareness to improved patient outcomes at a facility that promotes increased staff engagement in learning about objectives and outcomes of the facility (Dyson et al., (2017).
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. AJN, American Journal of Nursing, 111 (9), 57-60. doi:
10.1097/01.NAJ.0000405063.97774.0e.
Dyson, M. P., Newton, A. S., Shave, K., Featherstone, R. M., Thomson, D., Wingert, A.,
Fernandes, R. M., & Hartling, L. (2017). Social Media for the Dissemination of Cochrane
Child Health Evidence: Evaluation Study. Journal of medical Internet research, 19(9),
e308. https://doi.org/10.2196/jmir.7819
7 months ago
Mary Bemker-page WALDEN INSTRUCTOR MANAGER
RE: Discussion – Week 9
If you posted your discusssion last week, please post it again this week. Otherwise tthe post will not count in the diiscussion.
Dr. B.
7 months ago
Marissa Ludwig
RE: Discussion – Week 9
The role of nursing leadership in the implementation of Evidence-based Practice (EBP) is significant in a healthcare organization. One strategy I would most likely use to disseminate EBP within my organization is organizing periodic educational unit huddles to discuss the importance of EBP and provide staff with resources to be able to use it in their practices. Getting staff members engaged and having regular conversations about EBP will enhance its implementation (Kitson et al., 2021). Additionally, providing staff with strategies to access current EBP research and organizational guidelines is beneficial. Overall, creating a culture that supports and encourages the use of EBP with continuous exposure to it will be successful (Warren et al., 2016). Another strategy I would use is role-modeling. Role-modeling involves actively using EBP in one’s practice while also promoting and emphasizing the importance of its use among colleagues. Lastly, role-modeling can also be available to their coworkers as troubleshooters to answer any questions (Kitson et al., 2021).
I would be least inclined to use a strategy such as Printed Educational Materials (PEMs) without any additional intervention. PEMs can be effective dissemination methods but only when used in certain circumstances (Williams et al., 2016). For example, this is an ineffective method when dispersing PEMs on a unit that has not discussed EBP before. PEMs are meant to be a tool to supplement education, not be the only education provided to staff.
One barrier I may encounter when disseminating EBP could be time constraints. Many units get busy, and there is little time for staff education to take place. And if there is time, staff members may not be actively engaged after a long day. Another barrier may be a lack of leadership support. It is challenging to implement the use of EBP when management does not acknowledge and support its importance on the unit. The time barrier could be overcome by scheduling monthly huddles in advance so that staff are aware and can prepare. The leadership support barrier could be addressed by expressing concern to management regarding the need for EBP education.
References
Kitson, A. L., Harvey, G., Gifford, W., Hunter, S. C., Kelly, J., Cummings, G. G., Ehrenberg, A., Kislov, R., Pettersson, L., Wallin, L., & Wilson, P. (2021). How nursing leaders promote evidence‐based practice implementation at point‐of‐care: A four‐country exploratory study. Journal of Advanced Nursing, 77(5), 2447–2457. https://doi.org/10.1111/jan.14773
Warren, J. I., McLaughlin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The Strengths and Challenges of Implementing EBP in Healthcare Systems. Worldviews on Evidence-Based Nursing, 13(1), 15–24. https://doi.org/10.1111/wvn.12149
Williams, J. R., Caceda-Castro, L. E., Dusablon, T., & Stipa, M. (2016). Design, development, and evaluation of printed educational materials for evidence-based practice dissemination. International Journal of Evidence-Based Healthcare, 14(2), 84–94. https://doi.org/10.1097/XEB.0000000000000072
7 months ago
Stacy Hinson
RE: Discussion – Week 9
Marrisa,
Great post, I agree unit huddles are one of the best ways to dissiminate EBP, partley because I feel it helps to solidify work bonds and makes staff more approachable with each other (Kitson et al, 2021). By developing these bonds with the huddle the nurses will be more likely to ask each other for advise and help if there is something they are not understanding about a change. Creating that change culture that involves EBP will also encourage all nurses to be looking for improvements and feeling comfortable with bringing new ideas and research to the group (Warren et al., 2016).
Reference:
Kitson, A. L., Harvey, G., Gifford, W., Hunter, S. C., Kelly, J., Cummings, G. G., Ehrenberg, A., Kislov, R., Pettersson, L., Wallin, L., & Wilson, P. (2021). How nursing leaders promote evidence‐based practice implementation at point‐of‐care: A four‐country exploratory study. Journal of Advanced Nursing, 77(5), 2447–2457. https://doi.org/10.1111/jan.14773
Warren, J. I., McLaughlin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The Strengths and Challenges of Implementing EBP in Healthcare Systems. Worldviews on Evidence-Based Nursing, 13(1), 15–24. https://doi.org/10.1111/wvn.12149
7 months ago
Matthew Cluderay
RE: Discussion – Week 9
Marissa,
I like the fact that you were somewhat against the use of PEMs without additional information as they tend to be ineffective on their own (Williams et al 2016). I would go a step further and say that people who present information and read it verbatim to an audience have the same level of ineffectiveness. As a listener, I find that people who present information only by reading off PEMs or a PowerPoint tend to lose audience engagement rather quickly. I think that the importance of nursing leadership plays a big role in how a nursing unit is key. As you said, the lack of leadership can hinder how receptive a unit is to learning about new EBP. Good leadership is critical in building organizational readiness for change and a large part of that is both the material and human resources (Newhouse et al 2007). I think most of us have sat through enough classes and demonstrations to at least feel who and who doesn’t have the ability to present information well. I don’t always know how to verbalize it, but some people just have that “gift” of attracting the attention of the crowd.
Have a great day!
-Matt
Resources
Newhouse, R. P. , Dearholt, S. , Poe, S. , Pugh, L. C. & White, K. M. (2007). Organizational Change Strategies for Evidence-Based Practice. JONA: The Journal of Nursing Administration, 37 (12), 552-557. doi: 10.1097/01.NNA.0000302384.91366.8f.
Williams, J. R., Caceda-Castro, L. E., Dusablon, T., & Stipa, M. (2016). Design, development, and evaluation of printed educational materials for evidence-based practice dissemination. International Journal of Evidence-Based Healthcare, 14(2), 84–94. https://doi.org/10.1097/XEB.0000000000000072
7 months ago
Mary Bemker-page WALDEN INSTRUCTOR MANAGER
RE: Discussion – Week 9
I agree that engaging participants is a key dynamic when presenting or attending a conference. Being a “talking head” or being “talked to” does much to create disconnection and decreases knowledge transfer. However, if this is the status quo, offering a different model can create stress- and still be a good thing.
A few years ago, I was a guest speaker in a physicians’ assistant program. At the start of the presentation, I noted over 75% of the class was on the computer or phone. Hoping they were doing this to take notes, I did not bring up this observation. However, being an “engager”, I felt disconnect from my audience.
As I started walking around the course room, I noted that students began to give me strange looks. As I asked questions and for examples, more eyes began to focus on those in the room rather than the computer or phone. After the presentation, several students came up to me and expressed how different the lecture was from what they were used to for a lecture. Many admitted that they were not taking notes; rather, they were chatting or scanning.
My question then was, what was gained by engaging?
Dr. B.
7 months ago
Motunrayo Aigbedion
RE: Discussion – Week 9
Response Post
Thank you for your post, Marissa.
I agree that staff education about EBP is essential for disseminating EBP strategies and principles. I appreciate your strong emphasis on role-modeling by actively engaging in the EBP process. Melnyk & Fineout-Overholt (2018) describe authentic leaders as individuals who use role-modeling to effect change in an organization. By role-modeling the use of EBP for staff, authentic leaders can “enhance staff engagement and increase motivation, commitment, and job satisfaction” (Melnyk & Fineout-Overholt, 2018, p. 337). Though staff education and role-modeling are effective ways to encourage the use of EBP, I agree that barriers such as time constraints pose a hindrance. Nurses already feel stressed and over-tasked at the bedside, which does not leave enough time for quality interactions with patients (Stokes et al., 2017). Leadership support to increase time for staff education and monthly EBP huddles would help ease the stress of trying to learn EBP while simultaneously addressing present nursing duties and tasks. Melnyk et al. (2011) emphasize the importance of having an organizational culture that integrates EBP and provides resources, tools, workshops, and mentors for clinicians to use best practices in clinical decision-making. Lastly, supplemental information on EBP would be better provided digitally than in print.
References
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.
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. https://www.doi.org/10.1097/01.NAJ.0000405063.97774.0e
Stokes, Y., Jacob, J.D., Gifford, W., Squires, J., Vandyk, A. (2017). Exploring nurses’ knowledge and experiences related to Trauma-Informed Care. Global Qualitative Nursing Research 4, 1-10. https://doi.org/10.1177/2333393617734510
7 months ago
Albert Hatcher
RE: Discussion – Week 9
Marissa, hurdles are a great way to disseminate evidence-based research to your peers. It may be easier to get staff to listen to new ideas that will change our practice before or after the hurdle. It is hard to get nurses to change the way we do things because it slows us down at first. We usually question the reason for a change; I have heard nurses say why to fix something that’s not broken. Therefore, EBP must be proven with research, and we must find creative ways to distribute our data to our peers. According to (Shade et al., 2020), “practice facilitation is a method of introducing and sustaining organizational change that involves using skilled healthcare professionals called practice facilitators.” Organizations usually dedicate that unit to doing at least one project annually, describing what specialties your team provides for the hospital. These projects are typically presented as a group in a conference room or auditorium. They also have skills day as a way of disseminating the newest EBP. You are right; a printout does nothing for me when learning something new; I read it and forget it. Like emails, I feel that anytime a change is introduced to an organization, they must find better ways to distribute the material if they truly want it to be successful. According to (Moussa et al., 2019), organizations have “facilitators increase awareness of a need for change, and work with teams or individuals to improve leadership and project management, relationship building, and communication.” These facilitators are usually nurses, and that is why we must continue to research the best EBP for our patients.
References
Moussa, L., Garcia-Cardenas, V., & Benrimoj, S. I. (2019). Change facilitation strategies used in the implementation of innovations in healthcare practice: A systematic review. Journal of Change Management, 19(4), 283–301. Retrieved April 29, 2022, from https://doi.org/10.1080/14697017.2019.1602552
Shade, L., Reeves, K., Rees, J., Hendrickson, L., Halladay, J., Dolor, R. J., Bray, P., & Tapp, H. (2020). Research nurses as practice facilitators to disseminate an asthma shared decision making intervention. BMC Nursing, 19(1). Retrieved April 29, 2022, from https://doi.org/10.1186/s12912-020-00414-0
7 months ago
Shontrice Davis
RE: Discussion – Week 9
Hello, Marissa. I enjoyed reading your discussion post this week. It contained lots of valuable information regarding dissemination strategies to implement evidence-based practice. I agree that it is important that staff members are engaged when implementing new practices. It will increase the efficiency of the evidence-based practice that is being implemented (Kitson et al., 2021). Nurses will be more likely to put their best foot forward when they are engaged. It is important to create an atmosphere that supports the use of evidence-based practice (Warren et al., 2016). Often times, healthcare facilities forget the importance of staff member engagement. It is the key to the success of implementation.
References
Kitson, A. L., Harvey, G., Gifford, W., Hunter, S. C., Kelly, J., Cummings, G. G., Ehrenberg, A., Kislov, R., Pettersson, L., Wallin, L., & Wilson, P. (2021). How nursing leaders promote evidence‐based practice implementation at point‐of‐care: A four‐country exploratory study. Journal of Advanced Nursing, 77(5), 2447–2457. https://doi.org/10.1111/jan.14773
Warren, J. I., McLaughlin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The Strengths and Challenges of Implementing EBP in Healthcare Systems. Worldviews on Evidence-Based Nursing, 13(1), 15–24. https://doi.org/10.1111/wvn.12149
7 months ago
Claudia Paz
RE: Discussion – Week 9
Hell Marissa,
Thank you for your post. I agree with you the educational huddles are key in providing the unit with best practice information. I also agree that PEMs should be a supplement to information provided in the educational huddles. I can understand how some nurse managers might not be interested in providing educational huddles because the lack of interest among nurses is discouraging at times. This is the case because the nurse work load has increased so much over the past years that nurses are simply burned out. It is key that all leadership levels must be involved in order to help make a change in their organization (Melnyk & Fineout-Overholt, 2019, p. 333). I have meant nurse managers that genuinely strive to make their unit a safer place to take care of patients. The special and one of a kind involvement of nursing leadership makes a difference in the moral of the staff (Melnyk & Fineout-Overholt, 2019, p. 333).
Reference
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
7 months ago
Memory Rinomhota
RE: Discussion – Week 9
Hi, Marissa
Evidence-based practice (EBP) is essential in solving problems, achieving high-quality patient care and safety, and improving patient outcomes. I agree that using the huddles to disseminate information has been effective and gives people time to connect. The nurses have an opportunity to know what is happening on other floors in case you get flout. I work in a jail, and we meet on one floor for the huddles. In the huddles, they report patients to send to the hospital, transferred to suicide, and once they come to your floor, you know what’s going on. I enjoy exchanging information this way, promoting evidence-based practice (Paleri et al., 2021).
I agree that time is always an issue. The meetings are sometimes scheduled at shift change when nurses want to rush home to pick up kids from the school or other family emergencies, and as a result, participation is poor. Management may feel to be dragged in different directions to attend the meeting in various departments. At my facility, they schedule important meetings on our off days and pay staff overtime and meals. Reminders are emailed to the staff frequently. Social media can also be used as a dissemination strategy. Scientists and publishers of scientific journals are starting to recognize social media (Brownson et al., 2018)
Reference
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: JPHMP, 24(2), 102–111. https://doi.org/10.1097/PHH.000000000000067
Paleri, V., Perera, S., Dudha, S., Harland, R., & Codling, D. (2021). Evaluating the huddle as a method of improving staff communication and process efficiency on a psychiatric inpatient ward. British
7 months ago
Kehinde Tade
RE: Discussion – Week 9
Dissemination Strategy of EBP
The current healthcare systems rely heavily on evidence-based practice to maintain high levels of effectiveness and consistency in the treatments it provides. According to Curtis, Fry. et al. (2017), most medical institutions depend on EBP to upgrade and transform operations to serve their patients’ needs effectively. Many treatment centers around the globe are plagued by medical errors, which are a significant cause of patient harm. As a result, nursing professionals and other medical workers must learn and use Evidence-Based Practice (EBP).
Dissemination Strategies
One strategy I will be most inclined to use to disseminate EBP is the use of podium presentations. Every participant in the medical system, from doctors to nurses to other healthcare professionals to the administrative staff, should be included in disseminating clinical evidence. According to Wolters Kluwer OSHA.et.al. (2020), a presentation has been beneficial in aiding nurses in discussing innovative clinical and medical procedures with their colleagues. The Dissemination Strategies of Evidence-Based Practice Paper, treatment centers, mainly nurseries, benefit significantly from podium presentations. Nurses could use the displays to link EBP to real-world issues they face. For example, presentations have proven helpful in enhancing the interaction between nursing professionals and administration by reusing tactics that have succeeded elsewhere. During podium presentations, audience members are encouraged to ask questions and make comments to the speaker.
Poster or artwork presentations are other appropriate methods of disseminating information in a clinical setting. According to Melnyk& Fineout-Overholt, (2019), when deciding on a communications approach for EBP evidence, it’s essential to keep the intended audience in mind. A wide range of patients and visitors can be reached by strategically placing posters throughout a healthcare institution. Strategies for distributing evidence-based practice research and the ease with which posters may be created and disseminated make them an excellent choice for scientific presentations.
The Least Dissemination Strategy
My bosses frequently use video clips as a type of media to communicate with their employees, which is not a suggested method because every clip transmits an impersonal and accurate perspective. No way for employees to engage or raise concerns regarding the knowledge supplied. As a result, it’s challenging to consider the video sincerely whenever one is requested to watch a handmade video with humorous elements on subjects that many personnel thinks are of little concern. Presentations at the institutional level are another option that is not advised. It isn’t easy to get into specifics when the presentation is so general. It is not good to disseminate evidence because the execution might not be at the institutional standard.
Professional organizations, online internet sources, journal publications, and educational events are all utilized to distribute EBP evidence, according to Melnyk B. M.et.al. (2017). Nevertheless, whenever attempting to connect to a specific category of individuals in a medical institution, these tactics are undesired. The majority of nursing professionals do not belong to any medical associations, nor do they devote hours to reading professional journals or learning programs.
Barriers to Dissemination Strategy
Melnyk et al. (2017) observe that difficulties hinder the execution of innovative, evidence-based medical strategies in disseminating EBP evidence. It is common for podium presentations to face challenges, such as time constraints and the challenge of maintaining the audience engaged. Due to general interpersonal distancing recommendations, there is a problem with podium presentations in terms of spacing. The incapability to conveniently upgrade details is one of the most common obstacles to a poster’s success.
The most effective strategy for removing these roadblocks is cultivating trust among all parties. It’s an excellent place to begin if one wants to get people excited about emerging research or practices that could enhance patient outcomes. All parties will be eager to attend podium and poster presentations that convey the value of cutting-edge clinical findings. As a result, presenters must ensure that their intended audience is ready for EBP evidence by maintaining solid relationships and raising understanding among the audience.
References
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.ezp.waldenulibrary.org/10.1111/jocn.13586
Melnyk, B. & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice. (4th Ed.)
Melnyk, B. M., Fineout-Overholt, E., Giggle man, M., & Choy, K. (2017). A test of the ARCC© model improves the implementation of evidence-based practice, healthcare culture, and patient outcomes. Worldviews on Evidence-Based Nursing, 14(1), 5–9
Wolters Kluwer OSHA, S., Lermer, E. Topf, J., (2020). A Picture is worth a thousand views: A triple crossover trial of visual abstracts to examine their impact on research dissemination—Journal of medical internet research [J. Med Internet Res] 2020. Vol 22 (12). pp e22327
7 months ago
Mary Bemker-page WALDEN INSTRUCTOR MANAGER
RE: Discussion – Week 9
You offer a clear and reflective discussion post here. I appreciate the way you weigh out the pros and cons of options, and you provide a solid rationale for your preferences. How could one take this information and apply it to communicating with other health care professionals? What one strategy would you share with a nurse preparing to disseminate information to her/his peers?
Dr. B.
7 months ago
Kehinde Tade
RE: Discussion – Response Week 9
Thanks Dr B for your response,
How Could One Take This Information And Apply It In Communicating With Other Healthcare Professionals?
An essential goal of disseminating information is to reach as many people as possible, regardless of where they live or their type of practice. Neutral dissemination of knowledge tends to be more widespread than active dissemination when spreading new ideas. In a healthcare setup, communicating with colleagues needs more than a personal conversation. Healthcare professionals and everyone else to benefit from research findings must first translate them into a form that nursing professionals can understand. Second, they must disseminate the results to such audiences; and integrate them into established medical treatment procedures and frameworks. To ensure that the information has reached the right target, one should choose the right dissemination strategy depending on the nature of the information and the relationship with the target audience.
What One Strategy Will You Share With A Nurse Preparing To Disseminate Information To Their Peers?
Estabrooks. Et al. (2018) identify professional bodies, corporate websites, journal publications, and educational events as the common strategies used to disseminate EBP evidence. These strategies are undesirable when reaching out to a particular group of people within a healthcare facility, specifically a nurse’s peers. Based on Chapman. Et al. (2020), I will advocate for the journals and publications. Since the target audience is their peers, one can reckon a specific magazine or journal bearing a piece of crucial information concerning the nursing and the medical field.
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, 15(1), 1-14.
Estabrooks, P. A., Brownson, R. C., & Pronk, N. P. (2018). Dissemination and implementation science for public health professionals: an overview and call to action. Preventing chronic disease, 15.
7 months ago
Motunrayo Aigbedion
RE: Discussion – Week 9
Response Post
To prevent medical errors and patient harm, one must consider evidence-based practice in rendering medical care. I can appreciate the use of podium presentations as a means for nurses to disseminate EBP findings. However, I caution against using podium presentations. Although the audience is listening to the presentation, there is not enough time to teach and ask questions that foster in-depth learning. I do, however, champion the idea of poster presentations. From experience giving oral and poster presentations, I find poster presentations at scientific conferences to be very effective. People walk around, read about a person’s work, and then strike up a conversation with the researcher to understand their work in-depth. I would add that having printed educational material that summarized the work and provided the researcher’s contact information would be an added feature to enhance learning and retention of information.
No matter the effort or strategy to increase the dissemination of EBP, there is always the concern for time and needed resources (Melnyk et al., 2018). Amongst other barriers, inadequate resources and invested time in EBP prevents EBP from becoming the standard of care (Melnyk et al., 2017). When leadership and managers allocate resources to allow for EBP education and staff engagement activities like EBP workshops, there is a greater chance of adopting EBP as the standard for an organization (Melnyk et al., 2018).
References
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
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. https://www.doi.org/10.1111/wvn.12188
7 months ago
Matthew Cluderay
RE: Discussion – Week 9
The two strategies that I would most likely use in disseminating evidence-based practice would be poster and PowerPoint displays and organizational level presentations that would combine the different mental health units that are divided among the 3 different branches of my hospital system. Posters and PowerPoints have the benefit of after they are explained and reviewed with staff, they can be recalled easily by someone looking to review the information again. The “3 P’s” have traditionally been some of the best ways to provide information – posters, presentations, and papers (McClung 2012). Doing an organizational level presentation provides the people I work closely with information that can be used in our daily practice. One of the three legs of implementing evidence-based practice is identifying patient preferences and values (Walden Univ 2018).
Two barriers that I may come across are disengaged staff and my own anxiety about presenting the information. Nurses in my hospital system already have mandatory training, staff meetings, and classes we take on a regular basis, and the addition of another presentation by a peer may be something that won’t garner much interest. I’ve noticed that when we have staff meetings the same week as mandatory education, the staff meeting attendance and engagement tend to be lower than usual. Having a supportive organizational culture is paramount for having the highest quality of patient care and outcomes (Gallagher-Ford et al 2011). Secondly, my anxiety when presenting to a group that’s larger than an average class size tends to be high. I would avoid these barriers by trying to include a presentation to my peers within a staff meeting or having it take the place of educational training. This would hopefully increase turnout and the staff’s receptiveness to learning. My anxiety when presenting I’ve hidden in the past behind zoom calls and other online avenues so my “face to face” interaction isn’t as high. My staff is already logged into Microsoft Teams so using that application would be an easy entry point.
Resources
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. doi: 10.1097/10.1097/01.NAJ.0000395243.14347.7e.
McClung, S. (2012). University of Tennessee, Knoxville Trace: Tennessee … Retrieved from https://trace.tennessee.edu/cgi/viewcontent.cgi?article=2365&context=utk_gradthes
Walden University, LLC. (Producer). (2018). Evidence-based Decision Making [Video file]. Baltimore, MD: Author.
7 months ago
Albert Hatcher
RE: Discussion – Week 9
Matthew nurses do not like changes because the process takes a lot of time to learn. Even though we know that change can do so much good for the way we practice as professionals. According to (Celebi Cakiroglu et al., 2021), “change management has become an important competency for hospitals to improve themselves in the competitive market constantly.” Therefore, most organizations require nurses to do an evidence-based project, and they give nurses incentives like two to four dollars extra over their pay. As nurses, we come up with different ways to disseminate our research. (Melnyk & Fineout-Overholt, 2019) states that “EBP competencies help organizations establish expectations for clinicians, develop mechanisms to build EBP knowledge and skills, measure achievement of each competency, and hold clinicians accountable to professional expectations.”
Poster boards are a way to disseminate material to a group or organization, and poster boards are both informative and visual to a group. According to (Barker & Phillips, 2021), “posters give the opportunity to present the author’s work in an attractive way and can be created to communicate the progress that a research project is making or for professional development to further your career.” A good thing about poster boards is that they work well with small crowds that can visualize the poster board while you do your presentation. The downside is that you can lose the visual element of a poster board with large crowds with larger groups. One way to overcome larger groups is to have them walk around to view the poster board before and after your presentation or give out handouts.
References
Barker, E., & Phillips, V. (2021). Creating conference posters: Structure, form and content. Journal of Perioperative Practice, 31(7-8), 296–299. Retrieved April 26, 2022, from https://doi.org/10.1177/1750458921996254
Celebi Cakiroglu, O., Ulutas Hobek, G., & Harmanci Seren, A. (2021). Nurses’ views on change management in health care settings: A qualitative study. Journal of Nursing Management, 30(2), 439–446. Retrieved April 27, 2022, from https://doi.org/10.1111/jonm.13500
Melnyk, B., & Fineout-Overholt, E. (2019). Evidence-based Practice in Nursing & Healthcare (4th ed.). Wolters Kluwer.
7 months ago
Stacy Hinson
RE: Discussion – Week 9- Reply #2
Matthew,
Great post and your barrier is felt by many including me. It really amazes me that as a nurse I speak to people everyday about the most intimate things in their lives, but put me in front of a group and the brain shuts down. The world of TEAMS has also assisted with my presentations, it is way easier to be the voice behind the screen. This virtual presentation mode allows you to feel anonymous (Dis, et al., 2021). One great thing about the virtual presentation is studies show that performing in virtual reality assists with overcoming the presentation fear. Takac et al.,( 2019) conducted a study evaluating the effectiveness of utilizing virtual reality to overcome this anxiety with repeated exposure, even though further research is needed to provide validity your TEAMS presentations maybe helping to break down that barrier.
REFERENCE:
Dis, E., Landkroon, E., Hagenaars, M. A., van der Does, F., & Engelhard, I. M. (2021). Old Fears Die Hard: Return of Public Speaking Fear in a Virtual Reality Procedure. Behavior therapy, 52(5), 1188–1197. https://doi.org/10.1016/j.beth.2021.01.005 .
Takac, M., Collett, J., Blom, K. J., Conduit, R., Rehm, I., & De Foe, A. (2019). Public speaking anxiety decreases within repeated virtual reality training sessions. PloS one, 14(5), e0216288. https://doi.org/10.1371/journal.pone.0216288
7 months ago
Cory Legan
Response #2 – Week 9
7 months ago
Inderpreet Sandhar
RE: Discussion – Week 9
Evidence-based practice (EBP) in healthcare is crucial in ensuring that efficient and quality care services are delivered to patients. As defined by Brownson et al. (2017), EBP dissemination refers to a targeted distribution of information and material intervention where the audiences are specific public health or clinical practice caregivers. Disseminating evidence-based practice information to patients, public, healthcare organizations, and healthcare professionals is essential in the improvement of patient and population health. It is important that while selecting a strategy to use in disseminating, its strategy must ensure that the dissemination goals are met, which may include increasing evidence reach and increasing ability and motivation among providers to integrate evidence use (Milner, 2021).
There are several modes of dissemination that can be used to communicate EBP to the organization. My focus is on unit-level presentations and podium presentations at the local level. I would be inclined to unit-level presentations because of their importance at a unit level which tends to affect the entire delivery system. Specifically, the strategy will assist unit managers because it considers issues within the healthcare unit, which is also a consideration to other healthcare professionals (Kueny et al., 2015). I consider the strategy a strategic one since it will ensure that different stakeholders in a particular unit are engaged, hence the best intervention is considered based on the results (Kueny et al., 2015). Lack of or little interest by stakeholders who may include unit staff is one of the potential barriers of the unit-level strategy as they may become resistant to change within the unit just because they do not like it. To overcome this barrier, all the stakeholders must be involved, especially by informing them about the importance of the change.
I am also inclined to podium presentations, especially at the local level because of its inclusion of important stakeholders at the local level. It is a crucial factor in ensuring a strong emphasis on organizational development. For better results, while using this strategy, it is important that communication about the outcomes is carried out in a setting with technical ability as well as resources (Brownson et al., 2017). However, skills and understanding among the population might prove to be problematic in successfully implementing the developed EBP. Therefore, there is the need to manage the desires of the players, which is vital and can assist in institutional planning and when planning for service delivery. Moreover, the implementation of EBP should put more emphasis on developing a profoundly transformed healthcare setting where it is easier to implement positive changes (Melnyk & Fineout-Overholt, 2018). As a result, training and educating critical players on how to implement EBP is recommended.
The least inclined dissemination strategies to be utilized when communicating EBP include poster presentation and publication in peer-reviewed journals. Notably, poster presentations may not offer enough information. Sometimes, poster presentations may not be engaging and interesting thus may lose the objective of the presentation. Besides, publication. Publication in peer-reviewed journals may not give chance to key stakeholders for access because some require subscription which can be a reason for most people to avoid the strategy (Milner, 2021).
References:
Brownson, R. C., Colditz, G. A., & Proctor, E. K. (2017). Dissemination and implementation research in health: translating science to practice. Oxford University Press.
Kueny, A., Shever, L. L., Mackin, M. L., & Titler, M. G. (2015). Facilitating the implementation of evidence-based practice through contextual support and nursing leadership. Journal of healthcare leadership, 7, 29.
Milner, K. (2021). Evidence-Based Practice and Dissemination Strategies.
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice, 4th ed. Philadelphia, PA: Wolters Kluwer
7 months ago
Mary Bemker-page WALDEN INSTRUCTOR MANAGER
RE: Discussion – Week 9
Identifying stakeholders can be key to success. Knowing your audience and the message you choose to get across is paramount to success. Using a podium presentation allows one to not only offer information, one can also answer questions and provide clarity on key points.
Thanks for this callout.
Dr. B.
7 months ago
Tosin Addeh
RE: Discussion – Week 9
Student First Post:
Developing a Culture of Evidence Base Practice
Introduction: For over a decade-plus now, nursing has embraced evidence-based practice (EBP) in decision making. The benefits of EBP in practice are that it aids the healthcare provider in offering the best care of practice based on evidence and not trial and error; this improves patient health and outcomes (Melnyk & Fineout-Overholt, 2019). However, it is imperative that we disseminate (spread) the culture of using EBP within our practices and make it a lifestyle. Selecting an appropriate dissemination strategy relies on the audience you desire to reach, their language level, and their availability in terms of time. Also, the type of knowledge that needs to be disseminated via EBP will determine what strategies to use. For example, if the material requires a hand on EBP workshop, a handout pamphlet will not be enough. For this discussion, I will be disseminating my EBP in my work environment, to be precise a hospital setting and the unit where I Work.
Two Dissemination Strategies to Spreading EBP
Because I will be dealing with healthcare professionals, the two strategies I will be using are Emails and well-designed attractive posters. People in the healthcare profession are usually time-constrained; for example, we all work different shifts, clock in and out at other times, etc. Hence, it will be tricky trying to get everyone’s attention at one time, so using emails and well-designed posters can be an effective tool to disseminate EBP information. Healthcare professionals often lack time to research new information, so new researched evidence-based practice information can be emailed to them in the comfort of their own time to dive into it and learn (Galvao et al., 2018, para. 8). In addition to that, creating a well-designed poster and placing it at an appropriate eye site-level around the unit or in the staff restroom for visual observation and quick learning opportunities is also an excellent way to disseminate EBP information.
Least Dissemination Strategy to Use
In our modern-day life, where almost everything is fast-paced, the tendency to be in constant movement can cause someone not to have a good attention span or to lose something in hand when provided. For that reason, handing a person a pamphlet for them to go read would be the least dissemination strategy for me to use. To be sincere, I have misplaced several leaflets handed to me, hoping to read them later. I am an extremely busy person and very forgetful; hence I believe others might be in this category.
Barriers To Using the Two Above Dissemination Strategies
Humans are different in their needs; likewise, they will differ in what they pay attention to depending on their state of mind when the information is presented. So, a barrier to sending emails will be that the person who received the email might not even open it to read and understand what’s being disseminated, or they intend they read it and want to come back for it and forget to do so. A barrier to poster uses for dissemination is that being at the workplace, the employee could be stressed, have a busy shift, and pay less attention to the poster signs. Inattention and lack of time are a lot of effects that can influence the receiver’s use of EBP information.
Overcoming Barriers to EBP Dissemination
As we all know, assessment is the key to understanding a problem so that solution can be implemented. Melnyk et al. (2017) described the use of the Advancing Research and Clinical Practice Through Close Collaboration (ARCC) Model. Using this model in the workplace allows us to assess the organization’s current EBP culture and readiness. This will diagnose the organization’s strengths, barriers, and possible ways to fix the obstacles and improve EBP implementation. Looking at my above strategies – emails and posters, with their barriers of inattention and lack of time, to overcome these barriers, I will create an additional accountability team of workers that will assist me in this dissemination phase. I have assessed the culture of my organization, and I know they are willing to learn any new EBP information; however, they are busy all the time and would need reminders. So, my accountability team understands that these healthcare professionals are very busy and would send out reminder emails for them not to forget to read the disseminated content. Email and heading will be made urgent and bolded. Posters will be made available in different areas of the unit, and constant verbal reminders will be provided to the staff employees in the unit to view them and learn from them.
In conclusion, it is vital to understand the audience you will disseminate information to, meaning that you must assess their needs, readiness, and how best you think they will be informed. Not all dissemination styles will work in spreading out certain types of EBP information. For example, if an EBP information requires a hands-on intervention, then compulsory in-services will be used instead of pamphlets or emails.
References
Galvao, M. C. B., Carmona, F., Grand, R., Pluye, P., & Ricarte, I. L. M. (2018, May 7). Disseminating health evidence summaries to increase evidence use in health care. Revista de saude publica. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5958963/
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.
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
https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=7bbe46d3-28c9-4cb9-8f48-d100ee55f9aa%40redis
7 months ago
Crystal Anderson
RE: Discussion – Week 9
7 months ago
Janelle McEwen
RE: Discussion – Week 9
7 months ago
Mary Bemker-page WALDEN INSTRUCTOR MANAGER
RE: Discussion – Week 9
7 months ago
Motunrayo Aigbedion
RE: Discussion – Week 9
(Note: APA formatting to double spacing could not be fixed despite effort)
Main Discussion Post
Two EBP dissemination strategies you would be most inclined to use and explain why.
Melnyk and Fineout-Overholt (2018) stress the importance of increasing staff education about EBP, providing EBP mentors, and changing staff beliefs about implementing EBP at the organizational level as a necessary means for clinicians to adopt and disseminate EBP principles and methods. The Advancing Research and Clinical Practice Through Close Collaboration (ARCC) Model for System-Wide Implementation and Sustainability of EBP is one of many models found to help healthcare workers gain this education and training on how to effectuate EBP principles in practice. Hospital system-wide training about implementing EBP principles as the gold standard for healthcare delivery and services would facilitate increased knowledge about the benefits of EBP. EBP training programs also inform staff about the effectiveness of EBP as a tool to optimize patient outcomes. Another EBP dissemination strategy would be to increase patient education about the advantage of using evidence as a standard for healthcare decisions. When patients are educated about the benefits of EBP in clinical decision-making, they can make informed decisions about their care. As hospital staff teaches patients about the need for EBP for effective medical decisions, EBP principles are disseminated within the community. Thus, the more hospital staff that are trained in EBP principles, the more EBP-centered patient education and subsequent circulation of EBP practices amongst the general public.
Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples.
Newhouse et al. (2007) attest that “fostering EBP within organizations requires strong infrastructure, including nursing leadership and human and material resources” (p. 552). For a hospital organization to support EBP as a standard for practice, leadership and administrators must be knowledgeable and excited to bolster efforts to promote EBP. Barriers to patient and organizational utilization of EBP occur when there is a lack of managerial, leadership, and administrative support. When administrators, leadership, and managers do not embrace and promote EBP principles, there are barriers to the dissemination of EBP. For example, rewriting job descriptions to include EBP in daily operation and having regular EBP workshops to educate staff as facilitators of EBP require administrative approval. Incorporating EBP training in new staff orientation, which according to the John Hopkins EBP model, is an effective way to establish and sustain EBP (Newhouse et al., 2007), also needs backing from leadership. Without administrative approval, such training may not be offered. Another barrier to the dissemination of EBP is resistance to change in the workplace, misconceptions about the effectiveness of EBP, and beliefs that EBP is too time-consuming to put into practice. Thus, overcoming misconceptions about EBP is imperative.
Explain how you might overcome the barriers you identified.
Fineout-Overholt et al. (2015, as cited by Melnyk et al. 2017) indicate that providing access to EBP mentors and experts within an organization supports the implementation of EBP and the delivery of evidence-based care. Implementing EBP process models like “the Johns Hopkins Nursing Evidence-Based Practice Model, the Iowa Model of Evidence-Based Practice to Promote Quality Care, the Model for Evidence-Based Practice Change, and the ACE Star Model of Knowledge Transformation” (Melnyk et al., 2017) also supports a shift in organizational culture towards system-wide implementation of EBP. Such a shift would increase awareness of EBP. It is presumed that training “point of care nurses, administrators, nurse managers, clinical nurse specialists, respiratory therapists, occupational therapists, physical therapists, dieticians, social workers, and pharmacists” (Melnyk et al., 2017, p. 6) was beneficial in the shift towards the adoption of EBP. It is also deduced that when EBP is taught to bedside staff and non-bedside staff, there is a greater understanding of the need for EBP in practice. Showing stakeholders and employees how EBP can save time, money, and resources is essential to overcoming barriers to the implementation of EBP. From personal experience, another key strategy to overcome barriers is holding workshops that allow staff and clinicians to engage in the rapid appraisal of research for the EBP process to be better understood.
Explain which dissemination strategies you would be least inclined to use and explain why.
Unit-level EBP projects are suitable for finding solutions to workplace issues. However, it would be most beneficial to a healthcare system when findings within a unit are shared with other units within the organization. Often, nurses carry out EBP projects on their unit but fail to publicize and share the findings from their work with others in the organization and medical community. Therefore, unless there is a requirement that the findings of unit-level projects be publicized, such projects may lead to the waste of time and resources when common workplace issues result in multiple units carrying out the same project. For example, acuity-based patient assignment to nursing staff during a shift is a common topic of discussion. Suppose a unit decides to carry out an EBP project on understanding acuity-based patient assignment but fails to share their findings with others in the organization. In that case, the project may be carried out by another unit with the same patient-to-staff ratio. So, though effective for unit-based changes, unit-level EBP project findings that are not made public is the least dissemination strategy that I would use.
References
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.
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. https://www.doi.org/10.1111/wvn.12188
7 months ago
Janelle McEwen
RE: Discussion – Week 9
Motunrayo, thank you for your in depth analysis and comprehensive post. I totally concur with you that dissemination of EBP findings only at the unit level is limited since barriers at the organizational level often influence the successful implementation of the EBP (Khammarnia et al., 2017). Curtis et al. (2017) recognizes that central to nurse-led research and knowledge translation is dissemination, and that an EBP is not complete until the results have been disseminated via presentations at professional forums and published in a peer-reviewed journal and where appropriate recommendations regarding how the EBP findings could be translated into clinical practice are made. In my view, publication is not an ideal way of disseminating the EBP findings due to the long process from submission to publication; however, can you imagine how we could be studying or writing EBPS without supportive literature?
References
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.13586
Khammarnia, M., Haj Mohammadi, M., Amani, Z., Rezaeian, S., & Setoodehzadeh, F. (2017). Barriers to implementation of evidence based practice in Zahedan Teaching Hospitals, Iran, 2014. Nursing Research and Practice, 20(15), 1–5. https://doi.org/10.1155/2015/357140
7 months ago
Sarah Lockwood
RE: Discussion – Week 9
Evidence-based practice (EBP) is widely used throughout the healthcare industry to optimize patient outcomes, while reducing facility costs. EBP is problem-solving approach using the best evidence available to answer clinical questions (Melnyk & Fineout-Overholt, 2018). Higher education programs in the medical field aim to produce clinicians who are EBP trained and perceive EBP as a way of thinking not just a task or project. Additionally, hospitals and other healthcare organizations aim to employ professionals who possess EBP competencies and engage in quality improvement projects (Melnyk & Fineout-Overholt, 2018). However, appropriate dissemination of EBP and quality improvement projects must occur for students to best learn and for current health professionals to better serve.
Dissemination is widely distributing information and data, engaging as many viewers as possible. According to the Agency for Healthcare Research Quality (AHRQ, n.d.), there are three main goals to disseminating evidence, which include:
- to increase the reach of evidence
- to increase people’s motivation to use and apply evidence
- to increase people’s ability to use and apply evidence (para. 11).
Two dissemination strategies I would utilize to distribute evidence would be e-mail and posterboard display with presentation to management. E-mail is the fastest and most convenient way to increase the reach of evidence to an organization, while a presentation and display increases people’s motivation to use and apply evidence (AHRQ, n.d.). Additionally, presenting to management increases people’s ability to use and apply evidence because leadership is crucial to building organizational readiness for change (Newhouse et al., 2007).
However, there are barriers to e-mail and posterboard presentations. Although e-mail is quick and convenient, it is not personable and may not engage participation. Also, some users are not experienced with technology and may not check e-mails often. Posterboard displays are usually smaller in size and may not be easily seen by an audience unless they are near the display. Also, the presenter of the display may not always be available as it is expected there will be scholarly and clinical dialogue among colleagues (Melnyk & Fineout-Overholt, 2018).
A strategy I am less inclined to use for information dissemination is a video podcast or webinar. It is important for the presenters of the new evidence to be confident and organized and I do not do well with technology and would not come off as knowledgeable. I do better with in person presentations, as they better capture an audience’s attention. Additionally, not every user has the technology to view webinars or may not have the knowledge or experience to use it (Melnyk & Fineout-Overholt, 2018).
Every strategy has its advantages and disadvantages, which is why it is important to choose a couple different dissemination strategies to ensure the evidence is being viewed. Barriers are everywhere but we must overcome them. To better assist with the e-mail approach, I could ask my director to inform the managers that in staff meetings it should be noted that employee e-mails are required to be checked at least once a week and if assistance is needed to ask the managers in the staff meeting. Also, to better display the posterboard, I can ask permission to stand with the display during high duration lunch hours in the cafeteria to attract as many people as possible and create EBP dialogue.
Agency for Healthcare Research Quality. (n.d.) Communication and dissemination strategies to
facilitate the use of health-related evidence. Retrieved on April 24, 2022, 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.
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–
- doi:0.1097/01.NNA.0000302384.91366.8f
7 months ago
Mary Bemker-page WALDEN INSTRUCTOR MANAGER
RE: Discussion – Week 9
Your post reminded me of a great YouTube video regarding leadership and group dynamics. As you speak of engaging others, it made me think about the dynamics in groups. I am offering the link here in case you all might like to see it.
The First Follower:
https://www.youtube.com/watch?v=fW8amMCVAJQ&t=7s
7 months ago
Memory Rinomhota
RE: Discussion – Week 9
Evidence-based practice is an essential part of the healthcare system, with three main components clinical expertise, best practice, and patient preferences and values. All three components must be in place for EBP to work (Laureate Education, 2018). Dissemination is the process of sharing information with others. In EBP, dissemination refers to the
One dissemination strategy I would advocate using is the organization-level presentation of evidence-based practice programs at the workplace. The organizational leaders will team up and present a unified exhibition and educate the worker on evidence-based practice at the unit level and seek the support of the healthcare workers (Melnyk & Fineout-Overholt, 2018)
The other dissemination strategy I would use is workshops and seminars where healthcare workers can learn using short courses and webinars (Brownson et al., 2018). We have ongoing monthly and quarterly meetings at my organization, and we must sign off that you completed the modules. The modules have a test at the end, and you cannot go to the next module until you pass the previous test.
The least dissemination strategy I would use is the podium presentation, usually done in groups. Some people are afraid of public speaking, and there is not much time for feedback in these presentations. The speaker has limited time, which might not be enough for the presenter to explain all the information (Browson et al., 2018)
The barriers to strategies are that some of the management teams are unwilling to accept because of the cost involved and the lack of participation from the staff willing to adapt to new changes. The meeting at my job is usually done at the end of the shift when nurses are tired, and there will not be much participation. Staff should be informed well in advance so they feel they are part of the changes going on in the workplace and take ownership. Enough notice and planning are needed to accommodate the chosen audience or better participation (Gallagher et al., 2011). The workers can be scheduled on their days off and be paid for the workshops
Reference
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: JPHMP, 24(2), 102–111. https://doi.org/10.1097/PHH.0000000000000673
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. The American Journal of Nursing, 111(3), 54–60. https://doi.org/10.1097/10.1097/01.NAJ.0000395243.14347.7e
Laureate Education (producer). (2018). Evidence-Based Decision Making [Video file]. Baltimore, MD. Author.
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare:A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.