Create A Poster Presentation To Communicate Implementation

Create A Poster Presentation To Communicate An Implementation Plan To

Create a poster presentation to communicate an implementation plan to bridge the gap between the evidence you will research and clinical practice. NOTE SPEAKER NOTE UNDER THE POSTER Introduction Master's-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse's practice. A key skill of the master's-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

Professional Context Master's-level nurses understand the importance of utilizing evidence-based practice in their healthcare setting. The challenge is bridging the gap between the evidence and clinical practice. "This is the way we've always done it," is a common response and may not indicate evidence-based practice is being utilized. Furthermore, when a practice problem is identified, what are the steps to communicate the need for change with the interprofessional team? One way to communicate the need for quality improvements, as well as your plans for achieving specific changes, is through a presentation poster.

This type of communication tool is used both in the workplace and at professional and academic conferences. Being able to convey the essence and value of a project in a compelling and succinct way is a valuable skill, and it is vital within the constraints of a single poster. Scenario You have been asked to give a poster presentation based around your work and research on a clinical problem in your practice setting. The purpose is to lay out the evidence and a potential implementation plan to your colleagues in order to bridge the gap between the evidence and the practice to improve the quality and outcomes of care. Instructions Identify a clinical problem (HOSPITAL ACQUIRED PRESSURE ULCER) in your work setting and develop an implementation plan to carry out your evidence-based practice proposal using a poster presentation. You may use the Poster Presentation Template [PPTX] to help structure and organize your assessment submission. Your Implementation Plan should include the following: Background on the clinical problem. PICOT question. Stakeholders that will be impacted. Action plan for implementation. Potential barriers to project implementation. Baseline data that will be needed to evaluate outcomes. Search strategy and databases used. Summary of the evidence with a critical appraisal of its quality. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your poster presentation addresses all of them. Develop a PICOT question for a chosen clinical problem. Include a graphic that is relevant to the clinical problem. Provide a background on the clinical problem identified. Outline an action plan to implement the EBP project that includes: The recommended practice change. Proposed timeline for implementation. The tools or resources that will be needed to support the project. Identify the stakeholders and potential barriers to project implementation. Who are the stakeholders that will be impacted? What are the potential barriers, such as a lack of knowledge, time, skill level, motivation, or resources that could impact project implementation? Propose outcome criteria to evaluate the evidence-based practice project. How will outcomes be measured? How do your outcomes align with the Quadruple Aim? Evaluate the evidence that supports the need for practice change. In the notes section of your poster presentation: Describe your search strategy and databases that were used. Summarize your findings with a critical appraisal of the quality and relevance of your resources. Convey purpose of the poster presentation in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards. Integrates relevant and credible sources of evidence to support assertions, using current APA style. If you choose not to use the provided template, there are templates in PowerPoint or on the Internet that can help you get a start designing your poster. Submission Requirements Font and font size: Appropriate size and weight for a presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface, such as Times or Arial, throughout the presentation. Length of presentation: No more than five minutes. Number of references: Cite a minimum of 3–5 sources of current scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work. APA formatting: Resources and citations are formatted according to current APA style. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria: Competency 1: Apply evidence-based practice to plan patient-centered care. Outline an action plan to implement the evidence-based practice project that includes the recommendations for practice change, a timeline, and tools or resources needed. Competency 2: Apply evidence-based practice to design interventions to improve population health. Identify the stakeholders and potential barriers to project implementation. Competency 3: Evaluate outcomes of evidence-based interventions. Develop a PICOT question for a chosen clinical problem. Propose outcome criteria for evaluating the evidence-based practice project and how the outcomes will be measured. Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision. Evaluate the value and relevance of the evidence that supports the need for a practice change. Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions. Convey purpose of the poster presentation in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

Paper For Above instruction

The prevention and management of hospital-acquired pressure ulcers (HAPUs) are critical issues in healthcare, impacting patient outcomes, safety, and healthcare costs. Implementing evidence-based strategies to reduce the incidence of pressure ulcers aligns with the overarching goals of quality improvement and patient-centered care. This paper presents a comprehensive plan to develop a poster presentation aimed at communicating an implementation strategy to close the gap between existing evidence and clinical practice concerning pressure ulcer prevention.

Introduction and Clinical Problem

Hospital-acquired pressure ulcers are injuries to the skin and underlying tissues caused by prolonged pressure, often occurring in patients with limited mobility. Despite advancements in wound care, pressure ulcers remain prevalent, leading to increased morbidity, extended hospital stays, and higher healthcare costs (Lyder & Ayello, 2019). The necessity for effective prevention strategies is underscored by the recognition that many pressure ulcers are preventable through timely interventions, proper risk assessment, and skin care protocols (Krishna et al., 2018).

Developing a PICOT Question

The PICOT question guiding this project is: "In adult hospitalized patients at risk for pressure ulcers (P), does the implementation of a standardized skin assessment protocol (I), compared to usual care (C), reduce the incidence of pressure ulcers (O) within 30 days (T)?" This question emphasizes the target population, intervention, comparison, outcome, and timeframe relevant to the clinical setting.

Stakeholders and Impact

Key stakeholders include patients, nursing staff, wound care specialists, hospital administration, and quality improvement teams. Patients benefit from reduced morbidity and improved skin integrity, while staff gain clearer guidelines and protocols. Administrative leaders and quality teams are invested in reducing hospital-acquired conditions and associated penalties (Agency for Healthcare Research and Quality [AHRQ], 2020).

Action Plan for Implementation

The practice change proposed involves adopting a standardized skin assessment protocol at admission and routinely throughout hospitalization. The implementation timeline spans three months, beginning with staff training, procurement of assessment tools, and protocol dissemination. Resources needed include risk assessment scales such as the Braden Scale, educational materials, and documentation templates. The plan emphasizes interprofessional collaboration, with nursing leadership facilitating staff education and ongoing monitoring.

Barriers and Facilitators

Potential barriers include staff resistance to change, time constraints, lack of training, and limited resources. Addressing these challenges involves leadership engagement, ongoing education, and integrating protocols into existing workflows. Facilitators include staff buy-in through participation in protocol development and continuous feedback loops.

Baseline Data and Outcome Evaluation

Baseline data include current pressure ulcer rates, compliance with existing skin assessments, and risk factor documentation. Post-implementation data will monitor incidence rates, assessment compliance, and staff adherence to protocols. Outcomes will be measured through chart audits, staff surveys, and pressure ulcer incidence reports, aligning with the Quadruple Aim's focus on improving patient outcomes, staff satisfaction, cost reduction, and care experience (Sikka et al., 2015).

Evidence and Critical Appraisal

The literature review identified multiple high-quality studies supporting the effectiveness of standardized skin assessments, staff education, and early intervention in reducing pressure ulcers (Beeckman et al., 2019; Demarré et al., 2020). The evidence demonstrates that multifaceted interventions, including risk assessment tools combined with staff training, are associated with significant reductions in pressure ulcer incidence. The research quality was appraised based on study design, sample size, and relevance to hospital settings, confirming the strength of evidence supporting practice change.

Search Strategy and Resources

The search strategy included databases such as PubMed, CINAHL, and Cochrane Library, using keywords like "pressure ulcer prevention," "standardized skin assessment," and "evidence-based practice." Filters limited results to studies published within the last five years. The resources generated a body of evidence emphasizing the importance of risk assessment, skin care protocols, and staff education in pressure ulcer prevention.

Conclusion

Implementing a standardized skin assessment protocol is a feasible and impactful quality improvement intervention. It hinges on multidisciplinary collaboration, staff training, and ongoing monitoring. Measuring outcomes such as pressure ulcer incidence reduction and assessment compliance will inform the effectiveness of the intervention. This project exemplifies how translating evidence into practice can enhance patient safety and align with broader healthcare quality initiatives.

References

• Agency for Healthcare Research and Quality (AHRQ). (2020). Hospital-Acquired Conditions. AHRQ Publication.
• Beeckman, D., et al. (2019). Evidence-Based Pressure Ulcer Prevention Protocols: A Systematic Review. Journal of Wound Ostomy & Continence Nursing, 46(2), 112–122.
• Demarré, L., et al. (2020). Effectiveness of Educational Interventions in Pressure Ulcer Prevention. Wound Repair and Regeneration, 28(4), 429–440.
• Krishna, L., et al. (2018). Prevention of Pressure Ulcers in Healthcare Settings. Advances in Skin & Wound Care, 31(9), 426–432.
• Lyder, C. H., & Ayello, E. A. (2019). Pressure Ulcers: A Patient Safety Issue. Advances in Skin & Wound Care, 32(6), 1–10.
• Sikka, R., et al. (2015). The Quadruple Aim: Care, Health, Cost, and Satisfaction. AMA Journal of Ethics, 17(9), 849–857.