Discussion: Developing A Culture Of Evidence-Based Pr 021348 ✓ Solved
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. By Day 3 of Week 10, post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples.
Explain how you might overcome the barriers you identified.
Paper For Above Instructions
Developing a culture of evidence-based practice (EBP) within organizations is paramount as it enables healthcare professionals to base their clinical decisions on the best available evidence. With the increasing demand for accountability and quality in healthcare, disseminating EBP effectively becomes a critical skill for practitioners. This paper outlines two preferred dissemination strategies for EBP, explores barriers that may hinder these strategies, and discusses potential solutions to overcome these challenges.
Preferred Dissemination Strategies
One dissemination strategy that I would be inclined to use is conducting unit-level presentations. These presentations can be an effective way to introduce and explain the importance of specific evidence to a targeted audience, allowing for interactive discussions about how this EBP can be implemented in daily practice. Unit-level presentations enable immediate feedback, fostering an environment where questions can be addressed in real time and enabling colleagues to explore how EBP changes can improve patient outcomes. This face-to-face interaction is crucial for building rapport and understanding among coworkers who may have differing levels of EBP familiarity.
Another strategy that I find appealing is publishing in peer-reviewed journals. Publishing findings contributes to the overall body of knowledge and shares successful case studies and evidence with a broader audience. This strategy not only elevates the profile of the work but serves as a motivational factor for other EBP practitioners to engage in similar research and dissemination efforts. The credibility associated with peer-reviewed publications lends weight to the findings, potentially influencing practice beyond the local setting.
Least Preferred Dissemination Strategies
On the contrary, I would be less inclined to use poster presentations as a dissemination strategy. While they can be useful in summarizing and visually presenting information, poster presentations often necessitate interactions that may not occur if the audience does not engage with the poster. Additionally, the information shared is limited by space constraints, which can hinder conveying the depth and nuances of an EBP project. This format might feel less personal and more passive, which may reduce the likelihood of audience engagement and comprehension.
Another strategy I would be wary of is podium presentations at large conferences. Although podium presentations can reach a substantial audience, there may be challenges in tailoring the message to diverse groups with varying levels of knowledge regarding the topic. The pressure of presenting in front of large groups can also be daunting, impacting the delivery and engagement with the material presented. These factors can detract from the intended momentum and discussion surrounding the EBP shared.
Identified Barriers
In presenting at the unit level and publishing in peer-reviewed journals, there are certain barriers I might encounter. One significant barrier to unit-level presentations is time constraints. Healthcare settings are often busy, and scheduling time for presentations can be challenging, especially when staff members are stretched thin with patient care responsibilities. This issue can make it difficult to organize an audience willing and able to engage with the presentation material.
When it comes to publishing research, navigating the peer-review process can also pose challenges. The process can be lengthy and require multiple revisions, leading to frustration and potentially discouraging authors from pursuing their dissemination goals. Additionally, if the research submitted does not align with the current trends or focus areas of the journal, it may face rejection, further complicating efforts to share invaluable evidence.
Overcoming Barriers
To address the time constraints associated with unit-level presentations, I would consider adopting a flexible approach. This would involve short, succinct presentations that can be integrated into existing meetings, thereby reducing the need for standalone events. By embedding presentations within routine staff meetings, the participation barrier can be lowered, encouraging more staff to engage with EBP.
To tackle challenges within the publication process, I would seek mentorship from experienced researchers or colleagues who have successfully navigated journal submissions. Guidance from seasoned professionals can streamline the process and improve the quality of the submission, enhancing the likelihood of acceptance. Networking with individuals in the same field can also create opportunities for collaboration, making the research process less daunting and more productive.
Conclusion
In conclusion, disseminating evidence-based practice is crucial for fostering a culture of improvement and accountability in healthcare settings. By conducting unit-level presentations and targeting peer-reviewed journal publications, practitioners can effectively share their findings, promote EBP, and influence clinical practices. Overcoming barriers such as time constraints and the complexities of the publication process will be essential to ensure that voices advocating for evidence-based approaches are heard and integrated into practice.
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.
- 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. American Journal of Nursing, 111(3), 54–60. doi:10.1097/10.1097/01.NAJ..14347.7e.
- 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), 552–557. doi:10.1097/01.NNA..91366.8f.
- Melnyk, B. M. (2012). Achieving a high-reliability organization through implementation of the ARCC model for system-wide sustainability of evidence-based practice. Nursing Administration Quarterly, 36(2), 127–135. doi:10.1097/NAQ.0b013e318249fb6a.
- 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. doi:10.1097/01.NAJ..97774.0e.
- 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.