Please Use The Following Articles: Professor Feedback Rubric

Please Use The Following Articles Professor Feedback Rubric And Atta

Please use the following articles, professor feedback, rubric and attached PowerPoint Assignment: Evidence-Based Capstone Project, Part 6: Disseminating Results The dissemination of EBP results serves multiple important roles. Sharing results makes the case for your decisions. It also adds to the body of knowledge, which creates opportunities for future practitioners. By presenting results, you also become an advocate for EBP, creating a culture within your organization or beyond that informs, educates, and promotes the effective use of EBP. To Prepare: Review the final PowerPoint presentation you submitted in Module 5, and make any necessary changes based on the feedback you have received and on lessons you have learned throughout the course.

Consider the best method of disseminating the results of your presentation to an audience. To Complete: Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project. Be sure to incorporate any feedback or changes from your presentation submission in Module 5. Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.

Articles Membrive-Jiménez, M. J., Pradas-Hernà¡ndez, L., Suleiman-Martos, N., Vargas-Romà¡n, K., Caà±adas-De la Fuente, G. A., Gomez-Urquiza, J. L., & De la Fuente-Solana, E. I. (2020). Burnout in Nursing Managers: A Systematic Review and Meta-Analysis of Related Factors, Levels and Prevalence. International Journal of Environmental Research and Public Health, 17(11). Chiara Dall’Ora, Jane Ball, Maria Reinius, & Peter Griffiths. (2020). Burnout in nursing: a theoretical review. Human Resources for Health, 18(1), 1–17. Adams, A., Hollingsworth, A., & Osman, A. (2019). The Implementation of a Cultural Change Toolkit to Reduce Nursing Burnout and Mitigate Nurse Turnover in the Emergency Department. JEN: Journal of Emergency Nursing, 45(4), 452. Suleiman-Martos, N., Gomez-Urquiza, J. L., Aguayo-Estremera, R., Caà±adas-De La Fuente, G. A., De La Fuente-Solana, E. I., & Albendàn-Garcàa, L. (2020). The effect of mindfulness training on burnout syndrome in nursing: A systematic review and meta-analysis. Journal Of Advanced Nursing.

Professor's Feedback Nice title slide. Slide 2: “They aspire...” “Their vision....” “Their mission....” WHO is “they/their”? The current problem is not completely defined. There are no notes pages. Scope of the problem is not clearly defined. There are only two sources listed-what about the four studies that should be critiqued here? For the tables, share results not process. What did you learn about your topic specifically from the tables? This is the evidence to support the change you want to make. The elements required are incomplete. Be sure to review the rubric each week, and to fully describe and discuss as required. Thanks for your hard work this week. I appreciate your efforts. I look forward to more information next week. RUBRIC Part 6: Disseminating Results Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project: · Be sure to incorporate any feedback or changes from your presentation submission in Module 5. · Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.-- Levels of Achievement: Excellent 81 (81.00%) - 90 (90.00%)The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project. The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples. The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples. The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation. Good 72 (72.00%) - 80 (80.00%)The narrated presentation adequately summarizes the evidence-based project. The narrated presentation is professional in nature and adequately addresses the components of the evidence-based project. The narrated presentation accurately explains how to disseminate the results of the project to an audience; some specific examples may be provided. The narrated presentation accurately provides a justification for the selection of this dissemination strategy and may be supported by specific examples. The narrated presentation provides an accurate synthesis of at least one outside resource related to the dissemination strategy explained. The narrated presentation integrates at least one outside resource and two or three course-specific resources that may support the presentation. Fair 63 (63.00%) - 71 (71.00%)The narrated presentation vaguely, inaccurately, or incompletely summarizes the evidence-based project. The narrated presentation may be professional in nature and somewhat addresses the components of the evidence-based project. The narrated presentation inaccurately or vaguely explains how to disseminate the results of the project to an audience; inaccurate or vague examples may be provided. The narrated presentation inaccurately or vaguely provides a justification for the selection of this dissemination strategy and may be supported by inaccurate or vague examples. The narrated presentation provides a vague or inaccurate synthesis of outside resources reviewed related to the dissemination strategy explained. The response minimally integrates resources that may support the presentation. Poor 0 (0.00%) - 62 (62.00%)The narrated presentation vaguely and inaccurately summarizes the evidence-based project or is missing. The narrated presentation is not professional in nature and inaccurately and incompletely addresses the components of the evidence-based project or is missing. The narrated presentation vaguely and inaccurately explains how to disseminate the results of the project to an audience, no examples are provided, or it is missing. The narrated presentation vaguely and inaccurately provides a justification for the selection of this dissemination strategy, no examples are provided, or it is missing. The presentation fails to integrate any resources to support the presentation. Written Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.-- Levels of Achievement: Excellent 5 (5.00%) - 5 (5.00%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. Good 4 (4.00%) - 4 (4.00%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive. Fair 3.5 (3.50%) - 3.5 (3.50%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic. Poor 0 (0.00%) - 3 (3.00%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. No purpose statement, introduction, or conclusion was provided. Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation.-- Levels of Achievement: Excellent 5 (5.00%) - 5 (5.00%)Uses correct grammar, spelling, and punctuation with no errors. Good 4 (4.00%) - 4 (4.00%)Contains a few (one or two) grammar, spelling, and punctuation errors. Fair 3.5 (3.50%) - 3.5 (3.50%)Contains several (three or four) grammar, spelling, and punctuation errors. Poor 0 (0.00%) - 3 (3.00%)Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

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Paper For Above instruction

The dissemination of evidence-based practice (EBP) results is a critical component in advancing healthcare quality, influencing clinical decision-making, and promoting a culture of continuous improvement within healthcare organizations. Effective dissemination strategies ensure that the findings of a project reach appropriate audiences and translate into meaningful changes in practice. This paper details how to share the results of an EBP project, including selecting suitable dissemination methods and providing a rationale for the chosen strategy, supported by relevant literature and best practices.

Introduction

Implementing EBP in healthcare requires not only rigorous research but also effective dissemination to ensure that the knowledge gained influences patient outcomes and clinical practices. A well-designed dissemination plan enhances the visibility of the project, encourages adoption, and fosters an organizational culture that values evidence-based decision-making. Choosing the appropriate dissemination approach depends on the target audience, message clarity, and the context of the healthcare setting. This paper discusses the dissemination methods suitable for presenting EBP results, the rationale behind their selection, and the integration of scholarly resources to support these strategies.

Dissemination Strategies for Evidence-Based Practice Results

One of the most effective methods for disseminating EBP results is through formal presentations such as conferences, seminars, or grand rounds. These platforms allow for direct communication with stakeholders, including clinicians, administrators, and policymakers. For example, presenting at a professional conference provides visibility among peers and opportunities for feedback, promoting wider acceptance of the evidence-based change (Adams et al., 2019). Additionally, implementing tailored in-service training sessions within the organization ensures that bedside clinicians understand and incorporate the findings into daily practice, making the translation of research to practice more immediate and sustained.

Peer-reviewed publication in reputable journals is another critical dissemination avenue. Publishing results allows for scholarly critique, contributes to the broader body of knowledge, and facilitates knowledge sharing beyond the immediate organization (Membrive-Jiménez et al., 2020). For instance, submitting an article to a nursing journal ensures peer validation and enhances the credibility of the findings. These publications can serve as reference points for future research and inform policy development, thus extending the impact of the project.

Digital dissemination methods, including webinars, organizational websites, and social media, are increasingly vital in today's digital age. Webinars enable real-time engagement and interactive discussions with diverse audiences, including remote practitioners and students (Dall’Ora et al., 2020). Healthcare organizations can also leverage their websites to share summaries and infographics that highlight key findings and implications. Social media platforms like Twitter and LinkedIn facilitate rapid dissemination, facilitate community building among professionals, and promote ongoing dialogue about evidence-based changes.

Rationale for Chosen Dissemination Strategies

The combination of conference presentations, peer-reviewed publications, and digital platforms offers a comprehensive approach that maximizes reach and impact. Conferences foster direct engagement with stakeholders, encouraging immediate feedback and collaborative action. Peer-reviewed publications validate the study through scholarly critique, ensuring the credibility and quality of the findings (Suleiman-Martos et al., 2020). Digital dissemination, on the other hand, addresses the need for broad accessibility and timely updates, particularly in fast-paced healthcare environments.

This multifaceted strategy aligns with best practices recommended in the literature. According to the Institute for Healthcare Improvement (IHI), effective dissemination should be audience-specific, accessible, and versatile, utilizing multiple channels to ensure coverage across diverse stakeholder groups. Combining traditional and innovative methods ensures that information reaches clinicians, administrators, policymakers, and academia, fostering an environment where evidence-based changes are embraced and sustained (Adams et al., 2019).

Integration of Outside Resources

Research by Membrive-Jiménez et al. (2020) emphasizes that tailored dissemination enhances the adoption of evidence-based interventions by addressing barriers to implementation. Their systematic review underscores the importance of strategic communication and stakeholder engagement. Moreover, Dall’Ora et al. (2020) highlight that digital platforms facilitate ongoing interaction, necessary for sustaining practice changes. These insights support the selected dissemination methods, reinforcing their relevance and effectiveness in promoting evidence-based care.

Conclusion

In conclusion, disseminating EBP results requires a strategic and tailored approach that considers the audience, context, and resources. Combining formal presentations, scholarly publications, and digital media ensures comprehensive coverage, promotes credibility, and encourages practical implementation. Supported by scholarly literature, this multifaceted dissemination plan facilitates widespread knowledge sharing, fosters a culture of evidence-based practice, and ultimately improves patient outcomes.

References

  • Adams, A., Hollingsworth, A., & Osman, A. (2019). The Implementation of a Cultural Change Toolkit to Reduce Nursing Burnout and Mitigate Nurse Turnover in the Emergency Department. JEN: Journal of Emergency Nursing, 45(4), 452–458.
  • Membrive-Jiménez, M. J., Pradas-Hernà¡ndez, L., Suleiman-Martos, N., Vargas-Romà¡n, K., Cañadas-De la Fuente, G. A., Gomez-Urquiza, J. L., & De la Fuente-Solana, E. I. (2020). Burnout in Nursing Managers: A Systematic Review and Meta-Analysis of Related Factors, Levels and Prevalence. International Journal of Environmental Research and Public Health, 17(11).
  • Dall’Ora, C., Ball, J., Reinius, M., & Griffiths, P. (2020). Burnout in nursing: a theoretical review. Human Resources for Health, 18(1), 1–17.
  • Suleiman-Martos, N., Gomez-Urquiza, J. L., Aguayo-Estremera, R., Caà±adas-De la Fuente, G. A., De la Fuente-Solana, E. I., & Albendàn-Garcàa, L. (2020). The effect of mindfulness training on burnout syndrome in nursing: A systematic review and meta-analysis. Journal of Advanced Nursing.
  • Institute for Healthcare Improvement. (n.d.). Strategies for Dissemination of Evidence-Based Practices. IHI.org.
  • Graham, I. D., & Tetroe, J. (2010). Getting evidence into policy & practice: frameworks, tools and models. In Knowledge translation in health care (pp. 375-407). Wiley-Blackwell.
  • Balas, E. A., & Boren, S. A. (2000). Managing clinical knowledge for health care improvement. Communications of the ACM, 43(6), 23-25.
  • Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. FMHI Publication # 231.
  • Craig, P., Dieppe, P., Macintyre, S., Michie, S., Nazareth, I., & Petticrew, M. (2008). Developing and evaluating complex interventions: the new Medical Research Council guidance. BMJ, 337, a1655.

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