NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE

Walden University NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE

Whether one passes or fails an academic assignment such as the Walden University NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE

The introduction for the Walden University NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE

After the introduction, move into the main part of the NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE

Mental health remains a public health issue with millions of Americans suffering from different conditions. However, accessibility to care remains a challenge for different populations and individuals experiencing mental health challenges, including individuals with intellectual and developmental disabilities. As such, access to psychiatry mental health is important to improve their wellbeing and mitigate effects of the conditions (Coombs et al., 2021). Organizations should be ready and willing to implement evidence-based practice (EBP) interventions to improve access to mental health care services for different population. The purpose of this presentation is to develop an EBP change project to improve access to psychiatric mental health services for individuals with intellectual and developmental disabilities within the healthcare organization.

The organization is a diverse mental health facility that caters mainly to individuals suffering from intellectual and developmental disabilities. As a premier specialty facility for the population, the organization has a formidable culture based on values and traditions emanating from its vision and mission statements. These values include trust, honesty, transparency, a transformation approach to care, inclusion and diversity. As such, the vision of the organization is to be a premier mental health facility and transform access to care services for all individuals and populations suffering from mental health disorders (Smith et al., 2021). The organization is ready for change based on its mission and vision that focus on transforming the mental health care sector to improve access and quality. The organization accepts change because such interventions improve access to care services. Further, healthcare providers and entities can only attain transformation when they implement evidence-based practice interventions.

The current issue in the organization that needs change is inability to offer care for all patients, especially accessibility to psychiatry mental health care services for individuals with intellectual and development disabilities. Inaccessibility to psychiatry mental health services for this population increases their susceptibility to mental health conditions. Therefore, the proposed change seeks expansion of access to mental health services through collaboration with other counties and their facilities through a developed referral system. Long term collaboration and cooperation will enhance accessibility to mental health care services (Coombs et al., 2021).

The stakeholders include psychiatric mental health nurses, patients and their families, organizational leaders and managers, and the collaborating counties as well as healthcare facilities and systems. The risks entail increased cost of care, need for better coordination and collaboration and compliance to legal and ethical requirements related to patients like privacy and data sharing issues (Melnyk et al., 2022).

Introduction

This presentation will describe my healthcare organization, including the organizational culture and readiness for change. I will also identify an opportunity for change in the organization and discuss the circumstances surrounding the need for change and the scope of the issue. Besides, I will propose an evidence-based intervention to promote a change in practice that will help address the opportunity for change. In addition, I will describe the plan for knowledge transfer of the proposed change and dissemination strategies for the project’s results. Lastly, I will discuss the lessons learned from the appraisal of the peer-reviewed articles in the previous assignment.

Healthcare Organization and Culture

Our healthcare organization is an outpatient psychiatric facility. It offers extensive mental health and psychiatric services in child, adolescent, and adult behavioral health. Services offered include treatment and psychotherapy for psychiatric disorders, substance abuse disorders, addiction, sexuality issues, life transitions, and family issues. ​

The organization has a clan culture characterized by collaborative teamwork, and all employees feel like equals. Since there are few employees (10 medical and 7 non-medical staff), the organization is non-hierarchical. There is a strong focus on mentorship, and employees are encouraged to give honest and open feedback.​

The organization has a high level of readiness to change. Employees have a high individual and shared commitment to implement changes in the organization and ensure change is effective. In addition, employees have a strong belief in their shared ability to execute change. ​

​Current Opportunity for Change

Healthcare providers attend to numerous patients with Alzheimer’s disease (AD). The AD patients usually present with cognitive decline caused by the disease process as demonstrated by increasing memory loss, shortened attention span, difficulty with language, difficulty organizing thoughts and thinking logically, inability to learn new things, poor judgment, and impaired reasoning ability (Bradfield & Ames, 2020). Although patients are prescribed medications to slow the progression of the disease, the medications do not reverse the cognitive decline. Improving AD patients’ cognitive functioning is an opportunity for change. We need to identify new evidence-based approaches to improve cognitive function in AD patients, particularly in the early stages of the disease. This would help lower the disease morbidity caused by cognitive decline and improve their quality of life. ​

Stakeholders involved include patients, who are the most affected by the cognitive decline, and the mental healthcare providers responsible for providing the best available interventions in helping patients live a near to normal life. No potential risks will be associated with change interventions in the organization.

EBP Best Practice Recommendation

Cognitive training is my recommended EBP best practice approach to address the cognitive decline in AD patients. Bahar‐Fuchs et al. (2019) define cognitive training as a non-pharmacological treatment approach that centers on guided practice on tasks targeting specific cognitive functions, such as attention, memory, and problem-solving. It entails guided cognitive exercises to improve various cognitive functions and improve performance in untrained cognitive tasks. ​

Various studies have established that cognitive training improves working memory, global cognition, learning, attention, and memory. It also improves psychosocial functioning, depressive symptoms, and visuospatial skills (Kallio et al., 2017). ​

Butler et al. (2018) showed that cognitive training enhanced cognitive performance in healthy older adults. Thus, it should be included in the preventative care of elderly persons to lower their risk of declined cognitive function.​

​Plan for Knowledge Transfer

Knowledge transfer of the change will adopt the integrated knowledge transfer approach. The steps in knowledge transfer will include:​

1. Integrate stakeholders (nurses and mental health providers) into the research process.​
2. Shape the research questions​
3. Determine the research methods to use (Prihodova et al., 2019).​
4. Take part in data collection and tool development.​
5. Support the process and outcome evaluation.​
6. Interpret the study findings​
7. Create the message and disseminate the research results (Prihodova et al., 2019).​
8. Generate research findings that will likely be relevant to and used by the end-users.

Dissemination Strategy

Dissemination refers to the purposed distribution of information and intervention materials to a target clinical practice or public health audience. It aims at spreading knowledge and related evidence-based interventions (Brownson et al., 2018). The results of the EBP project on using cognitive training to improve cognitive function in AD patients will be disseminated through conference presentations and seminars (Brownson et al., 2018). I can present the results in conferences held by professional nursing organizations such as the American Association of Nurse Practitioners (AANP), American Psychiatric Nurses Association (APNA), and American Nurses Association (ANA). Nursing professional organizations offer a platform to their members to disseminate research findings from their projects. I chose this strategy because I will reach a large target audience, including registered nurses, APRNs, and PMHNPs. Besides, I will interact with providers from other organizations and share knowledge on the interventions they take to improve cognitive functioning in AD patients. ​

​Measurable Outcomes

The measurable outcomes I hope to achieve with implementing the EBP project on cognitive training include improved: cognition, memory, attention, learning ability, and visuospatial skills.​

Besides, I hope to achieve improved psychosocial functioning and reduced depressive symptoms in AD patients with comorbid depression. ​

I also seek to improve patients’ executive function and their ability to perform ADLs through executive function.​

Another outcome will be a decreased number of patients who develop AD morbidities secondary to a decline in cognitive function.

Summary of Lessons Learned

The peer-reviewed articles evaluated the impact of cognitive training in enhancing cognitive function in AD patients with cognitive decline. ​

I learned that cognitive training (CT) significantly improves executive function, memory, and performance of ADLs. It can be integrated as part of health promotion interventions in healthy older adults to improve their cognitive test performance (Butler et al., 2018). Besides, cognitive training can be provided in a computerized cognitive training (CCT) program. The computerized cognitive training approach is a practical intervention to improve cognition in patients with mild cognitive impairment (Hill et al., 2017). In addition, cognitive training can enhance working memory in geriatric patients with declined cognitive function and thus can be effectively implemented in AD patients. I further learned that cognitive training could enhance patients’ initiative and stabilize memory in mild to moderate AD (Giovagnoli et al., 2017).​

​Conclusion

• The organization has a clan culture​
• A high level of readiness​
• Need to improve cognitive function in AD​
• EBP intervention- cognitive training ​
• CT improves cognition & memory​
• Improves executive & psychosocial functioning

References

Bahar‐Fuchs, A., Martyr, A., Goh, A. M., Sabates, J., & Clare, L. (2019). Cognitive training for people with mild to moderate dementia. Cochrane Database of Systematic Reviews, (3).​

Bradfield, N. I., & Ames, D. (2020). Mild cognitive impairment: a narrative review of taxonomies and systematic review of their prediction of incident Alzheimer’s disease dementia. BJPsych Bulletin, 44(2), 67–74. https://doi.org/10.1192/bjb.2019.77​

Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Research full report: getting the word out: new approaches for disseminating public health science. Journal of public health management and practice, 24(2), 102. https://doi.org/10.1097/PHH.0000000000000673​

Butler, M., McCreedy, E., Nelson, V. A., Desai, P., Ratner, E., Fink, H. A., … & Kane, R. L. (2018). Does cognitive training prevent cognitive decline? A systematic review. Annals of internal medicine, 168(1), 63-68. https://doi.org/10.7326/M17-1531

Giovagnoli, A. R., Manfredi, V., Parente, A., Schifano, L., Oliveri, S., & Avanzini, G. (2017). Cognitive training in Alzheimer’s disease: a controlled randomized study. Neurological Sciences, 38(8), 1485-1493. https://doi.org/10.1007/s10072-017-3003-9​

Hill, N. T., Mowszowski, L., Naismith, S. L., Chadwick, V. L., Valenzuela, M., & Lampit, A. (2017). Computerized cognitive training in older adults with mild cognitive impairment or dementia: a systematic review and meta-analysis. American Journal of Psychiatry, 174(4), 329-340. https://doi.org/10.1176/appi.ajp.2016.16030360​

Kallio, E. L., Öhman, H., Kautiainen, H., Hietanen, M., & Pitkälä, K. (2017). Cognitive training interventions for patients with Alzheimer’s disease: a systematic review. Journal of Alzheimer’s Disease, 56(4), 1349-1372.​

Prihodova, L., Guerin, S., Tunney, C., & Kernohan, W. G. (2019). Key components of knowledge transfer and exchange in health services research: findings from a systematic scoping review. Journal of advanced nursing, 75(2), 313-326. https://doi.org/10.1111/jan.13836

Sample Answer 2 for NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE

Introduction

Welcome to this presentation on recommending an evidence-based practice change.​

Health care organizations should constantly evaluate their performance and intervene appropriately as situations necessitate. One of the highly recommended interventions is evidence-based practice change. Organizations adopt positive change based on current, relevant, and high-level evidence to solve clinical problems through such changes. The purpose of this presentation is to recommend an evidence-based practice change for addressing workplace incivility. It starts with an overview of the organization before describing the problem, the idea for change, and the plan for knowledge transfer. Other vital sections include an analysis of the measurable outcomes and lessons learned.

Organization’s Overview 

The success of an evidence-based change project depends on the organizational policies, attitude towards change, and culture, among other factors. The organization is primarily a general health care facility dealing with inpatient and outpatient services. It is highly centralized, with each department dealing with specific functions. Regarding culture, the organization is primarily an adhocracy. Lepore et al. (2018) defined an adhocracy as a culture where the management supports individual initiatives instead of prescribed rules. Readiness for change can be determined by assessing the organization’s approach to change. It is right to deduce that the organization is highly ready for change since it embraces change. Previous change-driven projects have been a massive success, and the management commits resources to support innovation. 

Current Problem 

The current problem is workplace incivility. According to Shi et al. (2018), workplace incivility includes rude and discourteous behavior towards colleagues. An uncivil workplace is detrimental to patient care and nurses’ productivity since it hampers workplace relationships and nurses’ wellbeing. It is a leading cause of discomfort and nurse turnover (Shi et al., 2018). Workplace incivility is among the issues that nurse leadership cannot ignore in health care settings. It adversely affects the nursing staff, patients due to low-quality care and the organization due to reduced performance. Stakeholders involved in change-facilitation and/or affected by the problem include the management as change promoters, patients, the nursing staff, nurse leaders, and human resources experts (for awareness programs). The most significant risks include a change in the workplace culture and resistance.

Evidence-Based Idea for a Change in Practice 

The evidence-based practice (EBP) approach recommends solving a clinical problem by integrating scientific evidence into clinical practice. As already mentioned, the problem of interest is workplace incivility. After generating evidence, it is crucial to appraise it to get the most relevant evidence for a clinical problem. Policy interventions and incivility awareness emerged as the most practical interventions for addressing workplace incivility. Such interventions include zero-tolerance policies, a culture of reporting, and education programs on workplace incivility. Cognitive rehearsal can also be integrated into the intervention programs to ensure that nurses are adequately prepared to identify and cope with workplace incivility. The objective is to reduce workplace incivility in the facility within six months.

Plan for Knowledge Transfer 

EBP change projects would not be fruitful if the proposed changes are not implemented and knowledge shared. An effective way of knowledge creation is to continue searching and appraising evidence to ensure that changes are based on scientific evidence. Consultative forums and nursing education programs would also be effective in sharing knowledge and generating new ideas. The best way to adopt and implement changes is to share the EBP results with the management to facilitate appropriate practice changes. Dissemination is vital for ensuring that the EBP results reach a wider nursing audience. A policy brief and posting the results on the organization’s education would ensure that information reaches all the organization’s members. Other strategies can be chosen later to share knowledge externally. 

Measurable Outcomes

The primary objective of the EBP change project is to reduce workplace incivility. It will lead to better health outcomes, achieved through EBP and shared decision-making (Hoffman et al., 2014). As a result, a combination of incivility awareness programs and policy interventions will promote a more civil workplace in six months. Shi et al. (2018) found workplace incivility a leading cause of anxiety and burnout. The proposed changes will address this problem and others stemming from workplace incivility, like reduced esteem and negative perception of the nursing profession. Reducing workplace incivility is also expected to improve the nurses’ wellbeing and confidence. Doing so will reduce medication errors and improve patient satisfaction since patients will be served better.

Lessons Learned 

Research appraisal is a rigorous process which involves systematically evaluating research evidence to determine its relevance and value (Melnyk & Fineout-Overholt, 2018). After the appraisal, four articles were found relevant to workplace incivility prevention. Shi et al. (2018) recommended the importance of informed and resilient nurses to cope with workplace incivility. Armstrong (2018) recommended the need for improving nurses’ ability to recognize and manage workplace incivility, justifying awareness programs. also advised health care managers to improve nurses’ skills. The last article emphasized the need for awareness. According to Kile et al. (2019), awareness programs should be intensified in health care settings to reduce workplace incivility. 

The evaluation analyzes articles about workplace incivility from multiple dimensions. It is tedious to analyze articles from multiple dimensions including research methodology, sample size, design, and outcomes. Also, research evidence should be sourced from credible sources with high-level evidence. Systematic reviews are highly reliable since they comprehensively select, analyze, and appraise evidence from multiple data sources. Also, reading the entire article can be time-consuming when searching for evidence. Therefore, it is crucial to rely on the abstract as the guide. Other vital observations include the importance of searching via keywords and in-depth understanding of research databases and the type of articles found in each.

Conclusion 

It is crucial to conclude the presentation by summarizing the key findings. One of the major findings is that EBP change promotes positive change in health care by proposing evidence-based interventions for addressing clinical problems. Workplace incivility can be addressed using the same approach where research is sourced from current and relevant evidence. Suitable interventions for addressing workplace incivility include policy changes to promote a new workplace culture and increased awareness on workplace incivility to enable nurses identify and cope with the problem. It is also crucial to share EBP results with other health care providers and the larger nursing profession hence the need for dissemination.

References ​

Abdollahzadeh, F., Asghari, E., Ebrahimi, H., Rahmani, A., & Vahidi, M. (2017). How to prevent workplace incivility?: Nurses’ perspective. Iranian Journal of Nursing and Midwifery Research, 22(2), 157-163. https://doi.org/10.4103/1735-9066.205966​
Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health & Safety, 66(8), 403-410. https://doi.org/10.1177%2F2165079918771106​
Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312(13), 1295–1296. doi:10.1001/jama.2014.10186​
Kile, D., Eaton, M., deValpine, M., & Gilbert, R. (2019). The effectiveness of education and cognitive rehearsal in managing nurse‐to‐nurse incivility: A pilot study. Journal of Nursing Management, 27(3), 543-552. https://doi.org/10.1111/jonm.12709​
Lepore, L., Metallo, C., Schiavone, F., & Landriani, L. (2018). Cultural orientations and information systems success in public and private hospitals: preliminary evidences from Italy. BMC Health Services Research, 18(1), 1-13. https://doi.org/10.1186/s12913-018-3349-6​
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.​
Shi, Y., Guo, H., Zhang, S., Xie, F., Wang, J., Sun, Z., … & Fan, L. (2018). Impact of workplace incivility against new nurses on job burn-out: A cross-sectional study in China. BMJ Open, 8(4), e020461. doi:10.1136/ bmjopen-2017-020461

Sample Answer 3 for NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE

HEALTHCARE ORGANIZATION

Description:

• HealthPros, my healthcare organization stands as a renowned healthcare institution, widely recognized for its commitment to delivering exceptional patient care. With a steadfast dedication to excellence, the organization operates as a beacon of quality healthcare services in the community it serves. Its reputation is built on a foundation of medical expertise, advanced technologies, and compassionate patient-centered care.

Organizational Culture and Readiness:

• HealthPros fosters a culture deeply rooted in evidence-based practices and continuous improvement. The institution prioritizes the integration of the latest research findings and best practices into its healthcare delivery model. This commitment to evidence-based approaches reflects the organization’s dedication to providing the highest standard of care to its patients.

Medication administration errors have been identified as a significant concern within HealthPros, leading to potential risks for patient safety and well-being. The issue arises due to factors such as drug name confusion and understaffing, impacting the accurate administration of medications and posing risks to patient outcomes.

The problem affects various departments and units within the organization, necessitating a comprehensive approach to address the issue effectively. Stakeholders involved include nurses, physicians, pharmacists, and patients, all of whom are directly impacted by the medication administration process.

Risks associated with change implementation include resistance from staff, potential disruptions in workflow, and the need for substantial training and resources.

EVIDENCE-BASED PRACTICE CHANGE PROPOSAL

• Best Practice Recommendation: “Standardized Medication Administration Training and Continuous Education”
• Rationale: The recommendation is based on evidence from critical appraisal of research articles, including Ayorinde & Alabi (2019), Koeck et al. (2021), Pullam et al. (2023), and Bashaireh et al. (2019). These studies emphasize the effectiveness of standardized training in preventing medication administration errors.
• Key Components:

⚬Standardized Training: Develop and implement standardized medication administration training programs covering best practices, safe abbreviations, and strategies to prevent drug name confusion (Ayorinde & Alabi, 2019).

⚬Continuous Education: Provide ongoing education through workshops, seminars, and up-to-date resources to ensure nurses stay updated on best practices (Koeck et al., 2021).

⚬Quality Control: Establish a system for monitoring and evaluating the effectiveness of training programs, ensuring nurses maintain a high level of competency (Bashaireh et al., 2019).

IMPLEMENTATION AND FEASIBILITY

• Feasibility:

⚬Implementing standardized training and continuous education programs in HealthPros is viable due to the organization’s dedication to professional development and patient safety, creating a conducive environment for educational initiatives.

⚬HealthPros’ existing infrastructure and commitment to excellence provide a solid foundation for the successful implementation of the proposed training programs.

• Challenges and Solutions:

⚬Larger institutions can allocate existing resources and personnel for training initiatives, ensuring comprehensive coverage and in-depth training sessions.

⚬Smaller facilities, facing budget constraints, can seek collaboration with external organizations, tapping into their expertise without extensive financial burdens.

⚬Alternatively, leveraging online platforms offers a cost-effective solution, allowing smaller institutions to provide training modules tailored to their specific needs, ensuring high-quality education without significant expenses.

• Adaptability:

⚬The best practice of standardized training and continuous education is designed to be flexible, catering to the unique requirements of different healthcare settings.

⚬By tailoring the training content, duration, and methods, the program ensures its applicability across various departments and units within HealthPros.

⚬This adaptability allows HealthPros to customize the training based on department-specific needs, ensuring that all staff members receive relevant and valuable education tailored to their roles and responsibilities.

KNOWLEDGE TRANSFER AND DISSEMINATION

• Knowledge Transfer Plan:

⚬Develop user-friendly training modules and educational materials that cater to diverse learning styles and experience levels among nursing staff.

⚬Ensure easy accessibility by hosting the materials on the organization’s intranet, making them available for download or streaming at any time.

⚬Incorporate multimedia elements, such as videos and interactive quizzes, to enhance engagement and understanding during training sessions.

• Dissemination:

⚬Utilize online platforms, such as the organization’s learning management system, to distribute training materials, allowing nurses to access content remotely.

⚬Conduct in-person workshops where trainers can address questions in real-time, fostering a collaborative learning environment.

⚬Organize peer-to-peer learning sessions, enabling nurses to share insights and experiences, promoting active engagement and mutual understanding among peers.

• Ongoing Support:

⚬Implement mentorship programs pairing experienced nurses with newcomers, creating a supportive network for knowledge exchange and guidance.

⚬Schedule regular feedback sessions, encouraging nurses to voice concerns, share successes, and provide suggestions, ensuring continuous improvement and addressing any challenges promptly.

⚬Establish a designated support hotline or email for immediate assistance, ensuring that nurses’ questions and concerns are addressed promptly, bolstering their confidence during the implementation process.

MEASURABLE OUTCOMES

• Reduction in Medication Administration Errors: Achieve a significant reduction in Medication Administration Errors (MAEs) by a significant percentage within the first six months of implementing the standardized medication administration training and continuous education program.
• Increase in Nurses’ Confidence and Competence: Implement pre and post-training assessments to measure the increase in nurses’ confidence and competence in medication administration practices. By comparing pre-training baseline assessments with post-training evaluations, the organization aims to demonstrate a substantial improvement in nurses’ knowledge and skills (Huun & Slaven, 2023).
• Improvement in Patient Satisfaction Scores: Enhance patient satisfaction scores related to medication administration safety and communication with healthcare providers. By identifying areas of improvement based on patient feedback, the organization aims to enhance overall patient satisfaction and ensure a positive healthcare experience (Socha et al., 2020).

DISSEMINATION STRATEGY AND LESSONS LEARNED

• Dissemination: Utilize a combination of online platforms, staff meetings, and departmental presentations to disseminate the results of the project to nurses and healthcare staff, ensuring widespread awareness and understanding.
• Critical Appraisal Summary: The critical appraisal highlighted the importance of considering study limitations, sample sizes, and research methodologies in evaluating the applicability of findings to nursing practice.
• Evaluation Table Insights: Completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template emphasized the significance of assessing the relevance, validity, and feasibility of research studies, guiding evidence-based practice recommendations effectively.

REFERENCES

• Ayorinde, M. O., & Alabi, P. I. (2019). Perception and contributing factors to medication administration errors among nurses in Nigeria. International Journal of Africa Nursing Sciences, 11. https://doi.org/10.1016/j.ijans.2019.100153
• Bashaireh, A. M., Jaran, M. S., Alobari, R. I., & Al-khani, S. M. (2019). Understanding the Nature, Contributing Factors, and Corrective Actions of Medication Administration Errors: Insights from Saudi Arabia. Global Journal on Quality and Safety in Healthcare, 58–64. https://doi.org/10.4103/JQSH.JQSH_28_18
• Huun, K. M., & Slaven, J. E. (2023). Medication administration competency for clinical preparedness: Comparing testing modalities and test anxiety in undergraduate nursing students. Nurse Education Today, 131. https://doi.org/10.1016/j.nedt.2023.105960
• Koeck, J. A., Young, N. J., Kontny, U., Orlikowsky, T., Bassler, D., & Eisert, A. (2021). Interventions to Reduce Medication Dispensing, Administration, and Monitoring Errors in Pediatric Professional Healthcare Settings: A Systematic Review. Frontiers in Pediatrics, 9. https://doi.org/10.3389/fped.2021.633064
• Pullam, T., Russell, C. L., & White-Lewis, S. (2023). Frequency of Medication Administration Timing Error in Hospitals: A Systematic Review. Journal of Nursing Care Quality, 38(2), 126–133. https://doi.org/10.1097/NCQ.0000000000000668
• Socha Hernandez, A. V., Deeks, L. S., & Shield, A. J. (2020). Understanding medication safety and Charcot-Marie-Tooth disease: a patient perspective. International Journal of Clinical Pharmacy, 42(6), 1507–1514. https://doi.org/10.1007/s11096-020-01123-z

Sample Answer 4 for NURS 6052 EVIDENCE-BASED PROJECT, PART 4: RECOMMENDING AN EVIDENCE-BASED PRACTICE CHANGE

Introduction & Purpose of Presentation

Evidence-based projects and interventions are critical in improving healthcare delivery and patient outcomes (Melnyk et al., 2022). Access to mental healthcare services, especially in the rural and remote locations is critical to addressing the current mental health crisis in the United States. Leveraging technologies like telehealth can enhance access to mental health services. Organizations should be ready to implement changes aimed at increasing access to mental healthcare, including leveraging technologies like telehealth and telemedicine. The essence of this presentation to describe an EBP idea for change focusing in enhancing mental health access in rural and remote areas for underserved minority and vulnerable populations like those with mobility issues due to age and disabilities. The presentation demonstrates that through such technologies, healthcare facilities can enhance care delivery and meet diverse patient needs, especially the underserved populations, and reduce stigmatization.

Organizational Culture and Readiness for Change

The organization is a diverse mental health center in rural part of the United States and caters to diverse patient populations. The organizational culture focuses on enhanced care delivery through training and equipping nurses with relevant skills to deliver quality care. Readiness for change comprise a learning and change belief among employees that such interventions lead to better patient outcomes and quality of care. Readiness for change indicates a positive and learning mindset among employees focused on integrating the best practices to attain quality care outcomes (Melnyk et al., 2022). Readiness also shows the level of mental, psychological, and physical preparedness among employees to implement change using appropriate change models and leveraging organizational culture. Employees in tha facility are committed and loyal to the setting, highly motivated and profession. Because of its status, the facility embraces learning, change, and implementing new strategies to care like value-based care (Planey et al., 2022). As such, the organization is ready for change through new interventions to improve access to mental health care services.

Current Problem or Opportunity for Change: Scope, Stakeholders, & Risks

The current issue or opportunity for change is limited access to mental health care services for individuals in rural and remote locations. Many individuals and families suffer from lack of access to mental health services leading to health disparities and increased stigmatization. Close to 5) million Americans suffer or will suffer from a mental illness (Modi et al., 2022). Further, Mental Health America (MHA)  (2023) observes that even those with health insurance lack appropriate access leading to poor outcomes like suicide and serious mental challenges. As such, the problem is huge and requires organizations to train their employees to leverage better tools to address it. The proposed EBP will focus on enhancing access to mental health services and its scope will be within and outside the mental health facility that will provide telehealth to mental health patients.

The stakeholders will include organizational managers and leaders, nurses and other healthcare workers, patients, and their families as well as the community. These stakeholders will work collaboratively to implement the proposed EBP idea. The risks associated with change during the EBP implementation will include resistance to change, limited resources and support from the organization, and insufficient knowledge on implementation among nurses (Melnyk et al., 2022).

Proposed EBP Idea for Change using an EBP Approach

Limited access to mental healthcare services reduces quality of life for individuals and populations with mental health issues. Disparities in access to mental health persist with those in remote and rural locations and people living with disabilities being the most affected. The underserved population in rural and remote locations and those with mobility challenges require better access to these services (Melnyk et al., 2022). As such, the proposed EBP idea for change is integrating healthcare technologies like telehealth to improve access to mental health services. The proposed EBP is based on the EBP approach as it is supported by existing research evident based on the formulated PICOT question. Healthcare technologies like telehealth and telemedicine offer a fundamental change approach to mental health access for underserved population (Green et al., 2020). The proposed idea shows that telehealth and other innovative healthcare technologies can help reduce the current disparities for underserved population in rural areas and those with disabilities.

Knowledge Transfer Plan

Transferring knowledge is an important aspect of EBP for implementation in clinical settings (Green et al., 2020). Knowledge transfer will occur after the creation through a critical appraisal and review of the existing research studies or article, clinical experience and expertise, and patient’s preferences (Melnyk et al., 2022). The team will create knowledge through implementation of the proposed EBP idea. The implementation will happen by integrating the proposed strategy in clinical practice settings (Pass et al., 2022). Dissemination will require training and seminars to enhance nurses’ utilization of telehealth and patient’s training. Additionally, communication, engagement, and participation will be critical to effective dissemination and implementation in all settings. Other strategies to transfer knowledge will include integrating as an intervention to offer mental health services and through hospital boards as well as sharing within the teams.

Dissemination of Results to Audience

Disseminating EBP is essential for stakeholders to understand the proposed interventions. Dissemination of results to the audience enhances understanding and application of the new knowledge and improves overall interests in the intervention. Effective dissemination happens through appropriate communication and collaboration among the various stakeholders. In this case, dissemination will focus on integrating the proposed EBP into all processes and procedures within the organization. This means telehealth will be an option to provide mental health services (McNett et al., 2021). The team will make an oral presentation during staff meeting or at special sessions while the long-term approach would be to integrate telehealth through a policy statement. The team will also publish the findings of this EBP in a peer-reviewed journal for wider audience in various parts of the world and health sciences (Smith, 2021). The organization will also provide training through collaboration on ways to enhance access to mental health services for underserved populations in remote and rural locations.

Measurable Outcomes of the EBP Change 

The proposed EBP change will have significant measurable outcomes on the target population. These benefits include enhanced access to mental health services for rural and remote locations. For instance, telehealth will ensure that patients or individuals with disabilities get better access to mental health services. Individuals with mental health issues will get better interventions to lower adverse effects like stigma while enhancing the quality of life (Coombs et al., 2021). The third outcome will be improved service delivery and a reduction in wait times to meet providers in physical offices or consultation rooms. The implementation of these measures will enhance patient outcomes and help the interdisciplinary team to attain better coordination, collaboration and approach to mental health services (McNett et al., 2021).

Summary of Critical Appraisal & Lessons Learned

The critical appraisal of reviewed article and the evaluation table offered important lessons for healthcare providers and organizations implementing EBP interventions, especially those aimed at enhancing access to mental health services and care. EBP interventions help in solving healthcare challenges. Additionally, implementing EBP interventions emanates from research evidence and allow mental health providers to solve issues like accessibility. The reviewed articles demonstrate that accessibility to mental health services lowers the mental health burden while allowing stakeholders to invest more to meet diverse patient needs, especially underserved populations. Further, organizations and their providers can enhance accessibility through better coordination and collaboration. Leveraging technologies will expand access and enable stakeholders to use innovative approaches to care and expand mental health services for patients and health populations (Coombs et al., 2021). As such, all stakeholders should invest to expand access to care, particularly through technology to improve outcomes.

References

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  to healthcare access among US adults with mental health challenges: A

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  DOI: 10.1016/j.ssmph.2021.100847

Green, J. G., McLaughlin, K. A., Fillbrunn, M., Fukuda, M., Jackson, J. S., Kessler,

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  Gonzalez, M., & Alegría, M. (2020). Barriers to Mental Health Service use and

   predictors of treatment drop out: Racial/ethnic variation in a population-based

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Melnyk, B. M., & Fineout-Overholt, E. (2022). Evidence-based practice in nursing

  & healthcare: A guide to best practice. Lippincott Williams & Wilkins

Pass, L. E., Kennelty, K., & Carter, B. L. (2019). Self-identified barriers to rural mental health

   services in Iowa by older adults with multiple comorbidities: qualitative interview study. BMJ open,

   9(11), e029976. DOI: 10.1136/bmjopen-2019- 029976

 Carbonell, A. Navarro‐Pérez, J. J., & Mestre, M. V. (2020). Challenges and

  barriers to mental healthcare systems and their impact on the family: A

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McNett, M., Masciola, R., Sievert, D., & Tucker, S. (2021). Advancing evidence‐based practice through implementation science: Critical contributions of doctor of nursing practice‐and doctor of philosophy‐prepared nurses. Worldviews on Evidence‐Based Nursing, 18(2), 93-101. DOI: 10.1111/wvn.12496

Smith, M. C., Chinn, P. L., & Nicoll, L. H. (2021). Knowledge for nursing practice: beyond   evidence alone. Research and Theory for Nursing Practice, 35(1), 7-23. DOI: 10.1891/RTNP-D-20-00095.