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

Main Discussion Post

Evidence-based practice is strongly encouraged in clinical settings by nurses. Successfully developing information about evidence-based interventions has the potential to have a greater impact when it is disseminated. However, the objective of dissemination use is to facilitate the transfer and acceptance of research findings into clinical practice or to disseminate evidence-based quality improvement designs (Melnyk & Fineout-Overholt, 2018).

EBP Dissemination Strategies: Most Inclined to Use

When presenting information, I would be most likely to use two dissemination strategies: a poster presentation and a unit-level presentation. A cheap, casual, and alternative method of presenting information on EBP to audiences is through a poster presentation. According to Melnyk and Fineout-Overholt (2018), poster presentations enable the presentation of information that is supported by evidence to professional audiences, and using a laptop with an electronic poster saves money and room. The participant can read and consider the material at their own pace when it is presented on a poster. Since most healthcare workers are visual and kinesthetic learners, presenting information visually rather than orally is frequently preferred. A unit-level presentation might not have been able to handle a few concerns, but the option to display a poster on spreading EBP does. A communication board in our department, for instance, displays the most recent data on central line-associated bloodstream infections. To draw staff’s attention, a poster that demonstrates how the bio-patch should be used and placed recently was created to demonstrate how doing so reduces the risk of skin organisms spreading to the insertion site and causing blood infections, which highlighted the procedure’s role in reducing unnecessary central line-associated bloodstream infection. According to statistics, 65% of people learn best visually, therefore presenting information on a poster helps the audience comprehend it more effectively (Jawed et al., 2019).

Presentations at the unit level are practical, informal, and affordable for better promoting the opportunities connecting issues in practice. Every day and night, we join in our break room before starting the shift. The purpose of the huddles is to inform personnel about recent changes to policies and procedures, upcoming survey visits, administration follow-ups, and measures for our unit’s hospital-associated infections. These daily huddles are necessary to distribute information in a location where personnel is assembled due to the weekly variations in worker schedules. Insufficient knowledge, skills, time, and resources have been cited by nurses as a common barrier to EBP. To improve the health of our unit and patient care, our huddles provide an opportunity to discuss issues, pose inquiries, and provide advice.

EBP Dissemination Strategies: Least Likely to use

Community meetings and hospital committee meetings are two dissemination strategies that I would be unwilling to use. A presenter typically has no idea what kind of audience will be present at community events.  It can be difficult to address the intended material effectively and right away when attendees are unfamiliar with the jargon or EBP information offered. Community gatherings attract fewer participants, which affects the audience’s propensity for interruptions. As hospital staff frequently enters and exits the presentation, interruptions are a worry with these meetings. Both the speaker and the audience are distracted by this kind of behavior. Due to the strict planning of hospital committee meetings, there is fear that not all topics will be covered in the time frame provided. Since the audience consists of other professionals, the sessions are more formal and may cause the presenter more stress (Melnyk & Overholt-Fineout, 2018).

Potential Barriers to Inclined Dissemination Strategies and How to Overcome the Barrier

Participation and time are two drawbacks that I can run into while employing posters and unit-level presentations. Although unit-level presentations are usually given at the start of daily huddles, they are given at the start of the workers’ shift. Since many employees are not at their best attentive during this time, they are not interested in participating. Due to the shift team’s preference to report and leave, there aren’t many time limitations in the morning. Presenting a few different unit-level presentations with early notice and at various times during the day would be a consideration to avoid this barrier.

A failure to connect with the audience because of bad poster development or design is a second barrier to poster presentation. It is challenging to attract the audience’s attention when the poster is not sufficiently developed.  A poster with a lot of content is less successful since it hides the value of the message and is difficult for the audience to read visually (Melnyk & Overholt-Fineout, 2018). Giving the demonstration in the form of an electric Poster through email or a mandatory learning assignment would be a way to get around the time restrictions and staff members’ lack of interest in a poster presentation. Staff would be able to evaluate the content on the electric Poster in a comfortable setting, while the expected learning assignment would ensure and acknowledge that staff reviewed the presentation.

Conclusion

We still support the organization’s strategic strategy by offering leadership, mentoring, and tools to help EBP be infused into every facet of nursing practice. The strategy must be adaptable and iterative to consider lessons learned, customize the procedure to the demands of the nurses, and continue to create opportunities for nurses to interact with one another and grow to improve their skills (Newhouse et al., 2007). Although there may be obstacles in the way of effectively communicating research, presenters must always be particularly well-prepared and aware of the demands of the audience to have the findings of the research accepted and put into practice.

Reference:

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. https://doi.org/10.1097/10.1097/01.naj.0000395243.14347.7eLinks to an external site.

Jawed, S., Amin, H. U., Malik, A. S., & Faye, I. (2019). Classification of Visual and Non-visual Learners Using Electroencephalographic Alpha and Gamma Activities. Frontiers in Behavioral Neuroscience, 13. https://doi.org/10.3389/fnbeh.2019.00086Links to an external site.

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based Practice in Nursing & Healthcare: A Guide to Best Practice. Philadelphia, PA: Wolters Kluwer..

Newhouse, R. P., Dearholt, S., Poe, S. S., Pugh, L. C., & White, K. M. (2007). Organizational Change Strategies for Evidence-Based Practice. Journal of Nursing Administration, 37(12), 552–557. https://doi.org/10.1097/01.nna.0000302384.91366.8f

NURS 6052 Module 5 Developing a Culture of Evidence-Based Practice

Adopting evidence-based practice (EBP) in healthcare organizations is essential. According to Nelson-Brantley and Chipps (2021), “nursing has embraced evidence-based practice (EBP) as the approach to ensure safe, effective, and relevant patient care” (p. 237). Dissemination of information regarding EBP is just as important. Various strategies exist for disseminating EBP within our organization, community, and industry. The two strategies I would be most inclined to use are organizational-level presentations and publication in peer-reviewed journals.  

     Organizational level presentations ensure that the entire organization is educated on EBP practices developed to improve practice and care. According to Melnyk et al. (2017), “it is well known that evidence-based practice (EBP) improves healthcare quality, safety, and patient outcomes as well as fosters clinicians’ active engagement in their practices” (p. 5). For EBP to be sustainable, healthcare workers and providers must be part of a continuous learning culture. Allowing EBP mentors to lead the organizational level presentations will also reinforce the sustainability of EBP. Melnyk et al. (2011) agree and state that “an EBP culture that includes EBP mentors is necessary to advance and sustain EBP in individuals and health care systems” ( p. 59). Organizational-level presentations can foster a willingness to participate in continued education and improvement of processes. For EBP to be used, healthcare providers must be educated and trained appropriately. 

     Barriers to organizational level presentations do exist. It is challenging to ensure all healthcare providers attend the presentations. To overcome this barrier, healthcare organizations should schedule multiple presentations to ensure healthcare providers can attend. According to Newhouse et al. (2007), nursing leadership must “support nurse scheduling to meet the training requirements” (p. 554). The second barrier to organizational level presentations is employee engagement. To help with this, Melnyk (2012) suggests that for providers to be engaged, “it must be made easy and fun as they are overburdened with patient loads and competing priorities” (p. 134). Those leading the EBP presentation and nurse leaders need to work together to ensure adequate participation and engagement. 

     Publication in peer-reviewed journals ensures that our community and industry know about new EBP developments. Peer-reviewed journals can reach a bigger audience. EBP research allows organizations to review the EBP being presented and healthcare organizations can decide whether a similar practice can be implemented in their organization to address similar challenges. According to Newhouse et al. (2007), “evidence-based practice (EBP) is an essential component of professional nursing” (p. 552). This includes all nurses, not just professional nurses in certain organizations. Multiple organizations may be experiencing similar challenges and making EBP accessible by the industry can help streamline processes. 

     Publication in peer-reviewed journals also presents with barriers. Developing an EBP can be costly and time-consuming. In addition, Melnyk et al. (2017) state that there may be a need for more support from nurse leaders and managers, as well as inadequate resources and investments. To overcome these barriers, having buy-in from nursing leadership is important. According to Newhouse et al. (2007), we need to “provide the needed encouragement and assure that the EBP projects were focused on an important area for which practice recommendations were needed” (p. 554). EBP is suitable for an organization and it can help minimize errors, improve the quality of care, safety of patients, and can reduce healthcare costs. Education is an investment that can generate a greater return. Otherwise, if an organization does not have the resources, published peer-reviewed journals can help those facilities implement practices that have proven to be effective by other organizations. 

     The dissemination strategies I would be less inclined to use are poster presentations and podium presentations. Poster presentations need to be more thorough and can be interpreted differently. Poster presentations are less interactive, may have limited information, and may only answer some questions. Podium presentations could be more interactive and there may not be much time to ask questions. In addition, it may be difficult for healthcare providers to attend. The strategies mentioned above are much better options for EBP implementation. 

References 

Melnyk, B. M. (2012). Achieving a high-reliability organization through implementation of the ARCC model for systemwide sustainability of evidence-based practice.Links to an external site. 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. Links to an external site. American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e 

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 outcomesLinks to an external site.. Worldviews on Evidence-Based Nursing, 14(1), 5–9. doi:10.1111/wvn.12188 

Nelson-Brantley, H. V., & Chipps, E. (2021). Implementation Science and Nursing Leadership: Improving the Adoption and Sustainability of Evidence-Based Practice. JONA: The Journal of Nursing Administration, 51(5), 237–239. https://doi.org/10.1097/NNA.0000000000001006 

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice.Links to an external site. Journal of Nursing Administration, 37(12), 552–557. doi:0.1097/01.NNA.0000302384.91366.8f