NURS 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation

Walden University NURS 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NURS 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation 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 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation                           

Whether one passes or fails an academic assignment such as the Walden University NURS 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation 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 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation                         

The introduction for the Walden University NURS 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation 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 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation                         

After the introduction, move into the main part of the NURS 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation 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 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation                         

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 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation                           

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 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation 

Introduction

Nursing practice and healthcare systems are faced with various clinical problems and challenges. Based on their education and training, health professionals, especially nurses, have a significant role in developing interventions and evidence-based practice (EBP) for these clinical issues. Nurses have a role to play in identifying clinical problems, collaborating with the healthcare team, conducting research on the best solution, and implementing the solution (Lockwood & Hopp, 2016). However, implementing evidence-based practice (EBP) solution is likely to face several barriers that the implementation must address to achieve the desired goal. In this discussion, the paper describes some of the barriers to implementing an educational intervention to enhance knowledge and awareness of pressure ulcers and pressure ulcer prevention among nurses and nursing assistants working in an assisted living facility.

Barriers and Solutions to Implementation

Barriers to the implementation of educational intervention refer to factors and hindrances that prevent the achievement of the anticipated outcome. The first barrier is insufficient time. A shortage of time is a barrier to implementing EBP because I have other roles and duties in the organization. In most cases, there are emergency activities, and nurses are few compared to the workload.   A possible solution to time constraints is to talk to my nurse manager and supervisor to dedicate some hours per day to work on the implementation of educational intervention (Dagne et al., 2021).

The second barrier is based on the lack of sources at my site. An educational intervention requires resources such as books, booklets, guidelines, hospital protocols, books, research articles, and training modules. The lack of these resources can be resolved by convincing the nurse manager and stakeholders to allocate sufficient funds for the program. I can also discuss assessment options with other practitioners and the nurse managers to see if there are options for purchasing the training resources.

The third barrier is based on the lack of motivation among healthcare professionals. There is no doubt that most healthcare professionals need motivation as one of the driving forces of implementing evidence-based practice (EBP) (Curtis et al., 2017). Personal derive and motivation for evidence-based practice (EBP) are crucial for the solution’s success. A possible solution to lack of motivation is to engage healthcare providers in implementing evidence-based practice (EBP) and provide a clear job description that increases their interest and motivation in doing their job (Dagne et al., 2021). The other barrier is based on the lack of collaboration among the healthcare team. The organization has a diverse team of healthcare professionals and nurses with different specializations. Therefore, getting the team to work together can be a challenge. Nevertheless, I will use buy-in approaches and recognize and align the team members to collaborate in implementing the solution (Markle-Reid et al., 2017).

Conclusion

By addressing the above-discussed barrier, I am confident that the proposed practice change for the identified problem of knowledge and awareness gap on hospital-acquired pressure ulcer (HAPU) prevention techniques using an educational intervention will be successful. The intervention will enable healthcare providers to have the skills and competency to manage and treat pressure ulcers. The healthcare providers will also be confident in using various approaches to handle hospital-acquired pressure ulcers (HAPU) among patients in assisted facility living.

References

Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2017). Translating research findings to clinical nursing practice. Journal of Clinical Nursing, 26(5–6), 862–872. https://doi.org/10.1111/jocn.13586.

Dagne, A. H., Beshah, M. H., & Mukattash, T. (2021). Implementation of evidence-based practice: The experience of nurses and midwives. Plos One, 16, 8.

Lockwood, C., & Hopp, L. (2016). Knowledge translation: What it is and the relevance to evidence-based healthcare and nursing. International Journal of Nursing Practice, 22(4), 319–321. https://doi.org/10.1111/ijn.12466.

Markle-Reid, M., Ploeg, J., Kelly, S. C., Dykeman, C., Andrews, A., Bonomo, S., Orr-Shaw, S., … Salker, N. (2017). Collaborative leadership and the implementation of community-based fall prevention initiatives: a multiple case study of public health practice within community groups. BMC Health Services Research, 17, 1.

Sample Answer 2 for NURS 8503 Week 2 Discussion 1 Barriers and Solutions to Implementation 

According to Dudley-Brown (2019), prior to translating evidence into practice, it is recommended to identify barriers and facilitators. Prioritization and mitigation of barriers is essential for a successful translation of evidence into practice.

Barriers that might pose potential issues in the translation of my evidence include time and knowledge, money and resistance. Ginex (2018) cites time and lack of knowledge as one of the barriers to translating evidence into practice. By knowledge, she specifically is referring to lack of knowledge about the evidence-based practice translation itself. I identify with this issue in so many ways. Literature critique and appraisal can be time consuming but doable. Knowing how to go about translating this evidence is something that I am working hard on accomplishing in this quarter and later on in my role as a DNP graduate. The issue of resistance is another issue that makes the translation process difficult if not mitigated prior to translation. We all know of the saying, “we have always done it like this”. This happens with so many things, talk less of a major project.  Another barrier that I anticipate is the presence of controversy and conflicting evidence. According to Andermann et al., (2016), scientific literature is sometimes filled with a plethora of ‘irrelevant evidence’ that is ‘nice to know’ but not really what we need to know to improve patient outcomes. Financial constraint is another barrier to translating evidence into practice. In this case, finances are needed for printing and buying materials that will be used during the implementation phase of this project.

My strategy to overcome these barriers are as follows: I have been working closely with my mentor and stakeholders as they are key in assisting me with the implementation of my project. According to Ginex (2018), engaging the right stakeholders helps build trust and enable the project manager to learn from their experiences and provide input on their project. Working in a culture where a discipline like Orthopedics is focused on major limb amputation will go a long way to break this practice through use of the appropriate stakeholders.

Another strategy of mitigation that I plan to use is gaining support from the administration. The administration at my practice site is supportive of projects that are evidence-based and through this will support my project and may even assist with ideas and techniques that were successful from other projects to help me succeed in my own project.

Mitigating the issue of controversial literature will be rigorous search of scientific literature with good evidence to support practice problem as done in the first quarter of the project, and reviewed by stakeholders.

Mitigating the issue of cost would be done by using cheaper methods of presentations that I can afford, no fancy formatting or high quality prints.

References

Andermann, A., Pang, T., Newton, J.N. et al. Evidence for Health II: Overcoming barriers to using evidence in policy and practice. Health Res Policy Sys 14, 17 (2016). https://doi.org/10.1186/s12961-016-0086-3.

Dudley-Brown, S. (2019). Best practices in translation: Challenges and barriers in translation. In Translation of Evidence into Nursing and Health Care, Third Edition (pp. 337-346). Springer Publishing Company. https://doi.org/10.1891/9780826147370.0017

Ginex, P. K. (2018). Overcome barriers to applying evidence-based process for practice change.      https://voice.ons.org/news-and-views/overcome-barriers-to-applying-an-evidence-based-process-for-practice-change

NURS 8503 Discussion 3 Speed Bumps and Pitfalls Sample

Speedbumps and Pitfalls 

Cost, accessibility, and communication are identified barriers to the implementation of new projects (White et al., 2021). The main speedbump that I found when implementing my problem change was that I thought the nonpharmacological sleep measures pamphlet that I presented for staff education could be uploaded to the patient portal immediately.  In actuality, the IT department person who approved adding it to the patient portal did not communicate to me that any updates to the system are completed quarterly.  The pamphlet will be on the portal on August 1, 2022. The reason I wanted to have it accessible on the portal was so that patients could access it anytime.  The way I went about managing this obstacle was that I put a copy of the pamphlet on the shared drive for the prescribers to access.  I also printed out five pamphlets per provider to have on hand to cover the few weeks that it is not on the portal. 

Another speedbump that I encountered while putting together the pamphlet was the nonpharmacological sleep recommendations that I thought would be most beneficial are not free or covered by insurance. For example, for sleep assistance using a fan for white noise or using lavender to promote sleepiness are some of the first recommendations.  While fans and electricity are not free, I found an app on my phone that makes white noise.  If feasible for the patient, there are phone applications available that the patient could use to track their sleep and mental health (Aledavood, et al., 2019).  This could help the patient and the provider figure out the core problem behind insomnia if it was not clear and determine the impact of sleep monitoring on improving patients’ quality of life and clinically meaningful outcomes. This is assuming that the patients have a phone to download apps. I also found lavender-scented spray and lotion at the dollar store that way if a patient decides to use it the prescriber will be able to recommend this option at a minimal cost.  Melatonin is also one of the recommendations that can be found at the dollar store.  

Time is another speedbump in the road for this project.  There are so many things I would like to do but must focus on what I can achieve.  My preceptor has trusted me and provided insight into teaching this tertiary education.  Having trust is a cornerstone for professionalism and integrity (Bond-Barnard et al., 2018). If I was at this facility for a longer period, I would look at finding funding through local grants for gift cards to cover the cost of the interventions.  The facility already has a bus ticket system in place so transportation to shop for the suggested items would not be an issue. 

 Being prepared for the unexpected is a sign of a strong leader.  I have qualities of friendliness and assertiveness as a transformational leader should have to lead a project to completion (Hensel & Visser, 2018). I have been fortunate to have a supportive preceptor this term who has a high level of expectation and trust that the project will be successful.  I am sure more pitfalls and speed bumps will happen as this quarter progresses, but I think keeping an open mind and communicating concerns early on will help squash the problems quickly.  If the problems can not be resolved, I am open to being flexible and looking at alternatives that I can implement if feasible.   

References 

Aledavood, T., Torous, J., Triana Hoyos, A. M., Naslund, J. A., Onnela, J. P., & Keshavan, M. (2019). Smartphone-based tracking of sleep in depression, anxiety, and psychotic disorders. Current psychiatry reports, 21(7), 1-9. 

Bond-Barnard, T. J., Fletcher, L., & Steyn, H. (2018). Linking trust and collaboration in project teams to project management success. International Journal of Managing Projects in Business. 

Hensel, R., & Visser, R. (2018). Shared leadership in entrepreneurial teams: the impact of personality. International Journal of Entrepreneurial Behavior & Research. 

White, K.M., Dudley-Brown, S., & Terharr, M.F. (Eds.). (2021) Translation of evidence into nursing and healthcare (3rd ed). Springer Publishing.