DISCUSSION: NURS 6052 Module 5 Week 9 DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE

Developing a Culture of Evidence-Based Practice
Evidence-based practice plays an immense role in contributing to optimum care outcomes in nursing practice. Nurses utilize evidence-based interventions to ensure their patients are assured to receive highest possible safety, quality, and efficiency in the care process. Nurses should be competent in disseminating evidence-based practice data to influence the profession. Therefore, the purpose of this paper is to explore the dissemination strategies that I may use in my practice and potential barriers that may be experienced in the process.

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Dissemination Strategies
One of the dissemination strategies that I am most inclined to use in my practice is presenting results of my project in conferences. Often, nurses participate in scientific conferences that aim at increasing the availability of current evidence on nursing practice and healthcare. Nursing conferences provide immense opportunities to interact with other nurses and reach a wider audience with the project. It also offers the opportunity to get feedback on ways of improving the evidence-based practice project and enhancing its generalizability to different populations (Lewis et al., 2021). The impact of sharing the evidence-based practice intervention and results in a conference is significant since I can be offered an opportunity to publish it and lead similar evidence-based initiatives in nursing practice.
The second dissemination strategy that I am most inclined to use in my practice is publishing an article about the project and its outcomes. Publishing an article provides opportunities to reach the global audience and inform them about the need and significance of the project. It also informs future evidence-based practice projects in nursing (Mangold & Arring, 2019). Some of the credible publishers that I may consider to achieve this objective includes PubMed, EMBASE, and CINAHL among others. Publishing will contribute to my local, regional, and global recognition as a nurse scholar.
Least Inclined Dissemination Strategies
I am least inclined to use strategies such as forcefully implementing the evidence-based practice intervention in the organization without informing or involving the other organizational stakeholders. Accordingly, the adopters of the evidence-based intervention should be actively involved in assessing, planning, implementing, monitoring, and evaluating the need and effectiveness of the intervention (Jones, 2019; Tucker & Gallagher-Ford, 2019). Implementing the initiative without their involvement increases the risk of poor outcomes due to resistance to change and their inadequate preparedness to embrace the initiative.
Barriers
One of the barriers that I may experience in using the above dissemination strategies is time constraints in publishing the intervention. Accordingly, different publishers have requirements that must be met for the project to be published. For example, it may take a long period for the project to be approved and published, affecting its clinical significance and impact. The other challenge is the lack of adequate knowledge and skills among nurses who should adopt the evidence-based intervention. Dissemination of results in scientific conferences may not result in the direct adoption of the intervention in clinical practice. Strategies such as training nurses on the use of the intervention at the organizational level may be needed for its successful adoption (Dang et al., 2021). However, issues such as resource shortages and competing organizational needs may hinder the successful use of the intervention in nursing practice.
Conclusion
In summary, disseminating evidence-based practice project outcomes is important in nursing. I am most likely to adopt dissemination strategies such as publishing an article and presenting results in scientific conferences for my evidence-based practice project. I am least likely to forcefully translate the intervention in my workplace. I will explore anticipatory strategies to overcome barriers to disseminating the evidence-based initiative.

References
Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals: Model and Guidelines, Fourth Edition. Sigma Theta Tau.
Jones, S. (2019). Faculty and students find a niche in scholarship: Teaching strategies to disseminate scholarly evidence-based practice projects. ABNF Journal, 30(4), 109–112.
Lewis, C. C., Powell, B. J., Brewer, S. K., Nguyen, A. M., Schriger, S. H., Vejnoska, S. F., Walsh-Bailey, C., Aarons, G. A., Beidas, R. S., Lyon, A. R., Weiner, B., Williams, N., & Mittman, B. (2021). Advancing mechanisms of implementation to accelerate sustainable evidence-based practice integration: Protocol for generating a research agenda. BMJ Open, 11(10), e053474. https://doi.org/10.1136/bmjopen-2021-053474
Mangold, K., & Arring, N. (2019). Advancing Professional Practice Through a Research and Evidence-based Practice Festival. Nurse Leader, 17(1), 59–64. https://doi.org/10.1016/j.mnl.2018.09.013
Tucker, S. J., & Gallagher-Ford, L. (2019). EBP 2.0: From Strategy to Implementation. AJN The American Journal of Nursing, 119(4), 50. https://doi.org/10.1097/01.NAJ.0000554549.01028.af

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EVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE
As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP.

In this Discussion, you will explore strategies for disseminating EBP within your organization, community, or industry.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To Prepare:

Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.
This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.
Reflect on which type of dissemination strategy you might use to communicate EBP.
BY DAY 3 OF WEEK 9
Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified.

BY DAY 6 OF WEEK 9
Respond to at least two of your colleagues on two different days by offering additional ideas to overcome the barriers to strategies suggested by your colleagues and/or by offering additional ideas to facilitate dissemination.

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NURS_6052_Module05_Week09_Discussion_Rubric

NURS_6052__Discussion_Rubric

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Main Posting50 to >44.0 pts

Excellent

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. … Supported by at least three current, credible sources. … Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

44 to >39.0 pts

Good

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. … At least 75% of post has exceptional depth and breadth. … Supported by at least three credible sources. … Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

39 to >34.0 pts

Fair

Responds to some of the discussion question(s). … One or two criteria are not addressed or are superficially addressed. … Is somewhat lacking reflection and critical analysis and synthesis. …Somewhat represents knowledge gained from the course readings for the module. … Post is cited with two credible sources. … Written somewhat concisely; may contain more than two spelling or grammatical errors. … Contains some APA formatting errors.

34 to >0 pts

Poor

Does not respond to the discussion question(s) adequately. … Lacks depth or superficially addresses criteria. … Lacks reflection and critical analysis and synthesis. … Does not represent knowledge gained from the course readings for the module. … Contains only one or no credible sources. … Not written clearly or concisely. …Contains more than two spelling or grammatical errors. … Does not adhere to current APA manual writing rules and style.

50 pts

This criterion is linked to a Learning Outcome

Main Post: Timeliness10 to >0.0 pts

Excellent

Posts main post by day 3.

0 pts

Poor

Does not post by day 3.

10 pts

This criterion is linked to a Learning Outcome

First Response18 to >16.0 pts

Excellent

Response exhibits synthesis, critical thinking, and application to practice settings. … Responds fully to questions posed by faculty. …Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. … Demonstrates synthesis and understanding of learning objectives. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English.

16 to >14.0 pts

Good

Response exhibits critical thinking and application to practice settings. … Communication is professional and respectful to colleagues. … Responses to faculty questions are answered, if posed. … Provides clear, concise opinions and ideas that are supported by two or more credible sources. … Response is effectively written in standard, edited English.

14 to >12.0 pts

Fair

Response is on topic and may have some depth. … Responses posted in the discussion may lack effective professional communication. … Responses to faculty questions are somewhat answered, if posed. … Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

12 to >0 pts

Poor

Response may not be on topic and lacks depth. … Responses posted in the discussion lack effective professional communication. … Responses to faculty questions are missing. … No credible sources are cited.

18 pts

This criterion is linked to a Learning Outcome

Second Response17 to >15.0 pts

Excellent

Response exhibits synthesis, critical thinking, and application to practice settings. … Responds fully to questions posed by faculty. … Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. … Demonstrates synthesis and understanding of learning objectives. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English.

15 to >13.0 pts

Good

13 to >11.0 pts

Fair

11 to >0 pts

Poor

17 pts

This criterion is linked to a Learning Outcome

Participation5 to >0.0 pts

Excellent

Meets requirements for participation by posting on three different days.

0 pts

Poor

Does not meet requirements for participation by posting on 3 different days.

5 pts

Total Points: 100