evidence base practices

Discussion: Developing 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.

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.

Can you kindly responses to the 2 post below

(1.)RE: Discussion – Week 9

COLLAPSE

Evidence based practice is used as a model for expert decision making through best available evidence that informs their clinical decisions and interventions (Carr & Obertino-Norwood, 2022). With dissemination, it is distribution of data and intervention information to a clinical audience (Agency for Healthcare Research and Quality, 2012). There are various strategies one can use for distributing data to the targeting audience. It is important that the consumer have an idea for intended service delivery to help plan and prepare for dissemination and implementing evidence-based programs (McCoy & Diana, 2015). It is best to tailor your dissemination to an intended audience to get a better outcome.

Two strategies I would be most inclined to use are a powerpoint and in-service. PowerPoint presentation allows for supportive speech and visualization of concepts (Rural Health Research Gateway, n.d.). One is able to print the presentation to hand out for those who are unable to attend the presentation. A barrier with using this type of dissemination would be that not all individuals may not be present and over complicate the presentation with too much information on each slide. Another strategie I would use is an in-service. Interactive presentation allows for the individuals to get a feel for the intended intervention, such as foley insertion. A barrier with this though would be again, that not all audiences would be reached possibly due to the lack of educators. To overcome both the barriers, I would make the dissemination on multiple days in order to reach all the audiences.

Two strategies I would least likely use is e-mail and pamphlets with no presentation. I believe both these strategies lack interaction and validity.

 

Agency for Healthcare Research and Quality. (2012). Communication and dissemination strategies to facilitate the use of health-related evidence. https://effectivehealthcare.ahrq.gov/products/medi…

Carr, E. S., & Obertino-Norwood, H. (2022). Legitimizing evidence: The trans-institutional life of evidence-based practice. Social Science & Medicine (1982), 310, 115130. https://doi.org/10.1016/j.socscimed.2022.1

2.October 19, 2022 11:45:56 PM EDT

1 day ago

(2)RE: Discussion – Week 9

COLLAPSE

Disseminating information regarding implementation of Evidence based practices regarding the inclusion of midwives and doulas to decrease maternal mortality rates requires a multimethod education as everyone learns information differently. The two strategies that would be used are Printed Educational Material (PEM) and rapid cycle training (Newhouse et.al., 2007). PEM is the most common strategy used in medical professional training which can be beneficial as visual reminders and resources that can be useful after the training sessions (Williams et.al., 2016). It has been noted that PEM is a useful tool to disseminate information. Rapid cycle training is a combination of learning information and putting it into immediate practice so that information is retained and deliberately practiced for mastery of skills learned (Ng et.al., 2021). This method has been shown to have immediate positive outcomes in learner performance.

Strategies that I would be least inclined to use are longitudinal studies and single memos emailed to staff. While longitudinal studies have shown improvement in patient outcomes, an issue that may arise is the continued participation from the staff (Melnyk et.al., 2017). Single memos, such as emails, can be lost or even discarded after initial notification making the information useless if its intended purpose is lost.

Barriers that may come into play with the strategies chosen are financing for PEM and rapid cycle training (Kennedy et.al., 2020). These things need to be included in the budget as they are expenses that need to be identified. Also, taking staff away from their shift or paying trainers is also a cost that needs to be accounted for before these strategies can be implemented. While it is a priority to disseminate the information to overcome this barrier, I would assure it is budgeted for the next year so that the resources and classes provide complete and accurate information without disruption due to lack of funding.

Another barrier noted was the lack of incentives for staff for participation in retaining and promoting EBP (Kennedy et.al., 2020). This can be overcome by awarding the staff that are observed using the new information. Also allowing staff to serve as superusers once initial training is completed and staff still has issues or questions about the information. This promotes leadership amongst ancillary staff and encourages them to take active roles in the improvement of daily activities.

References

Kennedy, M., Carbone, E. G., Siegfried, A. L., Backman, D., Henson, J. D., Sheridan, J., Meit,M. B., & Thomas, E. V. (2020). Factors Affecting

Implementation of Evidence-BasedPractices in Public Health Preparedness and Response. Journal of Public Health Management &

Practice26(5), 434–442. https://doi.org/10.1097/PHH.0000000000001178

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organi

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