Posted: November 9th, 2022

Discussion: Developing a Culture of Evidence-Based Practice

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. Dissemination Strategies Discussion Essay
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.

Dissemination Strategies

“Evidence-based practice (EBP) is a way to solve problems when making clinical, educational, and administrative decisions. It combines the best available scientific evidence with the best available practical evidence.” (Newhouse and others, 2007, p. I would use presentations at the unit level and posters as ways to get the word out. (Melnyk, 2018). In the emergency department (ED), we use a “start of shift huddle” to give presentations at the unit level. We have four “huddles” every day, where the right information is shared to make clinical practice better. During huddle, all of the staff in the ED meet in one place, which makes it easy to share information. The people in charge of our department talk about the numbers, policies, and procedures, as well as any important news that is important for the day’s work. The staff is then given a chance to say what they are worried about, ask questions, and share any other information they think is important for practice. (Melnyk, 2018). The biggest problem with this strategy is that information is given verbally. If someone misses the huddle or is distracted during the huddle, they might not hear important information. (Melnyk, 2018) Dissemination Strategies Discussion Essay. One way to improve this type of plan is to move the huddle to a private or less busy part of the ED so that there are fewer distractions. Another way is to write down important information so that it can be looked over later. (Melnyk, 2018).

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Posters are another way to spread information. Since emergency rooms can be busy and change quickly, it is often necessary to adjust to many changes at once. (Melnyk, 2018). The people who work in medicine help each other take care of patients. With poster presentations, only the most important information about a topic is shown. It has pictures and is easy to read, so you can learn and remember what it says quickly. (Melnyk, 2018). Even though this isn’t formal, it does allow coworkers to keep in touch. Our new blood culture adapter devices were recently shown on a poster at huddle. On the poster, there were instructions for how to use the new adapters, statistics about blood culture contamination in the ED, standards for core measures, and proposed outcomes. The ED was able to use the new device quickly because it showed where we were, what we needed to do, and what needed to be fixed. A month later, an update on how well the new devices were working was given in a huddle, and the rate of blood culture contamination in the ED had gone down by a lot. The poster could miss important information or be too busy to read it, which is a problem for this type of strategy. (Melnyk, 2018). The content might not have enough information to be useful, have too much information, or be in a place where no one sees it. There’s also no way to know for sure that all of the nurses got the information or that it was understood. One way to do this is to make sure the presenter uses PowerPoint slides or clear graphics and arranges the information on the poster in a way that makes it easy to read and puts it in a visible place. (Melnyk, 2018). Also, the presenter should say when he or she will be available to answer questions and give ways for people to get more information, such as by email.

When care is given in an organization with a caring and welcoming culture, patients get the best care and the best results. (Gallagher-Ford et al., 2011). Two of the least common ways to spread information in the ED are through podium presentations and community meetings. Both of these strategies are more formal and usually take place in a larger group. (Melnyk, 2018) Dissemination Strategies Discussion Essay. From the point of view of someone who works in the ED, it is hard for a larger group of medical staff to leave to go to a big community meeting or be available for a podium presentation. Most of the time, only one or two people would go to this kind of meeting. They would then share what they learned at smaller, less formal meetings, like a “huddle.” The downside is that some of the evidence-based content is lost when it is re-presented, and details like an overhead presentation or a long explanation of the issue would not be included. (Melnyk, 2018). There also wouldn’t be a chance to ask questions and get answers, since the information would have already been shared and the speaker wouldn’t know much about it.

References

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. Retrieved April 27, 2021, from https://doi.org/10.1089/109744699315723

Melnyk, B. M. (2018). 20: Disseminating Evidence Through Presentations, Publications, Health Policy Briefs, and the media. In E. Fineout-Overholt (Ed.), Evidence-based practice in nursing and healthcare (4th ed ed., pp. 547–602). Wolters Kluwer Dissemination Strategies Discussion Essay.

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

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