I would implement the use of practice champions and unit or organization-level workshops taught by evidence based practice (EBP) mentors as EBP dissemination strategies. Both strategies are supported by the fourth key concept of a high reliability health care organization (HRHO) described as deference to expertise (Melnyk, 2012), in this case clinical.

I would be likely to use the practice champions dissemination strategy (Melnyk & Overholt, 2018) due to the effectiveness of training a group of ‘super-users’ who then assist colleagues to implement a practice transformation. This strategy is also used with success in other areas like technology change implementation. The concept is aligned with the Advancing Research and Clinical practice through close Collaboration (ARCC) Model suggesting the use of Evidence Based Practice (EBP) mentors who are advanced practice subject area experts with training in organizational change models who spread best practices through collaboration (Melnyk & Fineout-Overholt, 2018). It is a dissemination strategy with proven outcome improvement (Melnyk & Fineout-Overholt, 2018). Barriers to use of practice champions include mentor or super-user recruitment and training. Budgetary limitations may preclude payment of practice champions, in which case other creative recruitment incentives such as flexing schedules or one-time bonuses may be needed. There is also a significant investment of time and education required to prepare the mentors, which may increase problems with recruitment and retention, as well as place an additional demand on the training and education department.

A second organizational change strategy I would employ for implementation of evidence based practice change is unit-level or organizational level workshops with nurse educators. Direct teaching has evidence in support of its use in introductory level nurse training (Higuchi, Cragg, Diem, Molnar, & O’Donohue, 2006). Scheduling trainings and tracking of education for licensure documentation purposes are two potential barriers to the use of workshops. Scheduling trainings to maximize the efficiency and numbers of staff reached is also a challenge when training nurses who may work many different schedules. Documentation of training is important for regulatory, licensure, and magnet status, but may be more difficult to organize if an informal mentor system is used to disseminate best practices. One way to overcome these issues is by staging Education Days throughout one month each year and requiring nurses to self-register for one day. Each nurse would have a ‘passport’ with a list of the required training topics and would visit each booth in an auditorium to be taught and endorsed on the skill or practice change by the nurse educator at that booth. The booths would use a combination of poster presentations, direct teaching and return demonstration. Once completed, the nurse submits his or her passport. This system not only allows nurses to schedule at their convenience, it completes the needed documentation of training for regulatory purposes.

At this point in my education, I would be least likely to use publication in peer-reviewed journals or conference presentations due to my lack of experience with submitting research for publication or presenting to conference attendees. Submitting research articles and giving podium presentations do have the potential to reach larger audiences than trained EBP mentors or institution-level workshops. I aspire to that level of academic expertise.

References

Higuchi, K. A., Cragg, C. E., Diem, E., Molnar, J., & O’Donohue, M. S. (2006). Integrating clinical

guidelines into nursing education. International journal of nursing education

            scholarship, 3.https://doi.org/10.2202/1548-923X.1223

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing &

            healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Melnyk, B. M. (2012). Achieving a high-reliability organization through implementation of the

ARCC model for systemwide sustainability of evidence-based practice. Nursing Administration Quarterly, 36(2), 127–135.                doi:10.1097/NAQ.0b013e318249fb6a

Strategies for Disseminating EBP

Evidence Base Practice (EBP) requires well-established strategies. The major reason for using effective strategies is to improve the accessibility of the information and ensure effective EBP implementation. The discussion focuses on the EBP dissemination strategies which am likely to use and the ones which I may not consider with specific validations.

Dissemination strategies to use

The first strategy I am most likely to use in the organization is unit-level presentation. Secondly, I would also focus on the local distribution strategy. The major reason for considering the strategies is their ability to embrace the local institutions’ key players (Melnyk et al., 2018). With such strategies, it is also easy to record better institutional development. Some of the best drivers while using the strategies include technical skills and local resources. Institutional development is necessary since it is based on service delivery. The strategies are also fundamental since they would improve flexibility and enhance positive changes. Besides, department-level presentation is fundamental since it reduces challenges and conflicts that are likely to emerge. It is also strategic and embraces evidence practice as a key solution to eliminate uncertainties. Therefore, using the listed dissemination strategies is fundamental for improving long-term learning and effective implementation of the EBP.

Dissemination Strategies least inclined to use

The dissemination strategy that I would be least inclined to use is poster presentations. Regardless of the ease of poster presentation, it may not contain vital information essential for EBP implementation (Gallagher-Ford et al., 2020). EBP implementation requires a well-established dissemination strategy that contains vital information. Therefore, since the poster may leave out vital information, it would not be feasible to consider it.

Barriers when using the strategies and Approaches to overcome them

Unit-level presentations and local distribution dissemination strategies are accompanied by specific barriers and need to be addressed for effective EBP implementation. According to Melnyk et al. (2018) barriers always exist regardless of the dissemination strategies and local and unit-level presentations are not exempted. For instance, staff resistance may be outlined as a major barrier, especially during the unit-level presentation. I would overcome this barrier by motivating the employees and using clear presentations that are not likely to affect the participants in any way. The approach would attract employees and eradicate resistance problems that may impact the overall outcome. Secondly, accessing information on peer-reviewed articles can also act as a critical barrier (Newhouse et al., 2019). It would reduce the number of individuals accessing the information. To address such an issue, it is vital to synthesize the information and ensure it is properly assessed. It is also easy to make the information accessible online to avoid such issues. Therefore, whenever such aspects are considered, it would be easy to achieve better outcomes.

Lastly, EBP requires well-established strategies. The major reason for using effective strategies is to improve the accessibility of the information and ensure effective EBP implementation. I would like to use unit-level presentation and the local distribution strategy. The major reason for considering the strategies is their ability to embrace the local institutions’ key players. With such strategies, it is also easy to record better institutional development. Some of the best drivers while using the strategies include technical skills and local resources. Therefore, successful implementation of the EBP relies on dissemination strategies.

References

Gallagher-Ford, Lynn, Ellen Fineout-Overholt, Bernadette Mazurek Melnyk, and Susan B. Stillwell. “Evidence-based practice, step by step: implementing an evidence-based practice change.” AJN the American Journal of Nursing 111, no. 3 (2020): 54-60.

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.

Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2018). Evidence-based practice, step by step: sustaining evidence-based practice through organizational policies and an innovative model. AJN the American Journal of Nursing, 111(9), 57-60.

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2019). Organizational change strategies for evidence-based practice. JONA: The Journal of Nursing Administration, 37(12), 552-557.

                                                                                  Developing a Culture of Evidence-Based Practice

            Proper dissemination of findings is essential at the end of a research project because it allows a researcher to share evidence with the target audience. Nevertheless, many nurse researchers encounter difficulties determining the most appropriate strategy for sharing evidence-based practice results. Despite the challenges of choosing the best methodology to disseminate findings, a researcher can publish the results in peer-reviewed journals and undertake podium presentations to share EBP evidence with the right audience and improve practice outcomes.

The two dissemination strategies I would be most inclined to use to share EBP evidence include publication in peer-reviewed journals and podium presentations. Podium presentations at the organizational level entail sharing the gathered information with stakeholders at an institution, while dissemination via peer-reviewed journals involves conveying the EBP evidence with a popular academic scholarly publication (Melnyk & Fineout-Overholt, 2018; Newhouse et al., 2007). The primary reason for using podium presentations is that it will be possible to make corrections because the individuals present at the conference will ask questions and challenge the findings. The main rationale for selecting publication in peer-reviewed journals is that the quality of evidence will have a higher rating and be accessible to a broader audience. Getting reviews from peers authenticates the findings, improving their reliability. In addition, since peer-reviewed journals are online, many people can access them. For example, the Journal of Advanced Nursing is an online source of the latest publications relating to the practice. I will most likely use peer-reviewed journals and podium presentations to share evidence.

The dissemination strategies I would be least inclined to use include poster presentations and publishing findings in a local newspaper. A poster aims to attract an audience’s attention by highlighting the key aspects of the results, while publications in the dailies focus on the identified issue and provide extra details (Forsyth et al., 2010). Nevertheless, these avenues would be my last options due to their weaknesses. Regarding posters, it would be challenging to make corrections once printed and displayed due to their inflexibility. Besides, a signage must be attractive because dull ones will not capture the targeted audience’s attention. Regarding publication in newspapers, it would be difficult to reach the right audience because many people may not read the magazine on a particular day. For example, when one publishes the findings in a newspaper and does not get the front page, few people will be aware of the information. Overall, I would less likely use poster presentations and local newspapers to share EBP evidence.

One will likely encounter primary dissemination barriers when sharing findings via peer-reviewed journals and podium presentations, including a lack of collegial support, bureaucratic challenges, costs, and poor presentation skills. Concerning dissemination via peer-reviewed journals strategy, most academic publishers require researchers to pay for their papers to be circulated (Gallagher-Ford et al., 2011). A lack of collegial support and bureaucratic barriers may make accessing institutional backing difficult. In addition, sharing EBP findings via a podium primarily relies on the researcher’s presentation skills. Thus, an individual with poor public speaking abilities may not disseminate findings comprehensively. For example, a researcher unable to engage the audience through the right eye contact and body language will fail to share the identified evidence.

To summarize this discussion, choosing the best methodology to disseminate findings is challenging; nevertheless, a researcher can publish the results in peer-reviewed journals and undertake podium presentations to share EBP evidence with the right audience and improve practice outcomes. The dissemination strategies I would be least inclined to use include poster presentations and publishing findings in a local newspaper. One may encounter significant challenges when applying the above dissemination strategies, including a lack of collegial support, bureaucratic challenges, costs, and poor presentation skills. A researcher must have plans to overcome the above barriers to get the message to the right audience.

                                                                                                    References

Forsyth, D. M., Wright, T. L., Scherb, C. A., & Gaspar, P. M. (2010). Disseminating evidence-based practice projects: Poster design and evaluation. Clinical Scholars Review, 3(1), 14-21. https://www.researchgate.net/profile/Kathleen-Hickey-5/publication/233508712_Long_QT_Syndrome_A_Case_Report_Genomics_and_Clinical_Implications/links/543facb20cf2fd72f99c9ec4/Long-QT-Syndrome-A-Case-Report-Genomics-and-Clinical-Implications.pdf#page=18

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. AJN The American Journal of Nursing, 111(3), 54-60. https://5y1.org/info/introduce-yourself-discussion-post_3_5689f3.html

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. JONA: The Journal of Nursing Administration, 37(12), 552-557. https://doi.org/1097/01.NNA.0000302384.91366.8f.

Module 5 Initial Discussion Post

Disseminating EBP

The main goal of disseminating evidence based practice is to facilitate the implementation of research findings into everyday practice or to start a program that utilizes evidence based improvement projects to improve an area (Melnyk & Fineout-Overholt, 2018). There are many ways to disseminate EBP into a workplace such as posters, publishing papers, speaking in front of an audience, write a new policy, utilize media, etc. (Melnyk & Fineout-Overholt, 2018).

Dissemination Strategies

As a manager currently in the organization that I work in, I have had the opportunity to bring forth many things to the table that could improve patient safety or benefit our staff. When it comes to patient safety there is much evidence-based articles completed on many different topics. If there is something that I am interested in and I feel that it would be beneficial for my organization, I gather the information I need to be able to present this to the right staff. The two ways that I most often would disseminate EBP to my organization is by gathering data, complete write up such as an informational sheet and then presenting that to the proper channels above me at my organization. Going to the leaders first above me, we can reflect together on the evidence gathered and how it would improve the organization and/or patient care (Melnyk, 2012). Once it is discussed with her and she feels it may be appropriate then I would complete a presentation and bring it to our Quality Council meeting that we have once a month with all heads of departments and our medical director. Being able to hand out the EBP information in a hand out form but also being able to present it more in depth is a beneficial way to get your ideas looked at seriously.

The two areas of dissemination that I would least likely use is media such as the media page for the facility and posting posters/write ups for the staff. There are many forms that are constantly being posted for the staff and many posts on our media page that many people ignore them. They get “reading fatigue” if you would call it and they skip over many things. So if it is something important I would like to speak about it in person myself to get their attention and to show them the importance of it.

Barriers of Dissemination

Getting the dissemination out to the leaders is not an issue because they are all very active in the organization, but being able to get this out to all the staff that it will affect can be difficult. Being able to educate them on their importance on any educational learning meetings regarding the project is important (Gallagher-Ford et al., 2011). But there are many times that not all staff come to these meetings, most times you only get the regulars or the ones that have been at the facility for a long time. When you get the same people repeatedly, we miss people in between. Then you must worry about other staff being taught by the regulars, and this is when information can be missed. There is a lot of turnover in the nursing field, losing staff that were educated can be an issue. Another area that can be difficult is the monthly Quality Council meetings have gotten postponed at times which means it can push back the project an entire month depending on when they decide to meet.

Educating the staff and showing the importance of coming to educational meetings, continuous teaching to new staff in regards to any project improvements, continuous monitoring of the benefits of the new project and providing more than one presentation to be flexible for the staff is all important to try to get staff educated and to attend these meetings. With the Quality Council meetings being postpone, there is ways to communicate to the head of QA to discuss topics such as this. If we are unable to have a complete QA meeting, we can get department heads together as an interdisciplinary meeting to discuss the project and go from there if everyone is in agreement. There are ways around disseminating information to an organization, finding out which one will benefit you the most is important.

                                                     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. AJN, American Journal of

                              Nursing, 111(3), 54-60. doi: 10.1097/10.1097/01.NAJ.0000395243.14347.7e.

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide

                              to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Melnyk, B. M. (2012). Achieving a High-Reliability Organization Through Implementation of the ARCC

Model for Systemwide Sustainability of Evidence-Based Practice. Nursing Administration

                              Quarterly, 36 (2), 127-135. doi: 10.1097/NAQ.0b013e318249fb6a.

Main Post

Developing a Culture of Evidence-Based Practice

For nurses and other healthcare teams to make well-informed and founded decisions, they must base on the scientific research solutions incorporated in EBP. Through EBP, clinicians can stay updated about new medical protocols for patient care. By searching for documented interventions that fit the profiles of their patients, they can increase their patients’ chances for recovery. In the same vein, EBP enables nurses and other interdisciplinary care teams to evaluate the research to understand the risks or effectiveness of a diagnostic test or treatment. For this week’s discussion, I will reflect on dissemination strategies I believe will be essential in communicating EDP.

Two Dissemination Strategies

Dissemination is the targeted distribution of information and intervention materials to a specific public health or clinical practice audience. Dissemination of EBP has several goals, to increase the reach of evidence; improve people’s motivation to use and apply evidence; and increase people’s ability to use and apply evidence (The Agency for Healthcare Research and Quality [AHRQ], 2018). Dissemination occurs through various channels; the two dissemination strategies or channels I would be most inclined to use are electronic poster presentations and Research games, such as a crossword puzzle or bingo.

Electronic poster (e-poster) presentations serve as a tool to disseminate EBP within a healthcare facility. They are similar to traditional poster presentations but presented on a large computer screen. Well-constructed e-posters that are user-friendly may lead to the successful dissemination of EBP (Tripathy et al., 2017). The computer monitors may be placed in strategic locations where they can easily be seen; places such as break rooms and other high-traffic area increases the chances that the targeted audience will read the information. Being creative and trying to connect with as many potentially interested staff nurses as possible to build enthusiasm for evidence-based practice. Research games, such as a crossword puzzle or bingo, also can be used to disseminate EBP information.  To encourage participation, small prizes such as candies, pens, picture frames, and so on can be given out as incentives.

Least Dissemination Strategy

Based on personal experience, the least strategy I will use to disseminate EBP information is online modules that only require reading and a check-off box of “yes or no” in response. In most cases, people don’t pay much attention to the content. Mostly, people breeze through to get done without assimilating the information.

Two Identified Barriers and How to overcome them

Considering the crucial role of disseminating EBP into routine practice and policymaking, some barriers exist to limit EBP in becoming the standard of care, like in the electronic poster presentation. The first and obvious barrier is the lack of interactive sessions where some EBP information could be clarified. Inability to constitute a forum to answer questions can hinder getting the best evidence to apply to practice (Melnyk & Fineout-Overholt, 2019).  Electronic poster presentations also require more equipment, such as monitors at strategic locations; this makes it more expensive than the traditional poster boards. When it comes to research games such as crossword puzzles, it may distract from important tasks and focuses. Besides, some people may cheat in retrieving answers to crosswords, defeating its purpose in gaining more insights into EBP information.

Instead of depending on the means mentioned above of disseminating EBP information, I will suggest periodic face-to-face meetings where such information could be disseminated. The regular face-to-face meeting where staff may be divided into groups so work schedule will not be interrupted. This kind of fora will be more interactive and allow the experts to clarify any information.

References

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare. Lippincott Williams & Wilkins

The Agency for Healthcare Research and Quality [AHRQ] (2018). Communication and dissemination strategies to facilitate the use of health-related evidence. Retrieved from https://effectivehealthcare.ahrq.gov/products/medical-evidence-communication/research-protocolLinks to an external site.

Tripathy, J. P., Bhatnagar, A., Shewade, H. D., Kumar, A. V., Zachariah, R., & Harries, A. D. (2017). Ten tips to improve the visibility and dissemination of research for policymakers and practitioners. Public Health Action, 7(1), 10–14. https://doi.org/10.5588/pha.16.0090Links to an external site.

 Journal Clubs at the unit or organization level are a great way to share information on EBP. In a journal club, a group of nurses would meet regularly to discuss a study related to EBP, critically evaluate the study, discuss its implications for practice, and identify areas for further research (Almomami et al., 2019). Two barriers are that it can be hard to find a group of nurses who are interested in this topic and are able to meet regularly. It might also be hard to find articles that are relevant and will generate meaningful discussion. Despite this, it is still worth it to have a journal club, as those who are interested will attend, and can encourage others to attend. If everyone works together and searches multiple databases, it should be possible to find relevant articles.

A podium presentation at an organizational conference is another great way to disseminate information on EBP. At these events, nurses can learn from experts in their field and network with others (Adams, 2019). Bringing this information back to your home hospital can help many more nurses than just yourself as well. Two barriers are they can be expensive to attend, and they are difficult to schedule logistically which can make it difficult to have them regularly (Adams, 2019). My hospital alleviates this by deciding how many nurses they will financially support to attend a particular conference. Joining the committee of the organization can help you be a part of making the conference happen more often.

One strategy I would be least inclined to use a single one-way form of communication, such as a brochure or newsletter, as it is easily overlooked and does not provide the opportunity to ask questions or provide feedback. It is also hard to measure the impact of this strategy on practice (Lee et al., 2021).

Another strategy I would not use is a single event such as a single lecture or presentation, as it does not allow for engagement or follow-up and does not give the opportunity to discuss information or ask questions. It may also not reach a large enough audience to have an impact.

References:

Adams S. (2009) Use of Evidence-Based Practice in School Nursing: Survey of School Nurses at a National Conference. The Journal of School Nursing. 2009;25(4):302-313. doi:10.1177/1059840509335008Links to an external site.

Almomani, E., Alraoush, T., Sadah, O., Al Nsour, A., Kamble, M., Samuel, J., Atallah, K., Zarie, K., & Mustafa, E. (2019). Journal club as a tool to facilitate evidence based practice in critical care. Qatar Medical Journal, 2019(2), 85. https://doi.org/10.5339/qmj.2019.qccc.85Links to an external site.

Lee, C., Sparschu, D., Parker, B., Poat, C., & Smith, G. (2021). Implementation of Pre-operative Surgical Instructional Brochure Utilizing ERAS, Research, and Evidenced Based Perianesthesia Practice. Journal of PeriAnesthesia Nursing, 2021(4), 36. https://doi.org/10.1016/j.jopan.2021.06.013

Main Discussion Post

Evidence-based practice (EBP) is critical to promoting patient-quality care provision. It is, therefore, essential for healthcare organizations to establish and implement the strategies that promote EBP. Ehrenbrusthoff et al. (2022) mention that adhering to EBP improves the quality of care and safety of the patients and supports clinicians in providing quality care.

Dissemination Strategies Most Inclined

My organization’s effective strategy to disseminate EBP would be unit-level and poster presentations. In my organization, different units have patients admitted with varying care needs. Some units include Huntington’s disease unit, Traumatic Brain Injury (TBI)/Neuro rehab, Substance abuse/Infectious diseases, and Developmental Disability Services (DDS) unit. Considering the variable care needs specific to these units, it is vital to tailor the care provided to best fit the population in each unit. Some factors or levels of care may be universal and applicable to all departments. Using poster presentations specific to the unit needs can work in my organization.

Also, a unit-based presentation can effectively disseminate EBP in my organization. Engaging with the staff and clinicians within the unit level will help focus on clinical matters specific to the clientele in that unit. The front-line clinicians can tailor presentations to touch on real clinical challenges at the unit level, establish measurable goals, and compare the results after implementing EBP. Coleman et al. (2020) support that utilizing web-based training and data analysis can help reach out to many clinicians and reflect objective data supporting the effectiveness of EBP.

Dissemination Strategies Least Inclined

Podium presentation at the organizational level can be effective in disseminating EBP. However, it may offer a poor platform to discuss the specific matters affecting different units in my organization due to variations in the level of care and patients’ needs.

The use of journal articles may contain important information; however, clinicians may need more time to read and synthesize the information featured in the report.

Possible Barriers When Using the Dissemination Strategies

Implementing and sustaining EBP can be challenging, and it faces barriers that hinder evidenced based care provision. Melnyk et al. (2017) highlight several barriers that include knowledge and skills deficits for clinicians regarding EBP, poor perception of EBP, culture, and politics within healthcare organizations that do not endorse EBP, and limited resources and support from the leadership and the organization management. For example, in my organization, double documentation is encountered in many levels of care, despite the existence of electronic medication administration records (eMAR). The providers enter most orders in computerized provider order entry (CPOE); however, medications like Warfarin, insulin, and Total Parenteral Nutrition (TPN) get entered in paper orders. Combining paper orders and CPOE increases the probability of missing paper orders or medical errors.

Strategies to Overcome Barriers

One strategy to overcome barriers to EBP is recruiting front-line clinicians to champion the endorsement of EBP within the organizations. The front-line clinicians would engage with EBP and create a model that signifies measurable outcomes from evidence-based care. The front-line clinicians would also receive adequate training and work on breaking the old culture and politics that hinder the endorsement of EBP. For example, the front-line clinicians would take a case that impacts care within the organization, sample care provision using EBP, and work on reflecting the care variations when EBP is endorsed.

Implementing EBP also requires adequate resources within the organization. The clinicians patrolling the use of EBP should also engage the leadership and the management to discuss the importance of providing evidence-based care. The EBP champions should outline the objectives and establish measurable goals to help the administration understand the importance of EBP within the organization.

References

Coleman, J. L., Marceau, L., Zincavage, R., Magnavita, A. M., Ambrosoli, J., Shi, L., Simon, E., Ortigo, K., Clarke-Walper, K., Penix, E., Wilk, J., Ruzek, J. I., & Rosen, R. C. (2020). Understanding How Clinicians Use a New Web-based Tool for Disseminating Evidence-Based Practices for the Treatment of PTSD: The PTSD Clinicians Exchange. Military Medicine, 185(Suppl 1), 286–295. https://doi.org/10.1093/milmed/usz313Links to an external site.

Ehrenbrusthoff, K., Braun, T., Bahns, C., Happe, L., & Kopkow, C. (2022). Adherence to evidence-based practice across healthcare professionals in Germany: results from a cross-sectional, nationwide survey. BMC Health Services Research, 22(1), 1285. https://doi.org/10.1186/s12913-022-08682-z

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

MAIN POST

Introduction

The essential of evidence-based practice is to identify best practices by critically appraising research evidence and applying it to clinical practice. It is a systematic approach to problem-solving that requires synthesizing the best available evidence with clinical expertise and patient preferences to make decisions.

 Discussion

One strategy is to present the results through a unit-level or organizational-level presentation (Newhouse et al., 2007). Thus, EBP practitioners can provide an overview of the findings and explain the application of the evidence in practice. The presentation may include discussing the research methods, the results obtained, and the implications for practice. Another strategy is to submit posters or podium presentations at organizational, local, regional, state, and national levels (Melnyk et al., 2011). Thus, the EBP practitioner can visually represent the findings and provide a more in-depth explanation of the evidence and its application.

A third strategy is to publish the findings in peer-reviewed journals. Thus, the EBP practitioner can reach a broad audience and provide the research evidence to a larger audience. This strategy allows other researchers to review the findings and provide feedback (Melnyk et al., 2017).

Finally, the EBP practitioner can use social media to disseminate the evidence. Through this, the practitioner can reach a broad audience and provide a link to the research evidence. Social media also offers the opportunity to engage in discussion and to share resources related to the evidence (Melnyk et al., 2012).

Conclusion

In conclusion, various strategies for disseminating EBP within an organization, community, or industry exist. Each strategy provides a different platform for the EBP practitioner to reach a broad audience and share the research evidence. They select the strategy that best fits the audience and the research goals.

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

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.0000302384.91366.8

Developing A Culture Of Evidence-Based PracticeDissemination of research findings is valuable in fostering an evidence-based culture in clinical settings. There are multiple dissemination strategies that are available for nurse practitioners when they partake in EBP projects. Nurse leaders must identify and apply the dissemination that meets the organizational needs.

Dissemination Strategies Most Inclined to Use

The most favored dissemination strategies are unit-level meetings and oral podium Presentations. Unit-level meetings allow the nurse leader to present the evidence to the specific audience that is involved in the adoption of change (Melnyk & Fineout-Overholt, 2022). Among the benefits of the unit-level meetings include the chance for nurses to enquire about any unclear information. Podium presentations incorporate the application of visual and published elements when sharing the evidence (Chapman et al., 2020). Similar to the unit-level meetings, the presentations allow the audience to engage with the nurse leader and ask questions to provide further clarity on the recommended practice (Melnyk & Fineout-Overholt, 2022). Both PowerPoint presentations and unit-level meetings could be combined for effective evidence dissemination.

Dissemination Strategies Least Inclined to Use

The least favorite dissemination strategies are podcasts and the publication of evidence in peer-reviewed journals. Podcasts are disadvantageous because of limited audience and accessibility issues. Also, the process of developing a podcast is time-consuming (Melnyk & Fineout-Overholt, 2022). Publishing the evidence in a peer-reviewed journal is a laborious and time-consuming process because the nurse practitioner must develop a manuscript and present it for review (Melnyk & Fineout-Overholt, 2022). Thus, the strategies are not ideal for evidence dissemination in organizational settings.

Barriers to Evidence Dissemination

There are various barriers to the effective use of organizational meetings and oral podium presentations in evidence dissemination. One of the obstacles is poor language, which leads to the failure to communicate the message (Jolley, 2020). An example of poor language skills is the use of jargon. The second obstacle is time constraints. With the busy work schedule, the nurse leader may struggle to find an appropriate time when all staff members are available for the presentations (Melnyk & Fineout-Overholt, 2022). Addressing the obstacles is instrumental for the effective adoption of new evidence into the organization’s culture.

References

Chapman, E., Haby, M. M., Toma, T. S., De Bortoli, M. C., Illanes, E., Oliveros, M. J., & Barreto, J. O. M. (2020). Knowledge translation strategies for dissemination with a focus on healthcare recipients: an overview of systematic reviews. Implementation Science, 15(1), 1-14. https://doi.org/10.1186/s13012-020-0974-3

Jolley, J. (2020). Introducing research and evidence-based practice for nursing and healthcare professionals. Routledge.

Melnyk, B. M., & Fineout-Overholt, E. (2022). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.

The evidence-based practice focuses on aspects contributing to a highly integrated environment where improved outcomes are achievable. The evidence-based approach focuses on a particular issue for which the findings may be compared to past results. Dissemination of findings from evidence-based practice can be evaluated depending on a variety of contexts, primarily where the course will be implemented. Evidence-based practice (EBP) demands practitioners to consistently offer evidence to support their decision-making and policy/practice changes. Healthcare professionals can use the EBP model to begin and implement policy changes that will improve patient care. During the process, practitioners must plea to lawmakers with facts demonstrating why the proposed modifications should be implemented. Several methods exist for spreading the evidence. Dissemination is defined by Melnyk and Fineout-Overholt (2018) as “the process of widely sharing or circulating information” (p. 752).

TWO DISSEMINATION STRATEGIES THAT I WOULD BE MOST INCLINED TO USE

A unit-level presentation and local dissemination are the most effective tactics (Harvey & Kitson, 2015). Unit-level distribution is only successful if the issue considered contributes to improving the underlying problem inside the unit. Different units within a given context may evaluate the operational environment differently. Therefore, it is necessary to analyze the context in which the evidence-based approach is implemented. Thus, ensuring that the engagement is strategic contributes to implementing a unit-based intervention based on the outcomes (Brownson et al., 2018). Organizations attempt to apply crucial areas of performance enhancement. Nevertheless, the evidence-based approach removed the uncertainty risk, essential for achieving improved outcomes.

Local distribution comprises critical local actors, a positive characteristic that helps place a heavy emphasis on institutional development (Hall & Roussel, 2016). However, it is necessary to guarantee that the dissemination of results occurs in an environment with the resources and technological know-how to achieve superior outcomes. The population’s skills and knowledge are likely to impede the successful implementation of the suggested practice. Existing stakeholders’ requirements must be managed, which is crucial and will aid organizational planning and service delivery. Adopting evidence-based practice should emphasize creating an environment where positive change is more easily implemented. Therefore, training is essential to provide stakeholders with the skills necessary to execute evidence-based practice (Brownson et al., 2018).

LEAST INCLINED DISSEMINATION STRATEGIES TO BE USED

Poster and podium presentations are the least likely dissemination tactics to be employed while disseminating EBP. The poster presentations need to provide more information and appear engaging and intriguing, defeating the purpose of the presentation. On the other hand, the presentation from the podium may experience a low turnout. Poor promotion of the presentation could result in low attendance.

BARRIERS TO BE ENCOUNTERED AND OVERCOMING THESE BARRIERS

The lack of interest on the part of the employees could be an obstacle to the unit-level presentation. An example is a staff member’s opposition to a change they dislike or do not desire. Staff participation in the exhibition is one method for overcoming this obstacle. For example, make a staff employee one of the presenters at the presentation. This will increase their audience’s interest in the production. Lack of access to peer-reviewed publications is a potential obstacle to their utilization. One example is journals that need a subscription charge, discouraging many readers. This barrier can be overcome by granting online readers free access to these journals.

References

Brownson, R. C., Colditz, G. A., & Proctor, E. K. (Eds.). (2018). Dissemination and implementation research in health: translating science to practice. Oxford University Press.

Hall, H. R., & Roussel, L. A. (Eds.). (2016). Evidence-based practice. Jones & Bartlett Publishers.

Harvey, G., & Kitson, A. (2015). Implementing evidence-based practice in healthcare: a facilitation guide. Routledge.

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

• Chapter 10, “The Role of Outcomes on Evidence-based Quality Improvement and enhancing and Evaluating Practice Changes” (pp. 293–312)
• Chapter 12, “Leadership Strategies for Creating and Sustaining Evidence-based Practice Organizations” (pp. 328–343)
• Chapter 14, “Models to Guide Implementation and Sustainability of Evidence-based Practice” (pp. 378–427)

Dissemination is the intent to give out information and intervention materials to a specific target audience (Melnyk & Fineout-Overholt, 2018).  The aim is to spread knowledge and the evidence based interventions on a larger scale. Dissemination strategies is essential to closing the research-practice gap in healthcare (Melnyk & Fineout-Overholt, 2017). Two dissemination strategies that I would be inclined to use is presenting research results at national conferences or at organizational meetings. Another way would be publishing findings on an organization’s website or distributing guides or pamphlets.

Many organizational meetings are held annually to address various issues within healthcare system. These meetings are significant for developing policies and procedures. Presenting research results at organizational meeting would be a great way to showcase evidence and promote changes in healthcare (Chapman et al., 2020). It would be a way to directly address important healthcare issues with executives and directors. Sharing information through social media or on the organization’s website can be effective because many healthcare staff use social media and have access to their organizational website. It is more likely that the information will be viewed on online platforms (Chapman et al., 2020). The dissemination strategy that I would be least inclined to use is publishing information in newsletter or pamphlets. I feel like people would be more inclined to view information online than on paper. A pamphlet or newsletter does not provide a space for discussion or feedback whereas an online platform can. It can be easily overlooked or tossed aside.

There are many barriers that might occur with these dissemination strategies. One barrier is that nurses lack the knowledge and skills to implement these strategies. Some people may not know how to approach social media effectively, also there is risk regarding online privacy. The information can become available to unintended audiences. Another barrier can be the timing of organizational meetings and nurses getting the opportunity to address their issues without it being postponed or pushed back.

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

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.

Chapman, E., Haby, M. M., Toma, T. S., de Bortoli, M. C., Illanes, E., Oliveros, M. J., & Barreto, J. O. M. (2020). Knowledge translation strategies for dissemination with a focus on healthcare recipients: an overview of systematic reviews. Implementation Science, 15(1). https://doi.org/10.1186/s13012-020-0974-3

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Initial Post

Dissemination is the act of communicating research findings to key stakeholders and a broader audience. The viability and sustainability of EBP research, in the long run, depending on the acceptance and application of research findings, both of which are dependent on dissemination (Agency for Healthcare Research and Quality, n.d.).  Depending on the format in which one decides to communicate information, whether 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-review journals, requires sufficient preparation, and planning.  However, the success of every communication project is increased by effective preparation, which lowers performance anxiety and boosts confidence.

Two dissemination strategies that I would be most inclined to use are unit-level or organizational-level presentations and podium presentations.  These two are my preferred type of communication because they both offer an opportunity to share information and learn knowledge (Melnyk & Fineout-Overholt, 2018).  Learning comes from immediate feedback and questions push one to do more research to find the answers to questions he or she was unable to answer. I do not mind questions that I do not have immediate answers to, because should I get the opportunity to present the same information, the answers to questions will now be incorporated in the presentation moving forward.

The dissemination strategy I’m least likely to use would be poster presentation because the information presented must be limited to only the most crucial details of a study or evidence-based project’s content.  Also, design is not my strongest attribute; a poster presentation must be visually appealing as well as have a captivating format of information.

Two barriers that I might encounter when using a podium presentation is that there is usually a time limit of about 15 to 20 minutes (Melnyk & Fineout-Overholt, 2018).  And as much as I like immediate feedback, the formality of the presentation and time might not be enough for questions and answers at the end.  Another barrier to podium presentation is the initial anxiety or fear of presenting to a room full of people.

To overcome the time limit, I must follow my presentation without deviating from the information that I want to share.  I need to be clear, communicate one thing at a time, and use language that is understandable (NSW Health, 2020).  To overcome the anxiety and fear, I need to come prepared and on time.

References

Agency for Health Research and Quality. (n.d.). Quick-start guide to dissemination for practice-based research networks. Retrieved January 25, 2023 https://www.ahrq.gov/sites/default/files/wysiwyg/ncepcr/resources/dissemination-quick-start-guide.pdfLinks to an external site.

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

NSW Health. (2020). How can I overcome communication barriers? Retrieved January 25, 2023 https://www.health.nsw.gov.au/mentalhealth/psychosocial/strategies/Pages/communicating-barriers.aspxLinks to an external site.

Evidence-based practice (EBP) is a key point to providing better safety and outcomes for patients. EBP make the opportunity to clinicians to enhance their practice quality which affects patients’ quality of care. Nursing staffs who do evidence-based practices are able to make positive changes in the quality of care for their patients (Melnyk, 2017).

The first dissemination that I would like to use in the healthcare system, is the publication of a systematic review for the patients. It has focused on advancing healthcare decisions between patients and their healthcare providers. A systematic review is a good way of communication to discuss patients’ options and involves patients’ decisions in their treatments. In fact, healthcare providers can communicate with patients in different ways to enhance the chance of understanding the plan of care for the audience.

Another dissemination strategy that I like to utilize is podium presentations in healthcare organizations. These organizational-level presentations will let professionals present their achievements in the facility. It is also helpful to get different ideas and recommendations at the evidence level based which saves time for other target audiences (Melnyk, 2018, chp.16)

Another dissemination strategy that is my least inclined is peer-reviewed in public. The reason behind this is the ranking from the John Hopkins quality guide that allocates the lowest ranking “level V’’. The peer-reviewed includes many limitations such as having not enough knowledge and education of the clinicians. It will be also time-consuming which gets a lot of energy and is not always properly supported by the staff nurses who are having heavy duties. Healthcare providers who are involved do also not support the peer-reviewed very well which leads to a lack of resources and investments in EBP (Melnyk, 2017). In order to overcome these barriers, healthcare professionals and providers should obtain the necessary knowledge to implement evidence-based practices. They need to be supported by the organizations to improve the culture of evidence-based practices (Melnyk, 2017).

References

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.).

Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Choy, K. (2017). A test of the ARCC model improves the implementation of evidence-based practice, healthcare culture, and patient outcomes. Worldviews on Evidence-Based Nursing, 14(1), 5-9

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. Links to an external site.Journal of Nursing Administration, 37(12), 552–557. doi:0.1097/01.NNA.0000302384.91366.8f 

Becoming more experienced with evidenced based practice is a skill that is beneficial to healthcare workers, but how to disseminate that information is also important to know. In health care many guidelines and recommendations for the management of diseases are developed. These recommendations are primarily developed to inform health professionals to improve daily routines of medicine (Schipper et al., 2016). Dissemination of this information can improve healthcare. One strategy that I would utilize in my practice would be to create a lay version of the original recommendations. A lay version enables patients to better understand the goals of treatment, the different treatment options, and the benefits and risks of each option (Schipper et al., 2016). Another strategy I would utilize would be using leaflets and brochures to communicate the information to the patients. Having something that can be physically held and read also helps to ensure the patients understands the information being presented to them. One dissemination strategy that I would avoid, would be to supply a patient with information using scientific and medical terminology that they may not understand. When this is done, misinformation can be spread from patient to others because they did not fully understand what was being told to them. Strategies for integration of research into practice can be complex; thus, it is beneficial to engage methodological support from the outset, to build necessary training requirements into stages of the implementation process, and to create research and service partnerships early (Derman & Jaeger, 2018). There are also some barriers when it comes to dissemination that must be overcome. As with virtually all areas of life, research dissemination has been disrupted by the internet and digitally networked technologies. The last two decades have seen the majority of scholarly journals move online, and scholarly books are increasingly found online as well as in print (Ross-Hellauer et al., 2020). Dissemination remains a responsibility of investigators despite unexpected or negative research findings because such research can generate new knowledge, stimulate further research, and advance the search for solutions to significant health problems (Derman & Jaeger, 2018).

References

Derman, R. J., & Jaeger, F. J. (2018). Overcoming challenges to dissemination and implementation of research findings in under-resourced countries. Reproductive health, 15(Suppl 1), 86. https://doi.org/10.1186/s12978-018-0538-zLinks to an external site.

Ross-Hellauer, T., Tennant, J. P., Banelytė, V., Gorogh, E., Luzi, D., Kraker, P., Pisacane, L., Ruggieri, R., Sifacaki, E., & Vignoli, M. (2020). Ten simple rules for innovative dissemination of research. PLoS computational biology, 16(4), e1007704. https://doi.org/10.1371/journal.pcbi.1007704Links to an external site.

Schipper, K., Bakker, M., De Wit, M., Ket, J. C., & Abma, T. A. (2016). Strategies for disseminating recommendations or guidelines to patients: a systematic review. Implementation science : IS, 11(1), 82. https://doi.org/10.1186/s13012-016-0447-xLinks to an external site.

Two Methods of Information Spreading That I Am Most Likely to Employ

Two of the many methods that can be used to disseminate evidence-based practice (also known as EBP) are the ones I plan to utilize most frequently. Publication of evidence-based practice project findings in journals that have been subjected to peer review is one of these techniques that I am more likely to implement. This tactic is advantageous because information can be disseminated to several individuals (scholars) simultaneously at a low cost. The second tactic I am more likely to implement is to hold presentations on the results of EBP projects at either the corporate or the unit level. The EBP, its significance in expanding knowledge, and other pertinent aspects are all topics that will be covered in these presentations, which will be given to the healthcare providers working in each unit or organization (Harris et al., 2012). One of the primary reasons this is a good strategy that displays at the corporate or team level is suitable for many people working on disseminating EBP. Cost-effectiveness is another factor. Communicating the information to any organization’s employees is much simpler.

The strategy of Dissemination That Is Least Likely to Be Used

Providing presentations at national conferences and gatherings of professional organizations is the method of EBP dissemination I am least likely to employ in the future. The participation of patients in the whole process is one of the most important findings. These findings are relevant to develop, implementing, and evaluating more (effective) dissemination strategies that can improve health care (Cullen et al., 2022). In this strategy, I will participate in meetings and conferences on EBP that are hosted by healthcare professionals or designed for their benefit to exchange information and ideas. I will be least motivated to utilize this technique even though it has the potential to achieve better outcomes because it allows for better ideas and insights on EBP. Despite this, I won’t be using it because several hurdles will likely be encountered. For example, the first obstacle is that this strategy can be somewhat involved in the amount of time and money required. It is the amount of time and money needed for professionals to try to travel to and participate in conferences and meetings to acquire and share information regarding EBP. These meetings are typically held in a location apart from the professionals’ working areas. In addition to taking up a lot of time, the second obstacle is that a significant financial investment was necessary to organize and carry out these meetings. However, participating in virtual or online meetings makes it feasible to circumvent these limitations.

References

Harris, J. R., Cheadle, A., Hannon, P. A., Lichiello, P., Forehand, M., Mahoney, E., … & Yarrow, J. (2012). A framework for disseminating evidence-based health promotion practices. Preventing chronic disease, 9

Cullen, Laura, et al. Evidence-based Practice in Action: Comprehensive Strategies, Tools, and Tips from University of Iowa Hospitals & Clinics. Sigma Theta Tau, 2022.

Dissemination Strategies

There are two dissemination strategies I prefer to use in my position as a nurse. One is providing educational materials to my audiences. Providing educational materials is an effective way to disseminate information to patients and other healthcare professionals, as it would enable me to provide information in a comprehensive and organized format. This strategy is arguably better than verbal communication as it would leave sufficient room and time for readers to review the material at their own pace and refer to it as needed. Two, utilizing social media for young and digital-savvy readers. Social media platforms are an excellent way to reach a wide audience with relative ease. According to Tanlaka et al. (2019), providing information on social media platforms such as Twitter, Facebook, and Instagram, reaches a wider and more diverse audience than I would be able to through more traditional methods, such as handouts and seminars. Considering the dissemination strategy, I would be least inclined to use providing seminars. While this method does allow for a larger audience to be reached, it also requires a significant amount of preparation and planning. Also, using a seminar strategy is difficult to ensure that the audience is engaged and understands the presented material. Given this, I prefer to use other methods that are more efficient and effective.

Barriers

Time would be a major challenge. I recognize that it takes time to create materials and posts that are informative and high in quality for audiences (Newhouse et al., 2007). It takes quite some time to create materials that are accurate and updated. Consideration must also be made of the fact that these materials are intended for a particular audience that may be difficult to reach (Ross-Hellauer et al., 2020).  Resources are the second major constraint these two strategies will likely face. Depending on the type of strategy selected, financial and technological constraints may emerge, making it difficult to create and distribute materials or posts. There may also be a lack of personnel or expertise available to effectively create the materials or posts. There are two strategies that I could use to overcome these two identified challenges. To overcome time constraints, I would create a plan for creating and distributing materials or posts. Doing this involves setting aside enough time to create the materials/posts and proofread them (Melnyk et al., 2011). I would use tools such as scheduling software that is available in digital formats online to assist me in managing my time and creating posts in advance. I will seek free or low-cost resources to help create and distribute materials and posts to overcome a lack of resources. I would further reach out to colleagues with relevant experience who can assist.

References

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. AJN, American Journal of Nursing, 111(9), 57-60. https://doi.org/10.1097/01.NAJ.0000405063.97774.0eLinks to an external site.

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. JONA: The Journal of Nursing Administration, 37(12), 552-557. https://doi.org/10.1097/01.NNA.0000302384.91366.8fLinks to an external site.

Ross-Hellauer, T., Tennant, J. P., Banelytė, V., Gorogh, E., Luzi, D., Kraker, P., Pisacane, L., Ruggieri, R., Sifacaki, E., & Vignoli, M. (2020). Ten simple rules for innovative dissemination of research. PLOS Computational Biology, 16(4), e1007704. https://doi.org/10.1371/journal.pcbi.1007704

Tanlaka, E. F., Ewashen, C., & King‐Shier, K. (2019). Postpositivist critical multiplism: Its value for nursing research. Nursing Open, 6(3), 740-744. https://doi.org/10.1111/jgs.17900Links to an external site.

                                                          Developing a Culture of Evidence Based Practice

Evidence-based practices can be challenging in specific treatment settings due to current state laws, organizational policies, funding, and program staffing (Melnyk & Fineout-Overholt, 2018). Dissemination strategies educate the clinical body on new evidence-based practices and interventions. Many different techniques can be used to deliver evidence-based information to clinical practitioners. However, I would be more inclined to use two dissemination strategies: unit-level presentations and local distribution (Melnyk & Fineout-Overholt, 2018). These dissemination strategies are the most effective because they concentrate on the population of people that the information affects within the organization. In these dissemination strategies, local resources and the practical abilities of the focus group are considered (Toolkit Part 3: Dissemination strategies in evidence-based policy and practice – Fogarty international center @ NIH, n.d.). These strategies are more specialized and educate smaller groups of interested parties (Melnyk & Fineout-Overholt, 2018). With the smaller group settings, the clinical staff and/or key stakeholders can ask questions and become more interactive during meetings, creating a more trusted learning environment. Dissemination of information at the local level accomplishes good-quality results. Having these dissemination strategies to deliver evidence-based knowledge would create an adaptable and distinct environment appropriate for producing positive modifications (Toolkit Part 3: Dissemination strategies in evidence-based policy and practice – Fogarty international center @ NIH, n.d.). The dissemination strategies I would be least likely to use are posters and Powerpoint presentations. These methods are still preferable to some; however, they are not as effective in the dissemination process(Toolkit Part 3: Dissemination strategies in evidence-based policy and practice – Fogarty international center @ NIH, n.d.). Powerpoints and posters may lack important details because these strategies usually summarize information, missing critical components. Powerpoints can be tedious, which may cause you to lose the attention of your audience. On the other hand, posters can have too much information on them or not enough causing the audience to need clarification about the topic and causing them not to retain the essential details, which could be a barrier (Melnyk & Fineout-Overholt, 2018). Furthermore, there are many possible barriers to any dissemination strategy, such as department resistance. A way to overcome this barrier within a department is to encourage employees during the meetings and create an environment that leads by example. The department would need to have a few employees adhering to the new practices to show other employees how it is done. This method may attract employee interest, help overcome challenges and assist in changing the culture of the organization (Melnyk & Fineout-Overholt, 2018).

References

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.

Toolkit Part 3: Dissemination strategies in evidence-based policy and practice – Fogarty international center @ NIH. (n.d.). Fogarty International Center. https://www.fic.nih.gov/About/center-global-health-studies/neuroscience-implementation-toolkit/Pages/dissemination.aspxLinks to an external site.

week 9 Discussion Question

            Dissemination is the process of communicating research findings in a clear and indisputable to key stakeholders and larger audiences while presenting in such a way as to facilitate change (Melnyk, and Fineout-Overholt, 2018). Dissemination should begin at the initial stage of the research process I.e identify stakeholders and Interact with them early on and maintain communication throughout the project, ideally from study planning to the dissemination of findings (NIHR, 2019). 

             My next step is to formulate a dissemination plan: developing a goal – what do  want the audience to know what is the purpose, evaluate the audience and level of information to be disseminated. Therefor one strategy would be an initial meeting with  facility  managers stating the goal/s of the research and obtaining their approval. The stakeholders will then be the “partners/influencers”  who will oversee amplifying the  research message  planning from the beginning to ensure that the evidence produced is grounded, relevant, accessible, useful s well as assist in getting employees onboard I.e. end-users; this can also be considered as leadership endorsement. In leadership endorsement, Nurse administrators can oversee both human and material resources required for the evidenced based practice (EBP) program’s full integration. Leadership are also essential for preparing organizations for change. (Newhouse et al., 2007). 

              Second strategy is to use traditional (series of short workshops) and nontraditional method (whiteboard animation and web-based resources) and enlist a nurse educator to spear head education. Utilizing a variety of channels, such as publications and reports, websites and other electronic communications, meetings, and conferences, person-to-person conversations, official collaborations, or information networks, is essential for effective dissemination (NIHR, 2019). According to Khammarnia et.al ( 2014) number of studies have discovered that both human and organizational issues, such as a lack of time to read books, a high workload, a shortage of people with EBP experience, and a scarcity of resources, are linked to barriers to the use of EBP as well as dissemination. Specific result cites Khammarnia et.al, individual barriers included a lack of time to read literature (83.7%), a lack of computer skills (68.8%), and a lack of English language proficiency (62.0%). Organizational barriers to EBP implementation were associated with age, educational level, job experience, and employment status.      

            Resistance to change is yet another barrier but can be overcome as  EBP becomes the norm in health care, it will become easier to do so. It takes more than one person to change a practice, which is why having a culture that encourages inquiry and an evidence-based approach to care is critical Ginex, 2018). 

 References

Khammarnia, M., Haj Mohammadi, M., Amani, Z., Rezaeian, S., & Setoodehzadeh, F. (2015). Barriers to implementation of evidence based practice in                     zahedan teaching hospitals, iran, 2014. Nursing research and practice, 2015, 357140. https://doi.org/10.1155/2015/357140 

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins. 

 National Institute for Health and Care Research,January 2019. How to Disseminate Your  Research, 

 https://www.nihr.ac.uk/documents/how-to-disseminate-Links to an external site. your-research/19951?pr= Links to an external site.Newhouse,

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

Ginex P.K., 2018. Overcome Barriers to Applying an Evidence-Based Process for Practice Change, https://voice.ons.org/news-and-views/overcome-                         barriers- Links to an external site.to-applying-an- Links to an external site.evidence-based-process-for-practice-change Links to an external site.