NURS 6052 Discussion Developing Culture of EBP
NURS 6052 Discussion Developing Culture of EBP
NURS 6052/NURS5052/NRSE6052 Essent of Evidence
Week 10 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.
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.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
The Advancing Research and Clinical Practice through close Collaboration (ARCC) is a model that can be used by health care systems to appropriately promote and educate staff on EBP changes in a way that addresses known barriers. The ARCC model acknowledges the barriers to EBP change initiatives and deconstructs the process into manageable steps. ARCC subject matter contains EBP skills building, generating a vision to inspire change to EBP, team building and communication, mentorship to promote EBP, strategies to create EBP culture, quality improvement methods, data management and outcomes assessment, and principles of individual and organizational change (Mylnyk, 2012). Employing the ARCC template is an effective method to overcoming identified hurdles that will be met when promoting EBP initiatives in a health care organization.
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. https://doi-
Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Cruz, R. (2010). Correlates among
cognitive beliefs, EBP implementation, organizational culture, cohesion and job
satisfaction in evidence-based practice mentors from a community hospital
system. Nursing Outlook, 58(6), 301–308. https://doi-
Healthcare professionals conduct numerous studies focusing on different clinical issues with varying findings. To influence practice change on a broader scale, healthcare professionals should share their findings with other practitioners and policymakers within and outside the health practice. Critical to promoting a culture of evidence-based practice (EBP), dissemination encompasses the targeted distribution of information and intervention to a broader audience to maximize the benefits of research (Ravinetto & Singh, 2020). The targeted population usually includes a specific public health or clinical practice audience.
There are multiple dissemination methods, and nurses should select the most suitable according to situations, objectives, and audience characteristics. To communicate EBP, I would be most inclined to a policy brief and organization-wide seminar. A policy brief summarizes the research information and enhances it with charts, tables, and other visualized data (Brownson et al., 2018). Seminars or workshops allow researchers to share information and interact with the audience as they clarify issues related to research findings. Ashcraft et al. (2020) advised research disseminators to use printed materials and personal communication since they are the most common channels. Therefore, the choice of policy briefs (print materials) and workshops as dissemination channels is justified. I would be less inclined to use news media and social to disseminate EBP. News media could be valuable for reaching healthcare practitioners and policymakers but could be expensive. Social media reaches a limited audience and could not be highly effective for academic engagements.
It is possible to encounter some barriers when using policy briefs and organization-wide seminars for EBP dissemination. A potential barrier with policy briefs is information choice since they should be brief, tailored to the audience’s needs, and appealing (Brownson et al., 2018). Failure to meet these needs can hamper the readability and usability of research information. A possible barrier with organization-wide seminars or workshops is timing. The busy nature of the healthcare environment can limit healthcare practitioners’ and leaders’ availability for the seminar.
Ashcraft, L. E., Quinn, D. A., & Brownson, R. C. (2020). Strategies for effective dissemination of research to United States policymakers: a systematic review. Implementation Science, 15(1), 1-17. https://doi.org/10.1186/s13012-020-01046-3
Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Getting the word out: new approaches for disseminating public health science. Journal of Public Health Management and Practice, 24(2), 102-111. DOI: 10.1097/PHH.0000000000000673
Ravinetto, R., & Singh, J. A. (2022). Responsible dissemination of health and medical research: Some guidance points. BMJ Evidence-Based Medicine. http://dx.doi.org/10.1136/bmjebm-2022-111967