Translate the Evidence into Practice
The next steps in the evidence-based practice (EBP) process includes implementing and translating the intervention chosen in the
PICOT question into the clinical setting.
My PICOT question is:
In high school LGBTQ youth, how does implementation of inclusive anti-bullying policies compared with no anti-bullying policies affect rates of suicide and suicide attempts over the course of four years?
Pilot projects are often used before implementing a change into an entire
organization. Discuss the following questions related to implementing the chosen PICOT intervention as if a pilot test project were
being facilitated by the masters prepared nurse:
Assignment Criteria:
1. Briefly explain the problem and the PICOT question and the intervention
2. Describe the pilot project for the chosen intervention and include:
a. Explain the who, what, where, when and how of the pilot project
b. Describe a specific model or framework of change that will be used to facilitate the implementation of the
intervention. – suggestion is The Johns Hopkins Nursing Evidence-Based Practice Model (JHNEBP)
3. Describe the stakeholders and their roles in the pilot project.
4. Propose two (2) strategies that would promote engagement of the stakeholders in the project.
5. Discuss a specific practice guideline that supports the intervention.
6. Identify major organizational resources needed for the pilot project.
7. Discuss how the outcome of the intervention will be measured.
8. The scholarly paper should be in narrative format, 5 to 6 pages excluding the title and reference page.
9. Include an introductory paragraph, purpose statement, and a conclusion.
10. Include level 1 and 2 headings to organize the paper.
11. Write the paper in third person, not first person (meaning do not use ‘we’ or ‘I’) and in a scholarly manner. To clarify: I, we, you, me, our may is not used. In addition, describing yourself as the researcher or the author should not be used.
12. Include a minimum of five (5) professional peer-reviewed scholarly journal references and be less than five (5) years old.
13. APA format is required (attention to spelling/grammar, a title page, a reference page, and in-text citations).
Sample Paper
PICOT Question
According to CDC, about 23 percent of LGBTQ high schoolers attempted suicide compared with five percent of heterosexual peers, in 2017. Besides, the high school LGBTQ youth were four times more likely to attempt suicide than the heterosexual high schoolers in 2017. This issue has been associated with various factors. One of them is that the LGBTQ youth experience substantially higher levels of bullying than their non-LGBTQ peers. Bullying makes the LGBTQ peers feel sad and hopeless, pushing them to attempt suicide or commit suicide. The anti-bullying policies focus on addressing the problem by inhibiting bullying based on sexual orientation. Evidence supports that the effective implementation of inclusive anti-bullying policies can help reduce the rates of suicide and suicide attempts compared to when there are no anti-bullying policies (Madireddy & Madireddy, 2020). Thus, the EBP project aims at investigating the efficacy of the inclusive anti-bullying policies on reducing the rates of suicide and suicide attempts compared to when there are no anti-bullying policies.
Question 1
The problem addressed in the PICOT question is high rates of suicide and suicide attempts among high school LGBTQ youth. Evidence shows that a significant number of LGBT youth are more likely to try to kill themselves or commit suicide among the general population.
The PICOT question aims at investigating the efficacy of an evidence-based intervention that can be applied to reduce the rates of suicide and suicide attempts within four years. The intervention is the inclusive anti-bullying policy. This policy focuses on addressing the problem by creating a supportive, caring, and safe environment where students learn without the fear of being bullied.
Question 2 (a)
The pilot project will be conducted in a school environment. It will focus on investigating how effective inclusive anti-bullying policies are in addressing the issue to determine whether they can be implemented in schools to create a safe environment for LGBTQ peers. The target population will include the students, teachers, administrators, and parents. Thus, these individuals will be informed about the bullying of LGBTQ students to ensure all bullying incidents are reported and hold staff responsible for intervening and addressing all kinds of bullying and harassmentt.
Question 2 (b)
John Hopkins Nursing Evidence-Based Practice Model (JHNEBP) will facilitate the implementation of the intervention. This model provides various phases that can be followed to implement an evidence-based intervention. The first phase is the practice question. It involves multiple steps. The first step includes the recruitment of an interprofessional team. In the second step, the team will define the problem by determining whether it is a clinical, managerial, or educational problem (Alexander, 2019). In the next step, the team will develop and refine the EBP question using the PICO format. After that, various stakeholders involved in the project will be identified. This is crucial for the success of the practice change implementation. The second phase is evidence. Here, the interprofessional team will conduct an internal and external search for evidence. Then, the team will assess the level and quality of evidence by determining the type of evidence, the level, strength, and quality of the evidence (Alexander, 2019). The next step involves the summarization of the individual evidence. This provides information about the year the evidence was published and the level and quality of each source (Alexander, 2019). The last step involves synthesization of the overall strength and quality of evidence and the development of recommendations for change based on the evidence collected. The final phase is called translation. Here, the evidence obtained is implemented to create the intended change. This phase also involves various activities. They include determining whether the recommendations are appropriate to implement a change in practice. After that, the team will establish an implementation plan that will the translation process, evaluate the outcomes, report the outcomes of the project to stakeholders, and disseminate the findings (Alexander, 2019).
Question 3
Various stakeholders will be involved in this project. One of them includes the students. This comprises both the LGBTQ and non-LGBTQ students. They will be informed and educated about bullying. Teachers are also key stakeholders in this project. They will inform the students and parents about the inclusive anti-bullying policies implemented in the school environment to minimize the cases of suicide attempts and suicide among LGBTQ students. Also, they will record and report all forms of bullying and harassment happening in the school environment and intervene to address them. Other key stakeholders include the administrators. They will be responsible for approving the anti-bullying policy before it gets implemented in the school environment. Also, school administrators will provide necessary resources to facilitate the implementation process.
Question 4
One of the strategies that would promote stakeholder engagement in the project includes regular communication. This will help ensure the stakeholders are well informed about the various activities to be conducted during the project. Poor communication can limit stakeholder engagement (Rajhans, 2018). To address this issue, the project leader can develop and maintain a communication plan to minimize potential communication breakdown. Also, the project leader should address conflicts between stakeholders to get them talking to one another (Rajhans, 2018). The second strategy is stakeholder mapping. This involves determining the project stakeholders and how much engagement, communication or consideration they require (Ginige et al., 2018). By doing so, the project leader can identify and implement the necessary measures and resources needed to meet stakeholders’ engagement and communication needs effectively.
Question 5
National Safe Schools Framework is one of the practice guidelines that support the intervention. It requires schools to implement various policies, procedures, and regulations to create a safe and supportive environment whereby all learners or every school community member feel respected and included. It also creates an environment where all students can feel confident that they get support whenever they experience threats to their safety and wellbeing (Li & Zhang, 2021) Similarly, the intervention aims to prevent bullying in schools to create a safe and supportive environment for LGBTQ students.
Question 6
Some of the critical organizational resources required in this pilot project include human resources. For instance, educators will be needed to inform and educate students and teachers about the anti-bully policy. Secondly, financial resources will be required to purchase the training materials to facilitate the training programs, such as the salaries or wages for the hired educators.
Question 7
The outcome of the intervention can be measured by assessing the change in the rates of attempted suicide and the suicide cases among the high schooler LGBTQ students before and after the implementation of the pilot project. A decline in the cases of attempted suicides and suicides among the high schooler LGBTQ student will indicate that the intervention is effective.
Conclusion
In summary, the increased risk of attempted suicides and suicides among LGBTQ high schoolers has been a significant issue in the country. Evidence supports the implementation of inclusive anti-bullying policies to address the issue. This intervention aims at creating a supportive and caring environment for all learners by inhibiting bullying. National Safe Schools’ Framework supports this intervention. John Hopkins Nursing Evidence-Based Practice Model (JHNEBP) provide a three-step framework that can help facilitate the implementation of the intervention in schools to create a safe and supportive environment for LGBTQ students.
References
Alexander, A. P. (2019). EVIDENCE BASED PRACTICE. IDC International Journals.6(2). http://idcinternationaljournal.com/fullpdf/2019/Article-11_IDC_February_April_2019_Dr_Annie_full.pdf
Centers for Disease Control and Prevention (CDC). (2018). Adolescent and School Health. Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/2017_tables/contribute_to_violence.htm#t42_down
Ginige, K., Amaratunga, D., & Haigh, R. (2018). Mapping stakeholders associated with societal challenges: A Methodological Framework. Procedia engineering, 212, 1195-1202. https://www.sciencedirect.com/science/article/pii/S1877705818301802
Li, Z., Meng, X., & Zhang, J. (2021, December). A Review of School Bullying. In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021) (pp. 171-175). Atlantis Press. https://www.atlantis-press.com/article/125967347.pdf
Madireddy, S., & Madireddy, S. (2020). Strategies for schools to prevent psychosocial stress, stigma, and suicidality risks among lgbtq+ students. American Journal of Educational Research, 8(9), 659-667. http://article.scieducationalresearch.com/pdf/education-8-9-7.pdf
Rajhans, K. (2018). Effective communication management: A key to stakeholder relationship management in project-based organizations. IUP Journal of Soft Skills, 12(4), 47-66. https://www.projektassistenz-blog.de/wp-content/uploads/2020/02/Effective_Communication_with_Stakeholders.pdf
