Improving practice through evidence not only helps lower healthcare costs, improve healthcare outcomes and patient safety, but it also helps to increase job satisfaction for medical professionals

Peer 1
Kerri Hutchins
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Improving practice through evidence not only helps lower healthcare costs, improve healthcare outcomes and patient safety, but it also helps to increase job satisfaction for medical professionals (Kim, et al, 2016). Disseminating information about widely cited evidence-based practices is an important part of moving our healthcare system forward. According to Melnyk (2012), it often takes several years for the results of research to be put into practice and actually affect patient care.
The first strategy that I would utilize to disseminate EBP information would be unit-level education.  I would initially provide an in-service to provide education about the EBP that would be beneficial to our unit.  I would also utilize a second strategy of unit posters as well as a unit-based champion to help reinforce the positive results of the EBP. Barriers to this types of information being learned and then used in practice would be each persons willingness to learn something new and change the way they may be used to doing something.  I would combat this by starting out the presentation with information about evidence-based practice as well as provide a fact-sheet about the evidence in the research that is being presented. Another way I would combat this would be to lead by example and try to demonstrate the EBP in every day practice.  Melnyk et al (2011) stated that in order “for clinicians to change their practices to be evidence based, both their beliefs about the value of EBP and their confidence in their ability to implement it must be strengthened.”  Encouraging and supporting fellow nurses along the way would also help in building confidence in staff.
Two strategies that I would not utilize for EBP would be podium presentations at a national or state level.  Although I’m sure this type of presentation would be beneficial, I feel that I could do the most good educating others about EBP within the organization I work for. Working towards change within my own organization might seem like a small step for EBP but I think it is how I can best serve the movement towards utilizing EBP in practice.
 
 
References
Kim, S.C., Stichler, J.F., Ecoff, L., Brown, C.E., Gallo, A., & Davidson, J.E. (2016). Predicators of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants.  Worldviews on Evidence-Based Nursing, 13(5), 340-348.  https://doi.org/10.1111.wvn.12171
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.
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. doi: 10.1097/01.NAJ.0000405063.97774.0e.
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Peer 2
DARGEL RODRIGUEZ MEDEROS 
Top of Form
Researchers should disseminate findings at the end of the project since that is the purpose of the investigation – to enhance nursing knowledge and practice for the best healthcare outcomes. Sharing research findings with the public and scientific community is dissemination (Zientek  et al., 2018). Dissemination’s objective is to make research findings accessible to individuals who can use them to advance their health and welfare (Huang  et al., 2018). It is of little use if research does not convey its findings, support evidence-based practice, or foster evidence-based change. Therefore, timely distribution of your research’s findings to those who can use them to maximize its benefits is required for effective dissemination. The data dissemination is a crucial stage in finishing any research project.
There are many ways to communicate the created content once the researcher determines the dissemination purpose and the audience. The distribution of messages can be supported by consistent and continuing communication with program partners and community people within the service area (Huang  et al., 2018). Creating and distributing program materials, such as flyers, guides, pamphlets, and DVDs among the target audience, are other standard dissemination methods. These include publishing program or policy briefs, publishing project findings in national journals and state publications, presenting at national conferences and meetings of professional associations, showing program results to local community groups and other local stakeholders, and publishing program or policy briefs.
For my project, the dissemination techniques will be through communicating the findings to the healthcare staff of my organization and publishing the results in a relevant journal (Ashcraft  et al., 2020). Communicating the research project findings among the healthcare providers will facilitate positive and evidence-based change in discharge education strategies. The feedback session will facilitate critique and acceptance of the need for patient-centered approaches when disseminating the findings (Huang  et al., 2018). Therefore, the approach will facilitate the changing sustainability. Publication of the findings will also facilitate sharing the knowledge to build on evidence-based practice findings and more knowledge in the healthcare field concerning effective patient discharge education. Nurses and other healthcare providers worldwide can also benefit from the findings, thus using them for evidence-based decision-making.
Some of the dissemination measures I would not prioritize are gathering the patient population or conducting community gatherings for dissemination. As much as the approaches are dissemination measures, they are inappropriate for this case. The findings on effective patient discharge education involve the patients and the healthcare providers but implanting the findings target healthcare organizations and healthcare providers (Ashcraft  et al., 2020). Therefore, the researchers should prioritize the right stakeholders to implement and sustain change. The patients and community will be essential when assessing discharge education’s effectiveness, sustainability, and quality, but not during change implementation.
Some of the barriers I may encounter in disseminating findings among healthcare providers are resistance to change and incurring high publication costs or manuscript rejection. Overcoming the challenges will require I involve the hospital leadership and change agents in the organization to influence the staff on the essence of the change project (Huang  et al., 2018). In addition, I will also use my effective leadership skills, such as communication and collaboration. On the other hand, I will overcome publication challenges by seeking my supervisor for advice and reviewing the manuscript to ensure minimal rejection (Zientek  et al., 2018). I will also identify cost-friendly or free publication journals.
References
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
Huang, S., Martin, L. J., Yeh, C. H., Chin, A., Murray, H., Sanderson, W. B., … & Thoma, B. (2018). The effect of an infographic promotion on research dissemination and readership: a randomized controlled trial.  Canadian Journal of Emergency Medicine,  20(6), 826-833.  https://www.cambridge.org/core/journals/canadian-journal-of-emergency-medicine/article/effect-of-an-infographic-promotion-on-research-dissemination-and-readership-a-randomized-controlled-trial/5261B7D7EA6895D279E14D90D3831CF0
Zientek, L. R., Werner, J. M., Campuzano, M. V., & Nimon, K. (2018). The use of Google Scholar for research and research dissemination.  New Horizons in Adult Education and Human Resource Development,  30(1), 39-46.  https://doi.org/10.1002/nha3.20209
 
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