Strategies and Barriers of Dissemination of EBP
The first dissemination strategy that I would use is in-service education. I personally enjoy this type of interactive learning. When I attend in-service education I am much more likely to retain the information as I learn things by seeing/doing them. According to Melnyk and Fineout-Overholt (2018) all stages of the process should be included during the in-service such as, problem identification, strength of evidence, plans for ongoing monitoring and outcome indicators (p.398). When all of the stages aren’t included there are higher rates of noncompliance of the implementation phase (Melnyk & Fineout-Overholt, 2018, p. 398). One of the barriers involved in in-service education is that not all staff may attend the services. To overcome this barrier services would need to be made mandatory in order to ensure that all staff are attending the educational sessions as many otherwise drop out or decide not to participate/complete the training.
The second dissemination strategy that I would incorporate is the use of mentors, also known as EBP experts (Newhouse et al, 2007). The mentor’s goals would be to facilitate and incorporate EBP goals and responsibilities (Newhouse et al, 2007). They would teach the new staff members about the implementation plan and new practices being put into place. One of the barriers of using mentors is that nursing leadership needs to accommodate schedules and be able to give the mentors the adequate amount of time off needed in order to participate in the mentor training (Newhouse et al, 2007).
Dissemination Strategy Least Likely to Use
The dissemination strategy that I would be least likely to use is poster-board presentations. As I had mentioned above I don’t personally like to present things in person, I think it would be difficult to make a poster presentation mandatory as there would have to be many presentation times in order to accommodate all staff participation. This may be difficult to do if there were only one person presenting the information as this would require the presenter to be there a lot and they may not have time for that in their schedule.
Conclusion
Evidence-based practice not only improves patient outcomes but it also improves healthcare quality and safety and encourages nurses and physicians to be actively engaged in their practices (Melnyk, 2017). Through these dissemination strategies and ability to overcome the barriers related to these strategies evidence-based practice and research will be more easily implemented into practice.
References
Melnyk, B. M., & Fineout-Overholt, E. (2018) Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.
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. Worldviews on Evidence-Based Nursing, 14(1), 5-9. https://doi.org/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. Journal of Nursing Administration, 37(12), 552-557. https://doi.org.0.1097/01.NNA.0000302384.91366.8f
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EBP Dissemination Strategies and Barriers
In-service education is the first dissemination approach I would employ. This form of participatory learning appeals to me. When I attend in-service education, I am far more likely to remember what I learn because I learn by seeing and doing. According to Melnyk and Fineout-Overholt (2018), all steps of the process, including problem identification, strength of evidence, strategies for continued monitoring, and result indicators, should be covered during the in-service (p.398). When all of the steps aren’t covered, the implementation phase has a higher rate of noncompliance (Melnyk & Fineout-Overholt, 2018, p. 398). One of the challenges of in-service education is that not all employees are able to attend. To overcome this stumbling block, services would require
