Internal and external method for dissemination of an EBP project results

please respond to the main DQ1 and DQ2. Also respond to the peer discussions 1-6

DQ1

Describe one internal and one external method for the dissemination of your EBP project results. For example, an internal method may be the hospital board, and an external method may be a professional nursing organization. Discuss why it is important to report your results to both of these groups. How will your communication strategies change for each group? Internal and external method for dissemination of an EBP project results

DQ2

In order to evaluate an evidence-based practice project, it is important to be able to determine the effectiveness of your change. Discuss one way you will be able to evaluate whether your project made a difference in practice

Peer DQ1

Internal and external method for dissemination of an EBP project results.

An internal method is the use of hospital board. An external method is use of a professional nursing organization.A good technique must be used in order to identify the individual or organization that need to be included in the programs. In order to identify the suitable method, the following process is used. First identify the internal and external stakeholders, then assess the nature of each stakeholder’s influence and importance in the organization. Follow this by construction of a matrix that identifies stakeholder influence and importance. Finally monitor and manage stakeholder relationships. Internal and external method for dissemination of an EBP project results

It is important to report the results to both groups. This will enable the outcome of the research of the project to be perfect and hence more informative.

The communication strategies for each group will change. This is where a good communications strategy is helpful. An internal method is approached different with the external methods.

In the internal method, you cross all the information whereas in the external method one need to have the limit of the information you give out.

Internal and external method for dissemination of an EBP project results References:

1. Stetler, C. B., & Caramanica, L. (December 01, 2007). Evaluation of an Evidence-Based Practice Initiative: Outcomes, Strengths and Limitations of a Retrospective, Conceptually-Based Approach. Worldviews on Evidence-Based Nursing, 4, 4, 187-199.

2. Aarons, G. A., Green, A. E., Trott, E., Willging, C. E., Torres, E. M., Ehrhart, M. G., & Roesch, S. C. (November 01, 2016). The Roles of System and Organizational Leadership in System-Wide Evidence-Based Intervention Sustainment: A Mixed-Method Study. Administration and Policy in Mental Health and Mental Health Services Research, 43, 6, 991-1008.

3. Komendzi??ski, T., Dreszer-Drogor??b, J., Miko??ajewska, E., Miko??ajewski, D., & Ba??aj, B. (January 01, 2016). Science and Innovative Thinking for Technical and Organizational Development

Internal and external method for dissemination of an EBP project results Peer DQ2

The process of disseminating the findings of the EBP can be done using external and internal methods. Internal methods may include sharing the findings with the hospital board while the external may involve sharing information with a professional nursing firm. Dissemination of the EBP findings helps in creating awareness of what projects have been established and their success (Myers & Barnes, 2004). As such, it acts a tool for establishing a profile for the project provided to the people. It helps stakeholders to understand the processes that have been undertaken and the results obtained to allow them to take the lessons learned on board when making a decision. Decision-making process requires having a clear understanding of the program developed to ensure making an informed decision that will improve the health care outcomes of the people, the credibility and effectiveness of the health delivery system (McCormack et al., 2013).

When sharing the findings with the internal and external stakeholders different communication strategies can be utilized. For example, formal reports can be used to share information with the hospital board. The formal reports provide tailored message to board members on what has been achieved and future recommendations that can be followed to establish effective EBP projects (McCormack et al., 2013). This is because the board members are interested in making a conclusion on the effectiveness of the project in meeting its desired goals in the internal environment. On the other hand, conferences can be used to share the findings with the professional nursing firm. The conferences will help share the results obtained with a wider audience to impact the policymaking for bets practice. It will help the external parties to evaluate the outcomes and cost-effectiveness of the project that can guide the entire nursing organization in making decisions. Additionally, nursing organizations conferences provide a platform where stakeholders can share their views and identify opportunities that are provided by the EBP projects (McCormack et al., 2013). Internal and external method for dissemination of an EBP project results

References

Myers, P., & Barnes, J. (2004). Sharing Evaluation Findings.

McCormack, L., Sheridan, S., Lewis, M., Boudewyns, V., Melvin, C. L., Kistler, C., … & Lohr, K. N. (2013). Communication and dissemination strategies to facilitate the use of health-related evidence

Internal and external method for dissemination of an EBP project results Peer DQ3

Dissemination of project findings, results and outcomes is highly critical in healthcare sector. It is therefore paramount for communication aspects ought to be carefully and critically evaluated to ensure that relevant information is disseminated to all pertinent stakeholders (Becker et al., 2017). In one way or another, the stakeholders contribute to the project design, development and implementation and thus have a right to be informed on the project outcomes. Result dissemination takes into account two methods; the internal and the external (Pandi-Perumal et al., 2015). The internal methods include outcome dissemination to the internal stakeholders such the healthcare leadership, the physicians, and the nursing staff. In this project of stem cell therapy, the internal stakeholders will be communicated to through presentations in a staff meeting. The hospital board will equally be communicated to through interactive board meetings and outcome presentation through projections.

During the presentations, the internal stakeholders will have an opportunity to provide insights, ask questions and even respond and discuss the projects results. Reporting to the internal stakeholders is essential for making them understand the project results, building a sense of ownership and trust, and establishing the desire to advocate and support future evidence based projects. In disseminating the results to the external groups, the American nursing organization will be the key recipient of the project outcomes following its function as a bridge between the government and the nursing practice, as can easily pass information between the government and the healthcare sector and advocate for government support in light of EBPs in healthcare practice. More so, the project will be published for everyone’s access. Internal and external method for dissemination of an EBP project results

References

Becker, C. B., Perez, M., Kilpela, L. S., Diedrichs, P. C., Trujillo, E., & Stice, E. (2017). Engaging stakeholder communities as body image intervention partners: The Body Project as a case example. Eating behaviors, 25, 62-67. doi: 10.1016/j.eatbeh.2016.03.015

Pandi-Perumal, S. R., Akhter, S., Zizi, F., Jean-Louis, G., Ramasubramanian, C., Edward Freeman, R., & Narasimhan, M. (2015). Project stakeholder management in the clinical research environment: how to do it right. Frontiers in psychiatry, 6, 71. doi: 10.3389/fpsyt.2015.00071

Internal and external method for dissemination of an EBP project results Peer DQ4

In this present era, EBP is a problem-solving approach to clinical decision-making within a health care organization. In this approach, clinicians use theory-derived, research-based knowledge to inform their decisions about care delivery. EBP considers internal and external influences on practice and encourages critical thinking in the judicious application of such evidence to the care of individual patients, or a patient population, replacing erstwhile sources of evidence such as authority and tradition (Salinas, 2017 Internal and external method for dissemination of an EBP project results).
As regards my change project, I would use the framing communication strategy in a structured format (co signed by clinical and academic authorities), to disseminate information about my change project to the management board of the health care facility; while I would use the narrative strategy to disseminate information to the local chapter of my state nursing association. This is informed by the drive of the health organization to be cautious in its approach to innovation and the quest to mitigate against loss and risk. Following this, my project must be framed as an initiative that improves the bottom line and cuts losses. In the other scenario, a more informal approach (the narrative strategy), would pique the interest of my colleagues and galvanize support for my initiative, which the nurse can propose to their respective managements (McCormack et al, 2013). Internal and external method for dissemination of an EBP project results

References
Salinas, A. (2017). Why evidence-based practice matters to students. Retrieved October 2018 from https://www.nurse.com/blog/2017/02/22/why-evidence-based-practice-matters-to-students-alexanders-student-blog/
McCormack L, Sheridan S, Lewis M, et al. (2013). Communication and Dissemination Strategies to Facilitate the Use of Health-Related Evidence. Retrieved October 2018 from https://www.ncbi.nlm.nih.gov/books/NBK179090/?repo…_

Internal and external method for dissemination of an EBP project results Peer DQ5

According to Brigham Research Institute, creating a comprehensive dissemination strategy for my EBP project will increase the awareness of my research and thereby take full advantage of the research done to increase the health outcomes of those patients with alcohol use disorder (2015). On my unit we have Unit-Based Council (UBC) that is where we start the process of incorporating an EPB and policy changes the nursing staff presents for best practice. I have utilized this process for my internal dissemination of increasing knowledge of CIWA-ar protocol. The communication strategy that I utilized was personal and professional in the narrative style. I utilized the personal style in part due to these are nurses I work with, attend UBC meetings with, and have a personal relationship with. Utilizing the professional strategy of communication to add validity to my EBP proposal, I needed them to understand the research placed behind my proposal and the importance of increasing nurses understanding of alcohol withdraw including treatment significance.

For the external dissemination, after discussion with my mentor, will be to write my PICOT paper for publication in our state’s quarterly newspaper. Articles may be sent in for publication that is sent to all registered nurse practitioners throughout our state. The format will be slightly change from my capstone paper in effort to explain the information and capture our state’s nurses attention to the increasing population of patients with alcohol use disorder. I will include my information to respond if so desired. Internal and external method for dissemination of an EBP project results

Reference

Brigham Research Institute, (2015), Retrieved from http://bwhresearch.org/wp-content/uploads/2015/10/…

Mazurek Melnyk, Bernadette, RN, PhD, CPNP/PMHNP, FNAP, FAANP, FAAN, Gallagher‐Ford, Lynn, RN, PhD, DPFNAP, NE‐BC, English Long, Lisa, RN, MSN, CNS, Fineout‐Overholt, Ellen, RN, PhD, FAAN, (2014), The Establishment of Evidence‐Based Practice Competencies for Practicing Registered Nurses and Advanced Practice Nurses in Real‐World Clinical Settings: Proficiencies to Improve Healthcare Quality, Reliability, Patient Outcomes, and Costs, World Views on Evidence-Based Nursing Linking Evidence to Action, 11(1), 5-15. Retrieved from https://sigmapubs.onlinelibrary.wiley.com/doi/full…

Novins, D. K., Green, A. E., Legha, R. K., & Aarons, G. A. (2013). Dissemination and implementation of evidence-based practices for child and adolescent mental health: a systematic review. Journal of the American Academy of Child and Adolescent Psychiatry, 52(10), 1009-1025.e18. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC39228…

Internal and external method for dissemination of an EBP project results Peer DQ6

The results of my evidence-based practice project will be important to disseminate in more than one way to reach the most people possible. An internal method for spreading the information would be to first consult with the organization’s higher management to explain the project and learn about their internal dissemination process. According to Harris et al., having a close partnership between the researcher and the organization is helpful to create a sense of ownership of the process (2013). A mutually beneficial collaborative partnership is the goal to be sure that both have the same goals when attempting to distribute the information (Harris et al., 2013). Internal and external method for dissemination of an EBP project results

External methods for spreading information about the evidence-based practice project results may include a professional nursing organization such as the National Association of Bariatric Nurses (NABN) whose goal is to dedicate resources, knowledge, and research towards improving the life and nursing care of people suffering from obesity. They are found through American Nurses Association. They would be great to help disseminate research results for evidence-based practice but may only receive a narrow viewing population. Another, less professional option is simply using social media. Utilizing such a broad and wide-spreading platform will ensure that the information is seen by all different types of people who may be affected by the topic, in this case obesity. Social media is used by nearly 80% of the United States population in 2018 according to statistics gathered by a company called Statista (www.statista.com). This would seem to be an appropriate platform to reach the overweight and obese population in the United States. Internal and external method for dissemination of an EBP project results

Harris, J., Cheadle, A., Hannon, P., Forehand, M., Lichiello, P., Mahoney, E., Snyder S., & Yarrow, J. (2013). A framework for disseminating evidence-based health promotion practices. Preventing Chronic Disease 9(110081). Retrieved from https://www.cdc.gov/pcd/issues/2012/11_0081

NRS-490 Individual Success Plan Internal and external method for dissemination of an EBP project results

REQUIRED PRACTICE HOURS: 100

P R A C T I C E I M M E R S I O N	Complete Contact Information
	Student Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty Information	GCU
	Name:
	E-mail:
	Phone Number:
	Practicum Mentor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:
	MOU signed & uploaded to Instructor in LoudCloud via Individual Forum	Yes ► ☐	No ► ☐ If no, is an existing Affiliation Agreement on file? _____

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish. Internal and external method for dissemination of an EBP project results

Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies. Internal and external method for dissemination of an EBP project results

In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). Internal and external method for dissemination of an EBP project results

ALL course assignments listing a “Practice Hours Portfolio” statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log.

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A). Internal and external method for dissemination of an EBP project results

Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.

Within the Individual Success Plan, ensure you identify all course assignments which may include the following: Memorandums of Understanding (MOU)(if Affiliation Agreement is not required); comprehensive log of practice immersion hours applied to baccalaureate level learning outcomes; evaluations from faculty and mentors; your evaluations of your mentor; scholarly activity report; competency self-assessment (part of your ISP); reflective journal (Submitted in Week 10 but covering all weeks in the course); course goals and plan for how competencies and practice immersion hours will be met; and both faculty and mentor approvals of course goals and documented practice immersion hours. Internal and external method for dissemination of an EBP project results

Application-based Learning Course Assignments	List of Current Course Objectives	Number of Clock Hours Associated with Each Assignment	Assignment Date Due	Self-Assessment: GCU RN-to-BSN University Mission Critical Competencies and Programmatic Domains & Competencies (see Appendix A)	Date Assignment Completed

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty and/or program director. Internal and external method for dissemination of an EBP project results

Mentors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Student Signature
Name:
Date:
Mentor Signature [Upon Initiation of Course]
Name:
Date:
Mentor Signature [Upon Completion of Course]
Name:
Date:

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful. Internal and external method for dissemination of an EBP project results

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice. Internal and external method for dissemination of an EBP project results

MC5: Leadership: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning. Internal and external method for dissemination of an EBP project results

Competencies:

1.1: Exemplify professionalism in diverse health care settings.

1.2: Manage patient care within the changing environment of the health care system.

1.3: Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4: Participate in health care policy development to influence nursing practice and health care.

1.5: Advocate for autonomy and social justice for individuals and diverse populations.

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1: Incorporate liberal arts and science studies into nursing knowledge.

2.2: Comprehend nursing concepts and health theories.

2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices. Internal and external method for dissemination of an EBP project results

Competencies:

3.1: Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful death.

3.2: Implement patient care decisions based on evidence-based practice.

3.3: Provide individualized education to diverse patient populations in a variety of health care settings.

3.4: Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1: Utilize patient care technology and information management systems.

4.2: Communicate therapeutically with patients.

4.3: Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1: Understand the human experience across the health-illness continuum.

5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3: Provide culturally sensitive care.

5.4: Preserve the integrity and human dignity in the care of all patients. Internal and external method for dissemination of an EBP project results