Review the readings in the White, Dudley-Brown, and Ternary text.
NURS 8114 Discussion Translation of Evidence and Application
Week 11 Discussion
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Translation of Evidence and Application
Nurses find it challenging to deliver consistent and quality services using the current healthcare system. As a result, many practitioners apply evidence-based practice (EBP), which helps solve problems that hinder patient service delivery. In addition, the approach helps in reducing costs and enhancement of self-growth in healthcare providers. In other words, the practice ensures that there is a standard or quality provision of services to patients in healthcare institutions.
Barriers
A significant barrier to the application of EBP includes the scarcity of nurses that leads to a heavy workload on the available nurses. When there are few nurses, there is a high likelihood of errors occurring and increased mortality and morbidity rates (Khammarnia et al., 2015). Additionally, a hefty workload leads to dissatisfaction and burnout. As a result, the patient stay in the hospital increases; there are high chances of readmissions (White et al., 2019). A health institution may lack internet access or have unreliable internet access and no library for further healthcare research (Mahmoud & Abdelrasol, 2019). In addition, age and job experience act as key factors hindering the implementation of EBP.
In this case, healthcare institutions can schedule flexibility, which will help nurses cope with their busy schedules (Ginex, 2018). It will help them balance home and work activities, hence, reducing stress, emotional shifts and increasing learning opportunities. A health institution can as well promote career development by prioritizing nurse queries (Ginex, 2018). A change agent in a health institution can consider supporting the administration. Health practitioners need to be aware that overcoming barriers in EBP requires perseverance, willingness, and persistence. Generally, working as a team creates an environment that is best for patients and nurses.
DNP Role
A doctor of nursing practice (DNP) helps prepare nurses for clinical practices, leadership, and research practices in healthcare (Edwards et al., 2018). Furthermore, a DNP has a responsibility to ensure that quality effectiveness and efficiency in the healthcare system are thorough. A DNP is responsible for developing lineups that help to improve healthcare results in patients (Edwards et al., 2018). DNPs create a healthcare culture by preparing the advanced practice nurses (APRNs) to solve intricate problems facing the healthcare system and patients in the modern world (Trautman et al., 2018). In addition, DNPs tend to assume leadership, improving quality, health in public, and nursing informatics roles.
Recommendations
Advocacy in nursing is the art of supporting a proposal. Therefore, to advocate for social change and quality improvement, there is a need to implement advocacy skills (Tomajan, 2012). They help to help the interests of an individual required by another person. Generally, a healthcare institution needs proper communication which brings different stakeholders together to address a common issue. Collaboration helps to form teams and team unity to ensure that workers strive to achieve mutual goals (Tomajan, 2012). In other words, teamwork helps to build credibility, trust, and respect among workers. By and large, problem-solving is the chief concern in quality improvement. In this case, it is best first to identify a barrier, plan for action, and then action.
Conclusion
The essay discusses the barriers of EBP and the solutions to the problems. In addition, the paper gives the roles of a DNP in improving a healthcare institution and maintaining its culture. The essay illustrates that a DNP must ensure that quality effectiveness and efficiency in the healthcare system are thorough. DNPs can prepare APRNs to solve intricate problems facing the healthcare system and patients in the modern world. Moreover, the paper entails recommendations towards solving the EBP problems, such as using advocacy skills such as solving problems, proper communication, and collaboration.
References
Edwards, N., Coddington. J., Erler, C., & Kikpatrick, J. (2018). The impact of the role of doctor of nursing practice nurses on healthcare and leadership. Medical Research Archives, 6(4), 1-11. file:///C:/Users/user/Music/1734-13-7495-2-10-20180324.pdf
Ginex, P. K. (2018). Overcome barriers to applying an evidence-based process for practice change. ONS Voice. https://voice.ons.org/news-and-views/overcome-barriers-to-applying-an-evidence-based- process-for-practice-change
Khammarnia, M., Mohammadi, M, H., Amani, Z., Rezaeian, S., & Setoodehadeh, F. (2015). Barriers to implementation of evidence-based practice in Zahedan Teaching Hospitals, Iran, 2014. Nursing Research and Practice. Doi: 10.1155/2015/357140 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4381851/
Mahmoud, M. H., & Abdelrasol, Z. F. M. (2019). Obstacles in employing evidence-based practice by nurses in their clinical settings: A descriptive study. Sciendo. https://sciendo.com/article/10.2478/FON-2019-0019
Trautman, D. E., Idzik, S., Ha,,ersia, M., & Rosseter, R. (2018). Advancing scholarship through translational research: The role of PHD and DNP prepared nurses. The Online Journal of Issues in Nursing. https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/O JIN/TableofContents/Vol-23-2018/No2-May-2018/Advancing-Scholarship-through- Translational-Research.html
Tomajan, K. (2012). Advocating for nurses and nurses. The Online Journal of Issues in Nursing. https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/O JIN/TableofContents/Vol-17-2012/No1-Jan-2012/Advocating-for-Nurses.html
White, K. M., Dude-Brown, S., & Terhaar, M. F. (Eds.). (2019). Translation of evidence into nursing and healthcare (3rd ed.). Springer.
Based on your work in previous modules, you will wrap up the course with a Discussion on challenges in translating and applying evidence to implement a quality improvement initiative. Draw on your experience in your current or previous health care settings to consider specific barriers to address and opportunities to leverage in advocating for evidence-based practice quality improvement.
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To prepare:
Review the readings in the White, Dudley-Brown, and Terhaar text. With your current health care organization, or anNURS 8114 Discussion Translation of Evidence and Application
NURS 8114 Discussion Translation of Evidence and Application
organization you are targeting for your DNP Project, in mind, consider the area(s) of greatest challenge with regard to translating and applying evidence for a practice change initiative, e.g., leadership, technology, collaboration, stakeholder buy-in. Focus on the relevant text chapter(s) in your Discussion preparation.
Consider theories and best practice recommendations for addressing your identified challenges and barriers to translating and applying evidence that would support practice change initiatives.
Reflect on the philosophy of nursing practice that you developed in Modules 1–2. Consider your role as a DNP in creating an organizational culture that embraces evidence-based practice and quality improvement.
With these thoughts in mind …
By Day 3 of Week 11
Post an explanation of the challenges and barriers to translating and applying evidence for practice change in your target health care organization. Briefly explain your issue(s) of concern and describe specific approaches for addressing these challenges. Explain how you view your role as a DNP in creating a health care culture that promotes translation of evidence for quality improvement and explain why. Then, recommend actions and activities you could model and lead, including through an EBP QI project, to advocate for quality improvement and social change in nursing. Be specific and provide examples.
Read a selection of your colleagues’ posts.
By Day 6 of Week 11
Respond to at least two colleagues on 2 different days by suggesting other theories, strategies, ideas, and/or best practices for addressing the challenges and barriers they identify. Also agree or disagree with their view of the DNP’s role in creating a culture that enables translation of evidence and support your reasoning, including with other actions that promote a culture that embraces translation of evidence. Cite sources to support your posts and to recommend to colleagues.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 11 Discussion Rubric
Post by Day 3 of Week 11 and Respond by Day 6 of Week 11
To Participate in this Discussion:
Week 11 Discussion
What’s Coming Up?
Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by Day 7.
Week 11: Translation and Application of Evidence
Imagine approaching this genial group of professionals to discuss a practice change initiative in their health care setting. How do you anticipate they would respond? How many would quickly lose the smile? How many would be interested but uncertain? How many eager to get started?
Translating evidence into action for quality improvement can be a particular hurdle, depending on the people and problems involved. However, as a DNP promoting evidence-based practice to improve patient care and outcomes, it is part of the process to anticipate the barriers and be willing to address them. Consider your own experience with change-makers in health care or other areas of importance to you. Advocacy is not always appreciated or welcomed, which is why it is so necessary to be prepared for pushback and be armed with strong evidence.
In this final week, think ahead to the realities of promoting practice change and the DNP role in creating an organizational culture that embraces translation and application of evidence for quality improvement.
Learning Objectives
Students will:
Analyze challenges and barriers to the translation of evidence in health care organizations
Recommend approaches to increasing translation and application of evidence for quality improvement in health care organizations
Justify the DNP role in creating an organizational culture that enables translation and application of evidence for quality improvement
Recommend advocacy and social change efforts for nursing practice through evidence-based practice quality improvement projects
Learning Resources
Required Readings (click to expand/reduce)
White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019). Translation of evidence into nursing and healthcare (3rd ed.). Springer.
Chapter 15, “Interprofessional Collaboration and Teamwork for Translation” (pp. 299–314)
Chapter 16, “Creating a Culture That Promotes Translation” (pp. 315–334)
Chapter 17, “Best Practices in Translation: Challenges and Barriers in Translation” (pp. 337–346)
Note: Read one or more of the following chapters based on the focus of your Discussion post:
Chapter 5, “Translation of Evidence for Improving Quality and Safety” (pp. 103–123) (Review from Week 10)
Chapter 6, “Translation of Evidence for Leadership” (pp. 125–147)
Chapter 14, “Information Technology: A Foundation for Translation” (pp. 287–298)
Rubric Detail
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Name: NURS_8114_Week11_Discussion_Rubric
Grid View
List View
Excellent
90%–100%
Good
80%–89%
Fair
70%–79%
Poor
0%–69%
Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s).
Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
No less than 75% of post has exceptional depth and breadth.
Supported by at least three current credible sources.
35 (35%) – 39 (39%)
Responds to most of the Discussion question(s).
Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of the post has exceptional depth and breadth.
Supported by at least three credible references.
31 (31%) – 34 (34%)
Responds to some of the Discussion question(s).
One to two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Cited with fewer than two credible references.
0 (0%) – 30 (30%)
Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible references.
Main Posting:
Writing
6 (6%) – 6 (6%)
Written clearly and concisely.
Contains no grammatical or spelling errors.
Adheres to current APA manual writing rules and style.
5 (5%) – 5 (5%)
Written concisely.
May contain one to two grammatical or spelling errors.
Adheres to current APA manual writing rules and style.
4 (4%) – 4 (4%)
Written somewhat concisely.
May contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) – 3 (3%)
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Posting:
Timely and full participation
9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation.
Posts main Discussion by due date.
8 (8%) – 8 (8%)
Meets requirements for full participation.
Posts main Discussion by due date.
7 (7%) – 7 (7%)
Posts main Discussion by due date.
0 (0%) – 6 (6%)
Does not meet requirements for full participation.
Does not post main Discussion by due date.
First Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
7 (7%) – 7 (7%)
Response is on topic and may have some depth.
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth.
First Response:
Writing 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.
Response to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in standard, edited English.
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
First Response:
Timely and full participation 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
3 (3%) – 3 (3%)
Posts by due date.
0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Second Response:
Post to colleague’s main post that is reflective and justified with credible sources. 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
7 (7%) – 7 (7%)
Response is on topic and may have some depth.
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth.
Second Response:
Writing 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.
Response to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in standard, edited English.
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
Second Response:
Timely and full participation 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
3 (3%) – 3 (3%)
Posts by due date.
0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Total Points: 100
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