Obstacles to Implementing EBP in Nursing Discussion

Obstacles to Implementing EBP in Nursing Discussion

Obstacles to Implementing EBP in Nursing Discussion

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Question Description
I’m studying for my class and need an explanation.

Need response to discussion questions with reference and follow up with 3 discussions comments with reference.

NUR 699 GC Week 2 Discussion 1

Review the “General Appraisal Overview for All Studies,” available in Appendix B in the textbook. You should save this tool and use it throughout the development of the PICOT question, problem description, and literature review.

Begin the development of your PICOT question, using the following resources:

“Appendix A: Template for Asking Clinical Questions,” available in the textbook appendix
Text readings
Formulate your PICOT question and post it to the main forum. Respond to at least four other statements, providing feedback. Review the statements to see if the clinical issue is clearly defined and that all aspects are identified. Also refer to the “PICOT: Components of an Answerable, Searchable Question” table, located in chapter 2 of the text. If one PICOT statement has at least three feedback posts, move to another statement.

You will be using the feedback to make revisions to your PICOT question before using it in your “Section B: Problem Description” assignment.

NUR 699 GC Week 2 Discussion 2

What strategies will you use in your new practice as an advance practice nurse to review and critique literature pertinent to your practice?

NUR 699 GC Week 3 Discussion 1

What levels of evidence are present in relation to research and practice, and why it is important regardless of the method you use?

NUR 699 GC Week 3 Discussion 2

What factors must be assessed when critically appraising quantitative studies (e.g., validity, reliability, and applicability)? Which is the most important? Why?

NUR 699 GC Week 4 Discussion 1

What are some of the obstacles or barriers to implementing EBP in nursing? Provide a rationale for your answer. Since there are numerous topics on the issue, it is not appropriate to repeat one that has already been mentioned unless providing new information.

NUR 699 GC Week 4 Discussion 2

Conducting research projects while ensuring the protection of human subjects is necessary. What are some methods to protect personal rights of someone in one of the groups that is labeled as vulnerable? Justify your rationale.

NUR 699 GC Week 5 Discussion 1

Why is it important to incorporate a theory or model related to change when implementing practice changes? Does the benefit of incorporating a change model outweigh the time and effort it took to include it?

NUR 699 GC Week 5 Discussion 2

Identify barriers to the implementation of evidence-based practice. What are two ways to address this problem?

NUR 699 GC Week 6 Discussion 1

When reviewing the literature and different types of evidence, there are often gaps in the findings. Are such gaps a help or a hindrance when wanting to create a change?

NUR 699 GC Week 6 Discussion 2

What is the difference between statistically significant evidence and clinically significant evidence? How would each of these findings be used to advance an evidenced-based project?

NUR 699 GC Week 7 Discussion

Research and EBP projects can be communicated in many ways. Which method do you think is most effective to get to the staff nurse level? To the advance practice nurses? How will you ensure that all appropriate audiences receive your information?

NUR 699 GC Week 8 Discussion 1

Post your “Evidence-Based Practice Proposal Project Presentation.” Review all of the presentations but provide critical commentary only to five others posted. Address the strengths of the proposal as well as recommendations for improvement. If a post already has five feedback posts then move on to another one. You will be responsible for responding to each peer’s feedback that is posted to your original presentation post.

NUR 699 GC Week 8 Discussion 2

There is power in having data to support change. The EBP process is one way of advancing improvements in healthcare. Identify three strategies that you will now incorporate into your practice based on this course. Explain your rationale.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Obstacles to implementing EBP

The delivery of high-quality and consistent care services has been a very huge challenge in the current healthcare system. Evidence-based practice, however, as a problem-solving approach has helped in promoting the safety and quality of care based on valid evidence leading to improved patient satisfaction, reduced costs, and professional/individual development of nurses among other healthcare workers (Alatawi et al., 2020). However, several challenges have been reported which hinder the effective implementation of EBP such as fall interventions into clinical practice.

Barriers to EBP implementation in nursing have been categorized into two, human and organizational factors. Human factors include lack of enough time to read literature, lack of adequate knowledge and skills to use the new intervention, and lack of the required job experience to handle new technology utilized in EBP (Shayan et al., 2019). Potential organization factors include an inadequate number of nursing staff, heavy workload, and lack of resources.

Out of all these challenges, the most common is a lack of adequate knowledge and skills in the use of the EBP. Studies show that most nurses do not have the adequate knowledge required to integrate research findings into clinical decision-making. For instance, over the years, several fall prevention interventions have been proposed given their great effectiveness as reported by previous studies (Duncombe, 2018). However, nurses have been very reluctant to take their time and learn about these approaches and how they can help reduce fall incidences in the medical-surgical ward. As such, it is necessary to adequately educate nurses about the new intervention, and encourage them to utilize literature sources to expand their knowledge on how to use the EBP.

References

Alatawi, M., Aljuhani, E., Alsufiany, F., Aleid, K., Rawah, R., Aljanabi, S., & Banakhar, M. (2020). Barriers of Implementing Evidence-Based Practice in Nursing Profession: A Literature Review. American Journal of Nursing Science9(1), 35.

Duncombe, D. C. (2018). A multi‐institutional study of the perceived barriers and facilitators to implementing evidence‐based practice. Journal of Clinical Nursing27(5-6), 1216-1226.

Shayan, S. J., Kiwanuka, F., & Nakaye, Z. (2019). Barriers associated with evidence‐based practice among nurses in low‐and middle‐income countries: A systematic review. Worldviews on Evidence‐Based Nursing16(1), 12-20.

 

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