Describe how innovation and evidence support EBP change.
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE Module 6 Discussion

DQ1 Using Conceptual Models to Guide EBP Changes

Image of a team discussion. (Birdsall, n.d.) “There is a profound difference between information and meaning.”

Warren Bennis, American writer (IZquotes, n.d.)

This activity will address the following module outcomes:

MO1: Describe how innovation and evidence support EBP change. (EPSLO 6; SLO 3)

MO5: Analyze models to implement and sustain EBP. (EPSLO 7; SLO 4)

MO3: Evaluate models of organizational change. (EPSLO 6; SLO 3)

MO6: Investigate teaching of evidence-based practice. (EPSLO 2; SLO 1)

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE Module 6 Discussion
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE Module 6 Discussion
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE Module 6 Discussion

You have come to Week 10 in the course and are now armed with a wealth of knowledge about best practices for implementing EBP. In this module, you learned a bit more about EBP models and encountered new information about Organizational Change Models. Take a moment to reflect on how change is implemented in your practice setting. Now, consider the value of a theoretical model in supporting innovative evidence-based practice changes.

Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.

Discuss which one of the following four Organizational Change Models resonated most with you: The Change Curve Model, Kotter and Cohen’s Model of Change, Roger’s Diffusion of Innovations, and the Trans-Theoretical Model of Health Behavior Change

Describe how you would apply this model to the change you are proposing in your practice setting.

Implementation science was borne out of a desire to address challenges associated with the use of research to achieve more evidence-based practice (EBP) in health care and other areas of professional practice. Early implementation research was empirically driven and did not always pay attention to the theoretical underpinnings of implementation. Eccles et al. ([1]:108) remarked that this research seemed like “an expensive version of trial-and-error”.

A review of guideline implementation strategies by Davies et al. [2] noted that only 10% of the studies identified provided an explicit rationale for their strategies. Mixed results of implementing EBP in various settings were often attributed to a limited theoretical basis [1,3–5]. Poor theoretical underpinning makes it difficult to understand and explain how and why implementation succeeds or fails, thus restraining opportunities to identify factors that predict the likelihood of implementation success and develop better strategies to achieve more successful implementation.