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

Discussion

DQ2 Teaching Evidence-Based Practice

Image of a nurse attending to patient with nursing students assisting. (Thomas, n.d.)The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.

– William Arthur Ward, inspirational writer (BrainyQuote, n.d.b)

This activity will address the following module outcomes:

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

MO2: Analyze models to implement and sustain EBP. (EPSLO 7; SLO 4)

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

MO4: 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
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE Module 6
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED

Evidence-based practice improves patient outcomes and is required of many accrediting bodies (Melnyk & Fineout-Overholt, 2019). However, facilities can encounter barriers in implementing EBP due to a combination of factors, including lack of knowledge. Innovative evidence-based leaders need to make teaching EBP a priority, in both academic and clinical settings. There are models and guidelines that can be used to facilitate this process. Examining successful EBP teaching methods contributes to the knowledge base needed to teach EBP and will help guide instructors, mentors, and coaches in teaching EBP.

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

Consider your current practice setting. It can be academic or clinical.

Assess the organizational readiness for teaching EBP at your facility. EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE Module 6

Analyze the strengths and barriers in your organization for teaching EBP.

Discuss strategies you could use to promote EBP teaching and how you would communicate the use of a conceptual model for EBP (such as the Stetler Model) to your team.

Four teaching strategy themes were identified, including subthemes within each theme: i.e., interactive teaching strategies; interactive and clinical integrated teaching strategies; learning outcomes; and barriers. Although four studies included a vague focus on teaching EBP principles, they all included research utilisation and interactive teaching strategies.

Reported learning outcomes included enhanced analytical and critical skills and using research to ensure patient safety. Barriers included challenging collaborations, limited awareness of EBP principles and poor information literacy skills.