The transmission of nursing evidence to the nursing and scientific communities is one of the most crucial parts of producing nursing evidence, including the translation of evidence into practice, which is what we are educated to accomplish with our doctor of nursing practice (DNP) project (Melnyk & Fineout-Overholt, 2019). Of course, submitting a paper for publication in one of the several nursing journals is the most sought choice. Only around one in ten graduate dissertations are ever published, which is regrettably a difficult and time-consuming procedure (Fischer-Cartlidge, 2020). Starting points may be found in resources like those mentioned by Dr Zanjac and described by our professor (2022), and many journals have submission policies posted on their websites. Given the scarcity of written research on my subject, there is a possibility of an open-access online journal.
A poster presentation is an additional technique of distribution. There are intriguing symposiums that one might research beforehand and submit to. If there is a general pattern in this situation, knowing it will assist you in presenting your work appropriately. My institution, the University of Kentucky Medical Center, does poster presentations every spring and often issues requests for abstracts as an illustration of this. Given my interest in academic work, I think my DNP project, which involves executing a nurse-driven spontaneous awakening experiment, would have a good home for the 2024 offerings since it just so happens to fall exactly in line with the end of our program and, therefore, the DNP project.
Finally, giving podium speeches may be a great approach to engaging with possible stakeholders and clearly explaining your concept. Most forums for podium presentations have subject and submission criteria, much as with posters, so it is essential to conduct some research in advance to prevent wasting time (Melnyk & Fineout-Overholt, 2019). An increasing percentage of these presentations are now virtual since the coronavirus outbreak. These are also held at the University of Kentucky Medical Center, so what I mentioned before may also be relevant here, in my opinion.
The chosen alternative will depend on the ultimate objective and has local, regional, and national effects. For instance, it could be appropriate to make a DNP project regarding required staffing ratios at the state level. Local will be most suited for modifying policies at one’s place of work. That’s not to suggest there aren’t many options for national distribution; a short Google search will show you all the upcoming conferences in Washington, DC, that serve as examples of this.
Integrating and maintaining evidence-based practice is issue two.
Examples of transformation. Organizational transformation might seem chaotic and disorganized. Fortunately, there are change models that make the process simpler to comprehend and, perhaps, assist in navigating the difficulties it entails. The Change Curve Model, Kotter and Cohen’s 8-step Model of Change, Roger’s Diffusion of Innovations, and the well-known Transtheoretical Model of Health Behavior Change are the models we learned about explicitly in our text by Melnyk and Fineout-Overholt (2019). Kotter and Cohen’s concept spoke to me as a rookie, so I looked online and saw a great article by Kang et al. (2022) about using it to steer a departmental shift for the college of engineering at a university that serves Hispanic students. I chose this article because, in my opinion, it perfectly combines the change model for this lesson with its implementation in a classroom—which I am now engaged in as part of my position as a nurse educator. The authors highlight that in a situation where the stakeholders (the faculty) had a high degree of autonomy, the Kotter and Cohen model’s linear, somewhat prescriptive approach functioned effectively (thanks to tenure, etc.). The vision and belief required for change are extensively discussed earlier in the chapter by the writers of our textbook (Melnyk & Fineout-Overholt, 2019), and the authors of this research showed no scarcity of either. Kotter and Cohen were instrumental in making the department redesign successful in the end.
The setting for EBP. To get the best results possible in the healthcare context, evidence-based practice, or EBP, is used. Many people make the error of under-allocating resources for EBP, even though it is essential for an institution’s success and ongoing progress. The first step in creating an environment for EBP is to identify the stakeholders, who are often those who provide funds for healthcare. Since most resources supporting EBP aren’t free, money is obviously the most critical resource. This entails presenting ideas to stakeholders who often aren’t actual physicians but instead have backgrounds in finance or marketing. Stressing the EBP’s long-term cost reductions is a logical initial step since it increases urgency (using the Kotter and Cohen change model). Convincing customers of EBP might be demanding after all the stakeholders are on board and the necessary resources have been gathered. Although this may change over time as EBP occupies a significant centre stage in healthcare education, many healthcare workers (HCWs) resist it due to their lack of understanding of its advantages (Lehane et al., 2019). Education is essential since many HCWs’ opposition typically stems from ignorance (Melnyk & Fineout-Overholt, 2019). Maintaining and maintaining this atmosphere is likewise no simple feat, mainly because the coronavirus epidemic has contributed to an acceleration of turnover and churn in the healthcare industry. Integrating evidence-based competencies into routine assessments is a valuable tactic for achieving this. A web-based course on clinical decision tools may be one potential addition to the yearly competencies for providers. As money undoubtedly speaks, employing EBP in evaluations to decide pay is also beneficial. Finally, evidence-based leadership, which is a concept, that requires leaders to demonstrate EBP in their persona and everyday actions to keep HCWs engaged. The research’s authors (Kang et al., 2022) employed aspects of this strategy, such as modifying the faculty assessment system and getting the college dean to support the move.
Evaluation results. It may be difficult to assess the results of an evidence-based institutional change since there is a chance that operational definitions will be ambiguous and because the benefits of EBP may not always be seen immediately, such as at quarterly budget meetings. It’s true that the authors of the paper I chose (Kang et al., 2022) provide very little quantitative information and don’t explain how they assessed results in relation to inventories, scales, questionnaires, or budgets. This is a legitimate critique of the article, even if the procedure is well-documented. How do you know that your adjustment worked and was productive towards your stated goals? This is a valid question. This is a legitimate concern in the current value-driven healthcare sector, and DNP-trained nurses should be able to respond, ideally with qualitative and quantitative data. Fortunately, there are tools available to help with this. The Appendices of Melnyk and Fineout-Overholt (2019) include several assessment instruments to gauge HCW preparedness for EBP and associated transformation. They also provide tools for self- and peer-evaluation, one of which I find particularly useful is the EBP Implementation Scale for Educators.
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What is a DNP, and is it Value for Money?
Because there is no higher level of education available for practice-based training in nursing, the Doctor of Nursing Practice degree, or DNP, is a terminal degree in nursing. DNP-trained nurses are in high demand for roles in nursing leadership that emphasize clinical applications and are seen as essential participants in the development of American healthcare.
The ultimate goal of the Doctorate of Nursing Practice (DNP) is to develop nursing leaders. These nurses have the most significant degree of nursing knowledge and work in a clinical environment or a leadership position after earning the necessary certifications.
They are skilled in influencing healthcare outcomes via organizational leadership, the execution of health policies, and providing direct patient care.
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