Developing a Culture of Evidence-Based Practice

 Developing a Culture of Evidence-Based Practice!

As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP.

In this Discussion, you will explore strategies for disseminating EBP within your organization, community, or industry.

To Prepare:

  • Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.
    • This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.
  • Reflect on which type of dissemination strategy you might use to communicate EBP. Dissemination Strategies Discussion Essay

By Day 3 of Week 9

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified.

By Day 6 of Week 9

Respond to at least two of your colleagues on two different days by offering additional ideas to overcome the barriers to strategies suggested by your colleagues and/or by offering additional ideas to facilitate dissemination.


Dissemination Strategies Discussion Essay sample 1

“Evidence-Based Practice (EBP) is a problem-solving approach to making clinical, educational, and administrative decisions that combines the best available scientific evidence with the best available practical evidence.” (Newhouse et al., 2007, p. 556) Two dissemination strategies that I would utilize are unit-level presentations and posters. (Melnyk, 2018). In the emergency department (ED), we utilize unit-level presentations in the form of start of shift huddle. We have four daily huddles; this is where appropriate data is shared to improve clinical practice. Staff is gathered in a centralized location in the ED during huddle which allows information to be disseminated quickly. Leadership shares our department metrics, policies and procedures, and important updates critical to the day’s work. Staff are then given the chance to voice concerns, pose questions, and share any other data considered fundamental for practice. (Melnyk, 2018). The biggest barrier to this strategy is that information is giving verbally and missing the huddle or distractions during huddle means that someone may miss important information with this communication method. (Melnyk, 2018) Dissemination Strategies Discussion Essay. Ways to improve on this type of strategy is to move huddle to a private or less crowded area of the ED so there are less distractions or to follow up critical information with a written recap that can be reviewed at a later time. (Melnyk, 2018).


Another strategy to disseminate information would be through the use of posters. Emergency departments can be hectic and fluid, therefore adapting to many changes at once is often necessary. (Melnyk, 2018). Medical staff work closely with one another to provide patient care. With poster presentations, the disseminated information only presents the most vital information related to a topic. It is visual and easy to read so the information can be learned and absorbed quickly. (Melnyk, 2018). Although, this is informal, it does allow continued interaction among colleagues. Recently, during huddle, a poster was presented with our new blood culture adapter devices. The poster included the steps for use of the new adapters, statistical information on the ED blood culture contamination, core measure standards, and proposed outcomes. The ED was able to change quickly to using the new device as it gave a visual presentation on where we were, what we needed to do, and what needed improvement. A month later, updated on the effectiveness of the new devices was provided via huddle with significant reductions in blood culture contamination rates in the ED. Barriers to this type of dissemination strategy is there that the poster could miss critical information, be too busy to read. (Melnyk, 2018). The content could be either to sparse for real value or contain too much information, or be placed in an area where no one sees it. There is also no way to confirm that all nurses learned the information or that the information was understood. Strategies to help with this can be to make sure that the presenter uses PowerPoint slides or clear graphics, sequencing the information to ensure that the poster is concise and easy to read in a visible area. (Melnyk, 2018). Additionally, the presenter should offer specific times to be available for questions and include ways for follow up to be provided, such as through email.


The highest level of care and the best patient outcomes can be obtained when provided in a compassionate and inclusive organizational culture. (Gallagher-Ford et al., 2011). Two dissemination strategies least included to use in the ED are podium presentations and community meetings. Both of these types of strategies are more formal and typically in a larger setting. (Melnyk, 2018) Dissemination Strategies Discussion Essay. From the perspective of working in the ED, it is difficult for a bigger group medical staff to step away to a large community meeting or to be available for a podium presentation. Usually, there may be one or two individuals who would attend this type of meeting, then would re-present the information in smaller, less formal gatherings, like at huddle. The disadvantage is that some of the scope of the evidence based-content is lost when re-presented and would not include the details like an overhead presentation or lengthy explanation of the issue. (Melnyk, 2018). There would also be no availability for questions and answers as the information would have been re-disseminated and the speaker would not know the content in detail.



Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54–60. Retrieved April 27, 2021, from


Melnyk, B. M. (2018). 20: Disseminating Evidence Through Presentations, Publications, Health Policy Briefs, and the media. In E. Fineout-Overholt (Ed.), Evidence-based practice in nursing and healthcare (4th ed ed., pp. 547–602). Wolters Kluwer Dissemination Strategies Discussion Essay.


Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L., & White, K. (2007). Organizational Change Strategies for Evidence-Based Practice. JONA: Journal of Nursing Administration, 37(12), 552–557. 10.1097/01.NNA.0000302384.91366.8f


Dissemination Strategies Discussion Essay sample 2

Main Discussion Post- Week 9

It takes a leader, or someone influenced by others to teach EBP material to improve outcomes and patient experience. I would describe myself as a transformational leader, who strives to build relationships with those who are learning as to improve work flow and moral (Melynk & Fineout-Overholt, 2018, pg. 335). Using Dissemination strategies to teach EBP research and theory, nurses provide person-centered care (Humbles & Jones, 2019). Two dissemination strategies I would use to explain widely cited EBP research are unit specific posters and podium presentations with a power point overview. I choose these dissemination strategies because they are frequently viewed, have short text and provide specifics related that specific research. Unit specific posters could have barriers such as limited space for information and being informal. Electronic posters such as those on a computer have greater benefits because text and pictures can be enlarged to show detail. Electronic posters also help with displaying information for a large group of people. For example, if I was given a educational speech in an auditorium, a paper poster would be difficult to use (Melynk & Fineout-Overholt, 2018, pg. 556). Two barriers associated with podium presentations if lack of time allowed for group questions. For example, there is limited interaction or feedback from the audience. The second barrier is lack of graphics or visual data. Visual learners need pictures and graphs to understand EBP research. For example, for podium speeches I would also use a power point for visual data and frequently asked questions.

Two choices I would not like to use is media and peer-reviewed journals. According to Melynk & Fineout-Overholt (2018), a cost-versus-benefit analysis should be performed first. Other research analysts may deem your research invalid to protect their prior research. Peer-reviewed journals produce a large amount of information and although they are extremely useful in EBP research, the text is long and would require a lot of reading. According to Gallagher-Ford et al. (2011) EBP research used to engage in a project should include stakeholders and administration support Dissemination Strategies Discussion Essay. The EBP team should review the kick off meeting prior to conducting the kick off meeting to engage in EBP guidelines.


Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54-60. doi:10.1097/10.1097/01.NAJ.0000395243.14347.7e. Retrieved from,_Step_by_Step_.31.aspx

Humbles, Patricia, PhD., R.N., & Jones, Sylvia, MSN/Ed, R.N., P.H.N. (2019). Faculty and students find a niche in scholarship: Teaching strategies to disseminate scholarly evidence-based practice projects. ABNF Journal, 30(4), 109-112. Retrieved from

Melynk, B. M. & Fineout-Overholt, E. (2018). Evidence-base practice in nursing & health care: A guide to best practice. (4th ed.). Philadelphia, PA: Wolters Kluwer


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  • Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including 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.

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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.

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I discourage over-utilization of direct quotes in DQs and assignments at the Master’s 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.

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