NUR 699 Strategies for Effective Teaching and Leadership Discussion

Please find attached file and provide a substantial comment from peers statement regarding EBP.

NUR 699 week 8 Substantial
comment
Num 1(MK)
Health care industry faced
with multitudes of
challenges. As a nurse
leader we have the privilege
to lead the change to face
this challenges and to make
nursing practice more
efficient, effective and safe.
A key to this change is
through the utilization of
EBP project.
As a nurse leader three
strategies that I will enhance
and incorporate into my
nursing practice to ensure
EBP actualization includes
the following core concept:
communication,
dissemination and
application. To be able to
share EBP studies, proper
and open communication
must exist between the staff
nurse and the leadership
department. This will enable
the flow easier and are able
to pinpoint barriers in the
application process. As a
leader I will also incorporate
appropriate dissemination
channel which includes
presentation, seminars and
electronic media form of the
EBP results. EBP learning is
not complete if it is not
disseminated appropriately
and not applied accordingly.
Thus, I will invest in training
of my staff to ensure that
EBP results are relayed and
applied in the clinical
practice.
The nursing and the health
care industry will continue to
grow, develop and change.
As a nurse leader we must
go with this change and
ensure that our staff are
equipped with the most
recent knowledge and skills
to provide the best for our
clients. EBP will continue to
shape our current practice
and ensures that what we do
is all the best for our patient.
Num 2 ( Steph)
Three strategies I will now
incorporate into my practice,
based on this course, is
more carefully and critically
appraising quantitative
studies and articles,
incorporating a change
model when implementing
change, and appropriately
assessing organizational
culture and readiness before
implementing a change.
Careful and critical
assessment of quantitative
studies/articles is important
to determine validity,
reliability and applicability.
Nielsen (2015), states that
“poor theoretical
underpinning makes it
difficult to understand and
explain why implementation
succeeds or fails therefore
restraining opportunities to
identify factors that predict
likelihood of success and
development of strategies to
achieve a more successful
implementation.” Utilization
of a change theory during an
implementation provides a
guideline and framework
which to move by when
creating change and moving
forward. By assessing
organizational culture and
readiness prior to making a
change, the leader of
change will be aware of
strengths and weaknesses
within the organization in
relation to EBP and change
processes, the change
leader will have an idea of
who to approach to
champion the change
implementation, and will
understand what area(s)
may need some additional
attention during the change
implementation. Each of
these three strategies are
imperative to being a
successful change agent, or
change leader within any
organization.
Nilsen, P. (2015). Making
sense of implementation
theories, models and
frameworks. Implementation
Science,10(1). doi:10.1186/
s13012-015-0242-0
Num 3 ( Roxie)
From this course I have
learned how to successfully
find evidence research. I
have also learned strategies
for creating and sustaining
Evidence based practice in
organizations. Last but not
least, I have learned
strategies for effective
teaching. I have learned that
evidence-based practice is
an expected core
competency of all health
care clinicians regardless of
discipline. Use of evidencebased practice means
integrating the best research
with clinical expertise and
patient values to achieve
optimal health outcomes.
Evidence-based practice
requires nurses to access
and appraise evidence
rapidly before integrating it
into clinical practice. Role
modeling and integrating the
skills necessary to develop
evidence-based practice
into clinical and nonclinical
courses is an important part
in developing positive
attitudes toward evidencebased practice, an essential
first step to using evidence
to guide practice decisions.
When we have new nurses
or new graduate nurses on
our unit, I will be able to help
introduce EBP. Because
undergraduate nursing
students have had less
exposure to clinical settings,
they often ask “how” and
“what” questions, making
the integration of EBP a
natural process in the
professional socialization of
these future nurses. More
advanced students often ask
“why “questions, providing
faculty members the
opportunity to foster
intellectual curiosity by
encouraging the students to
think beyond the obvious
and identify alternative
explanations to explain
patient data.