Evidence-based practice (EBP) is a problem-solving approach used in nursing to deliver quality patient care. It involves adequate research evidence, healthcare expertise, and patient preferences. People perform EBP to improve on their service delivery. However, when an EBP proves to work effectively, the practitioners can share their findings with others. There are several strategies for disseminating EPB; some are more effective than others based on the targeted audience. I would prefer to use a unit-level and podium presentation and refrain from using posters and published journals.
Preferred Dissemination Strategies
From a personal perspective, I would opt to use active dissemination rather than passive. Although passive dissemination is considered less costly, it yields less or no result (Vedel et al., 2018). In the active dissemination category, I would choose to use unit-level presentation and podium presentation. Unit-level presentation is significant because it focuses on the specific targeted population that requires the knowledge transfer. An EBP may not be relevant to the entire organization or community. Moreover, I chose the podium presentation because it enhances a physical interaction that ensures that participants are attentive (Deal et al., 2016). Furthermore, the podium presentation offers an interactive session where participants can ask questions from the presenter. Therefore, it enhances understanding.
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Least preferred Dissemination Strategies
I would be least inclined to use poster presentations and publications in peer-reviewed journals. Poster presentation accommodates little information, limiting sharing of adequate and relevant knowledge (Ilic & Rowe, 2013). Consequently, the purpose of the presentation may not be achieved through this strategy. Similarly, publication in peer-reviewed journals may be ineffective because not many people enjoy reading materials. Furthermore, such a strategy tends to be costly. Undoubtedly, poster presentation journal publication possesses significant factors that limits effective knowledge sharing process.
Possible Barriers
There are several barriers that I may encounter with unit-level and podium presentations. In podium presentation, the audience may fail to be attentive and engage in other activities like sleeping or scrolling their phones. To overcome this barrier, I would make the session interactive by choosing random people to offer their views on specific subjects. Furthermore, I can overcome this barrier by promoting equity (Corwin et al., 2018). Creating an inclusive environment for all participants will compel them to engage in the discussion and presentation. The unit-level presentation may face rejection from other staff because some people are not open to new ideas. To overcome the challenge, I would ensure that people understand the benefits of the changes. Additionally, I would engage them in every step to the extent of delegating some roles to them.
References
Corwin, L. A., Prunuske, A., & Seidel, S. B. (2018). Scientific presenting: Using evidence-based classroom practices to deliver effective conference presentations. CBE—Life Sciences Education , 17 (1), es1.
Deal, E. N., Stranges, P. M., Maxwell, W. D., Bacci, J., Ashjian, E. J., DeRemer, D. L., Parker, B. R., Dombrowski, L., Norgard, B, N. & American College of Clinical Pharmacy. (2016). The importance of research and scholarly activity in pharmacy training. Pharmacotherapy: The Journal of Human Pharmacology and Drug Therapy , 36 (12), e200-e205.
Ilic, D., & Rowe, N. (2013). What is the evidence that poster presentations are effective in promoting knowledge transfer? A state-of-the-art review. Health Information & Libraries Journal , 30 (1), 4-12.
Vedel, I., Le Berre, M., Sourial, N., Arsenault-Lapierre, G., Bergman, H., & Lapointe, L. (2018). Shedding light on conditions for the successful passive dissemination of recommendations in primary care: a mixed-methods study. Implementation Science , 13 (1), 129.
