The concept of evidence-based practice is predicated on sustainable change. EBP projects are not supposed to have a limited shelf life but should rather transform ways of doing things into the future. This is more applicable to my project which entails enhancing nurses like me teaching Diabetes Mellitus more about self-care, which is essential DM management (Powers et al., 2017). It is important for me to ensure that the changes created by my project are sustainable by eliminating any potential barriers.
Barrier One: Support From New Nurses
The hospital where I will be carrying out this project will hire new nurses since we only have one educator at the moment. The lack of support by new nurses could be a barrier to the project. The teaching of patients is part of care which is interpersonal in nature and requires a personal commitment to do effectively (Borges et al, 2017). To overcome this barrier, I will organize for induction courses for the new nurses to ensure that they both learn about the project and support it.
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Barrier Two: Project Costs and Resources
This project will involve an increase in the time I and my fellow nurses spend with patients and also the hiring of new members of staff such as DM educators. Such costs may in time become a barrier as they may seem cumbersome. My strategy for overcoming this is to carefully map out the benefits of the project as they happen. For example, research has shown that proper education of DM patients reduces unnecessary readmissions (Peter et al., 2015; Drincic et al., 2017). Mapping the benefits will make the project worth funding for management.
Conclusion
The presence of new nurses might limit both commitment and knowledge about the project hence acting as a barrier. Yet another barrier will be the resources necessary for the project. Understanding the barriers is important in solving them so is developing tangible mitigation strategies. Induction courses for new nurses and mapping the positive results will be my tools to overcome these barriers.
References
Borges, P., Wicto, J., Magalhães Moreira, T. M., Braz da Silva, D., Oliveira Loureiro, A. M., de Meneses, B., & Viana, A. (2017). Adult Nursing-Patient Relationship: Integrative Review Oriented By The King Interpersonal System. Journal of Nursing UFPE/Revista de Enfermagem UFPE , 11 (4).
Drincic, A., Pfeffer, E., Luo, J., & Goldner, W. S. (2017). The effect of diabetes case management and Diabetes Resource Nurse program on readmissions of patients with diabetes mellitus. Journal of Clinical & Translational Endocrinology , 8 , 29-34.
Peter, D., Robinson, P., Jordan, M., Lawrence, S., Casey, K., & Salas-Lopez, D. (2015). Reducing readmissions using teach-back: enhancing patient and family education. Journal of Nursing Administration , 45 (1), 35-42.
Powers, M. A., Bardsley, J., Cypress, M., Duker, P., Funnell, M. M., Fischl, A. H., ... & Vivian, E. (2017). Diabetes self-management education and support in type 2 diabetes: A joint position statement of the American Diabetes Association, the American Association of Diabetes Educators, and the Academy of Nutrition and Dietetics. The Diabetes Educator , 43 (1), 40-53.
