Evidence-Based Practice week 5 dq 2

Answer this question Topic 5 DQ 2 Identify barriers to the implementation of evidence-based practice. What are two ways to address this problem? Respond to the two posts separately below from class mate. Re:Topic 5 DQ 2 Two barriers can be skeptics and knowledge deficits. Passive education does not work for implementing change. Simply educating one does not encourage them to change. “Education should be planned to overcome knowledge deficits and skill deficits” (Melnyk & Fineout-Overholt, 2015, p. 212). There needs to be proof that the information and change will be beneficial. Evidence must be shared and experiences highlighted. Stories that inspire emotion give meaning to the change. This helps the information to be accepted. (Melnyk & Fineout-Overholt, 2015). A skeptic is resistant to change by nature. Changing an attitude can be more difficult that educating. Allowing people to be involved in the change can help to overcome this barrier. “Active participation by the affected parties in the change process is the most important element of effective change” (Levasseur, 2001, p. 72). According to Lewin's model of change, unfreezing behaviors and helping them to want to change, is essential to the rest of the change process (Levasseur, 2001). Resources Levasseur, R. E. (2001). People Skills: Change Management Tools--Lewin's Change Model. Interfaces, 31(4), 71. Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare: A guide to best practice (3rd ed.). Philadelphia, PA.: Wolters Kluwer Re:Topic 5 DQ 2 There can be many barriers to implementing new evidence-based practices. A 2014 journal article reports time and resources as two of the biggest barriers that prevent best evidence from being implemented into best practice. It is noted that lack of time could have multiple meanings, “from increasing patient loads, to a low priority, to not considering EBP part of core clinical practice” (Harding, Horne-Thompson, & Porter, 2014, p. 225). Without a better understanding of what ‘lack of time' means to each individual, it is hard to find ways to address this problem. An educator could try to create more resources or make evidence-based practices more efficient in practice, but this may not solve the issue of providers prioritizing other activities over EBP activities. A focus group of 60 health providers, 50 clinicians and 10 managers showed a primary theme that despite the majority of the group stating that they had a positive attitude towards EBP and some knowledge and skills on the model, over half the gourp stated that they rarely performed EBP in their daily activities (Harding, Horne-Thompson, & Porter, 2014). Many participants felt that EBP was something that was seen as professional development, therefore it is something that should be done on the clinician's own time. “It's just like you do all of your professional development stuff out of hours and I think subconsciously I put it (EBP) in with that” (Harding, Horne-Thompson, & Porter, 2014, p. 228). Other data from the focus groups showed that both clinicians and providers viewed EBP as low priority when it was weighed against providing direct patient care. “This suggests that both clinicians and managers see clinical care and EBP as independent activities, with one given far more importance than the other” (Harding, Horne-Thompson, & Porter, 2014, p. 229). Perceived lack of time and lack of knowledge on EBP activities lead to care givers feeling like they don't have the correct resources to include EBP into their daily role responsibilities. So, one way to move past these barriers is to ensure that educators, management and leaders in the department understand the importance of EBP and become champions of the process, providing support to their clinical staff. A unit can use the hierarchy of the department in order to create role models. Consider first training groups of nurses with seniority, those in leadership positions like acting charge nurses, or preceptors, who can pass along EBP knowledge to their orientees. Reference: Harding, K., Horne-Thompson, A., & Porter, J. (2014, October 1). Not enough time or a low priority? Barriers to evidence-based practice. Journal of Continuing Education in the Health Professions, 34(4), 224-231. http://dx(dot)doi(dot)org/ 10.1002/chp.21255