The peer response discusses potential dissemination strategies for spreading evidence-based interventions in healthcare practice. The peer favors using social media and press releases as the most effective strategies. Social media could reach billions of people and press releases distributed through trusted news outlets could also achieve wide visibility. The peer views email and poster presentations as less effective strategies. Emails are easily ignored and posters are static in one location. The peer also addresses barriers to the preferred strategies, such as lack of privacy on social media, and proposes solutions like private accounts. Political divisions could undermine press conferences, but choosing words carefully and reliable news outlets could overcome this.

1. Peer response
The purpose of dissemination strategies are to spread knowledge
of evidence-based interventions so that it can become more
widespread in practice. To me, the most favorable dissemination
strategy that I would choose to use is social media. I am 27
years old and was born in an era of seeing how influential social
media can be. On average, 4.48 billion people are on social
media and check it regularly (Undiscovered Maine, n.d., para.
8). I have seen firsthand how when a friend or someone I know
starts doing a new trend their response is typically that they saw
it on Instagram, TikTok, etc. We could use social media and its
impact for good by spreading evidence-based practice findings
in healthcare to a large audience of variety.
The second dissemination strategy that I would be
inclined to use is press releases. Press releases are a great way
to communicated evidence-based findings to a large group of
people. Additionally, having a press release on topics enhances
reliability to most viewers if you are on a trusted and
professional news outlet. Going along with a benefit of social
media, in today’s climate, impactful press release videos will
generally now find themselves viral on social media, so even
people who do not watch the news will eventually view the
press conference.
Dissemination Strategies I Would Be Least Inclined to Use
The dissemination strategy that I would be the least inclined to
use is e-mail. While e-mails are a quick way to get information
across, they do not have as big as an impact as many other
strategies do. Most of the time, people generally just scroll
through e-mails and delete things that do not require immediate
action because their inboxes are probably filled with things that
do. Additionally, it is incredibly difficult to convey emotion
over e-mail, so some information and passion behind the

2. message being conveyed are susceptible to being lost in
translation. Lastly, e-mail is not as accessible to a larger group
of people because only people who receive the e-mail would be
able to see the information provided.
Another dissemination strategy that I would not be
inclined to use is the use of poster presentations. While poster
presentations may provide a bit of hard work and
personalization, they are not as effective as other strategies.
Poster presentations may come across as informal and may not
convey the urgency of the message being conveyed.
Additionally, the poster will just stay a poster that will probably
stay in one area or may even be thrown away. In this day and
age, if you want a large people to view something, it will need
to be digital so that it stays in a place forever and is able to be
spread to other people and saved to their personal devices for
reference and storage.
Barriers and
Solution
s to Desired Dissemination Strategies
One of the biggest risks to using social media to communicate
evidence-based findings is that there is a lack of privacy. A way
to overcome the barrier of having a lack of privacy with social
media is to make private pages and accounts that only target and
allow the audience involved (Narayanaswami et. al., 2015, para.
6).
There are also risks that come with holding press

3. conferences to communicate evidence-based findings. One
barrier to holding a press conference is the current political
climate and how things may be perceived by the general public
(NHR, n.d., para. 3). We were able to really see this barrier
evident during COVID 19. We were at a point where we we
were so divided in our country, that health officials were
struggling to get their points and advice about the pandemic
across because some people would not listen or believe what
they were saying simply because of who was saying it, what
news outlet was promoting it, and the content of what they were
saying. This barrier can be overcome by being mindful of and
knowing your audience, choosing your words carefully, and
ensuring you are using a reliable, non-biased news outlet to
convey your message (NHR, n.d, para. 4).
Peer 2
The two dissemination strategies I would be most inclined to
use are podium and poster presentations at my healthcare
organizations. The reason why I am inclined to use podium
dissemination strategy is because it gives the opportunity to
present evidence-based practice ( EBP ) cited EBP to my

4. organizational staffs, and it also gives the oppurtunity to answer
individual questions posed by the audience of staffs. To support
this idea, one study mentioned that when presentations are
delivered in a context of caring and suppotive organizational
culture, the highest quality of care and best patient outcome can
be achieved ( Gallagher, Fineout-Overholt, Melnyk & Stillwell,
2011). Also, the reason why I prefer poster presentation is
because a written poster presentation can be an educational tool
that staff can read, study, and re-read in the future to gain more
understanding of the cited EBP. To explain further, another
study mentioned that a number of resources are needed to be
establish to encourage the growth and development of a
program. These resources includes the availability of EBP
model in written and electronic format ( Newhouse, Dearholt,
Poe, Pugh & White, 2007).
In addition, the two dissemination strategies I will be least
inclined to use are organizational level presentation and
publication in peer-review journals. The reason why I am least
inclined to use organizational level presentation is because it is
difficult to get most executive staffs on board mostly in they are
not in agreement with the cited EBP study. Also, the reason why
I am least inclined to use publication in a peer-review journals
is because it takes longer time to do a peer-review journal, and
to circulate ther information around.
Moreover, the two barrier I might encounter when using my

5. selected dissemination strategy is lack of information retention
by some staffs, who might have attended the podium
presentation. For example, some of my organizational staffs
could attended the presentation about the cited EBP, and 30 -50
minutes after the presentation you asked them what was the
presentation about? They responded or answered they do not
know, or they have forgetten. Also, another barrier I might
encounter when using my selected dissemination strategy is
failure to read, or study the written poster information. For
example, after presenting the written poster containing the cited
EBP information, most of my staff members might not read the
poster, or they might throw them in to the trash can.
To overcome these barriers, I think a quaterly continous
education has to be provided to my staff members whether they
recieved their presentation through the podium, or through the
written poster. They have to get quaterly continous education to
help them recieved and retained presented cited EBP
information. To explained a little further, one study reveals that
the retention of key information is the reason why certain
clinicians have to keep up with new studies to expand their
konwledge and skills, which means continous education is not a
nice to have, but an absolute necessity for any healthcare staffs,
who wants to provide quality patient care ( Health
management.org, 2017).

6. Essay 1 Writing Guidelines and Information
Requirements
· The essay should be
at least 800 words in length.
· You must create an
original title.
· You must have
a strong, argumentative thesis statement that clearly
lays out what you will discuss in your paper.
· You should support your thesis with textual
analysis and evidence from the text (quotes).
· Include proper
MLA citations, and Works Cited page.
· Write in the formal
3rd person.

7. ___________________________
Use a 12-point font—no fancy fonts.
Be sure to double-space the entire paper.
Include your name, date, and course number in the upper left-
hand corner.
Topics:
Option 1: Answer the question of whether a character from one
of the stories is round or flat AND static or dynamic, giving
proof for each assertion. Also, what is his/her/their motivation
for action/behavior?
Option 2: What is the life lesson (also known as the theme) of
the story? Use details from the story to prove the theme.
Reminder: a theme must
be more than one word (containing a subject and verb).
You will
not receive credit if you say that the theme is “love” or
“family.” In the course of your analysis, you should choose
specific textual references, analyze their impact, and
demonstrate how those references contribute to the central
argument you are advancing about the text’s principal theme or
fundamental message.

8. Option 3: Analyze a specific literary element used in the story.
Fully explore how it is used and the author’s purpose. Explain
how literary element (Literary elements = Foreshadowing,
mood, setting, diction, symbolism, point of view, etc.) is used
to create/enhance the effectiveness of the author’s message.
Tips:
Make sure that your central argument is supportable and
debatable: pick something that will be interesting to prove. For
instance, do not argue that “The Storm” is a story about a
woman having an affair. Instead, you might claim that it should
be read as a critique of the institution of marriage; should be
read as a critique of patriarchal expectations for women; should
be read as a psychological examination of a character incapable
of resisting temptation, etc.
Use the text. Successful analysis of fiction or any literary work
depends on skillful evaluation of how the text creates meaning.
Your insight matters, but it should be insight derived from
analysis of textual evidence. Note: this is not a research paper. I
am much more interested in your personal analysis of a text and
original ideas.
Essential Question Examples:
3) 1) In Russell’s “St. Lucy’s Home for Girls Raised by
Wolves,” How and why does the protagonist change over the
course of the story? How might those changes be reflected in

9. the way she shifts, as a narrator, between the first-person plural
and singular?
4) 2) In “A Rose for Emily,” do you find that Emily is a victim
of social values? (In an interview at the University of Virginia,
William Faulkner commented that he pitied Emily. What do you
make of his comment?
If you are having a hard time coming up with a question that
you’d like to answer, check out some of the writing suggestions
and questions in the textbook.
Also, make sure to read Chapter 3: The Literature Essay. This
chapter helps to explain the general conventions of an academic
essay.
Grading Expectations
A: The “A” essay thoroughly develops a significant and well-
considered central idea from a consistent point of view. The
organization of sentences and paragraph is effective, and
smooth transitions connect ideas. The presentation is unified,
clear, coherent, and concise and has varied sentence structure.
The paper demonstrates mastery of formal elements of essay
writing and meets all special stipulations of the assignment. The
“A” essay is outstanding in its synthesis of these characteristics.

10. B: The “B” essay has a sound and clearly stated main idea,
which is logically and adequately developed. The organization
is clear, and the writing is unified, coherent, and concise. The
paper exhibits few mechanical and grammatical errors and
meets all special stipulations of the assignment. Although
indicating above-average competence, the “B” essay lacks the
refinement in thought, style, and/or expression which
characterizes the “A” essay.
C: The “C” essay has a sound central idea stated clearly enough
to convey its purpose to the reader. The organization is also
clear, although often mechanical. Paragraphs are unified and
adequately developed. Sentences are clear, although sometimes
lacking in variety or emphasis. Major mechanical and
grammatical errors are not prevalent, and an attempt to meet
each special stipulation is evident. The “C” essay demonstrates
competence in composition.
D: The “D” essay is marginal in its presentation of clear or
thoughtful central idea, its organization of supporting ideas, or
its use of language in expressing these ideas. It may contain
serious mechanical or grammatical errors. Finally, it may be
marginal in meeting one or more special stipulations of the
assignment.

11. F: The “F” essay may fail to state and develop a main idea,
provide and organize sufficient supporting details, or use
language appropriately to express its ideas. It may contain
mechanical or grammatical errors, significantly diminishing the
essay’s quality. It may fail to meet specific stipulations of the
assignment.
Faulkner's "A Rose for Emily"- is found in your digital
textbook, but here is an easy link:
https://repositorio.ufsc.br/bitstream/handle/123456789/163604/
A%20Rose%20for%20Emily%20-
%20William%20Faulkner.pdf?sequence=1&isAllowed=y