Initial Post While working as a registered nurse on the Alzheimer's Unit, you find Susan, a resident, wandering in the hallway. · View these videos of the client history and the encounter in the hallway · Neurocognitive Disorder, Case 1: Susan, Case 1, Susan, Core Video: Alzheimer’s Dementia, Introduction to Case https://search-alexanderstreet-com.ezproxy.rasmussen.edu/view/work/bibliographic_entity%7Cvideo_work%7C3896429 · Neurocognitive Disorder, Case 1: Susan, Case 1, Susan, Core Video: Alzheimer's Dementia – https://search-alexanderstreet-com.ezproxy.rasmussen.edu/view/work/bibliographic_entity%7Cvideo_work%7C3893939 · Develop a list of cues you identified from hearing the history and viewing the assessment · Cluster these clues based on an analysis of relevancy to the clinical situation and areas of concern · Identify at least two types of additional information you want to collect based on the multiple modes of inquiry, including a brief description of why this additional information is necessary · Empirical Inquiry · Ethical Inquiry · Aesthetic Inquiry · Sociopolitical Inquiry · Generate four hypotheses relevant to the clinical situation and cue analysis · Prioritize the four hypotheses · Support the order of prioritization with rationales and evidence APA 7 Four References NURSING 5 Peer 1 Kerri Hutchins Top of Form Improving practice through evidence not only helps lower healthcare costs, improve healthcare outcomes and patient safety, but it also helps to increase job satisfaction for medical professionals (Kim, et al, 2016). Disseminating information about widely cited evidence-based practices is an important part of moving our healthcare system forward. According to Melnyk (2012), it often takes several years for the results of research to be put into practice and actually affect patient care. The first strategy that I would utilize to disseminate EBP information would be unit-level education.  I would initially provide an in-service to provide education about the EBP that would be beneficial to our unit.  I would also utilize a second strategy of unit posters as well as a unit-based champion to help reinforce the positive results of the EBP. Barriers to this types of information being learned and then used in practice would be each persons willingness to learn something new and change the way they may be used to doing something.  I would combat this by starting out the presentation with information about evidence-based practice as well as provide a fact-sheet about the evidence in the research that is being presented. Another way I would combat this would be to lead by example and try to demonstrate the EBP in every day practice.  Melnyk et al (2011) stated that in order “for clinicians to change their practices to be evidence based, both their beliefs about the value of EBP and their confid.

1. Initial Post
While working as a registered nurse on the Alzheimer's Unit,
you find Susan, a resident, wandering in the hallway.
· View these videos of the client history and the encounter in
the hallway
·
Neurocognitive Disorder, Case 1: Susan, Case 1, Susan,
Core Video: Alzheimer’s Dementia, Introduction to Case
https://search-alexanderstreet-
com.ezproxy.rasmussen.edu/view/work/bibliographic_entity%7
Cvideo_work%7C3896429
·
Neurocognitive Disorder, Case 1: Susan, Case 1, Susan,
Core Video: Alzheimer's Dementia –
https://search-alexanderstreet-
com.ezproxy.rasmussen.edu/view/work/bibliographic_entity%7
Cvideo_work%7C3893939
· Develop a list of cues you identified from hearing the history
and viewing the assessment
· Cluster these clues based on an analysis of relevancy to the
clinical situation and areas of concern
· Identify at least two types of additional information you want
to collect based on the multiple modes of inquiry, including a
brief description of why this additional information is necessary
· Empirical Inquiry
· Ethical Inquiry
· Aesthetic Inquiry
· Sociopolitical Inquiry
· Generate four hypotheses relevant to the clinical situation and
cue analysis
· Prioritize the four hypotheses

2. · Support the order of prioritization with rationales and
evidence
APA 7
Four References
NURSING
5
Peer 1
Kerri Hutchins
Top of Form
Improving practice through evidence not only helps lower
healthcare costs, improve healthcare outcomes and patient
safety, but it also helps to increase job satisfaction for medical
professionals (Kim, et al, 2016). Disseminating information
about widely cited evidence-based practices is an important part
of moving our healthcare system forward. According to Melnyk
(2012), it often takes several years for the results of research to
be put into practice and actually affect patient care.
The first strategy that I would utilize to disseminate EBP
information would be unit-level education. I would initially
provide an in-service to provide education about the EBP that
would be beneficial to our unit. I would also utilize a second
strategy of unit posters as well as a unit-based champion to help
reinforce the positive results of the EBP. Barriers to this types
of information being learned and then used in practice would be
each persons willingness to learn something new and change the
way they may be used to doing something. I would combat this
by starting out the presentation with information about
evidence-based practice as well as provide a fact-sheet about
the evidence in the research that is being presented. Another
way I would combat this would be to lead by example and try to
demonstrate the EBP in every day practice. Melnyk et al (2011)
stated that in order “for clinicians to change their practices to
be evidence based, both their beliefs about the value of EBP and

3. their confidence in their ability to implement it must be
strengthened.” Encouraging and supporting fellow nurses along
the way would also help in building confidence in staff.
Two strategies that I would not utilize for EBP would be
podium presentations at a national or state level. Although I’m
sure this type of presentation would be beneficial, I feel that I
could do the most good educating others about EBP within the
organization I work for. Working towards change within my
own organization might seem like a small step for EBP but I
think it is how I can best serve the movement towards utilizing
EBP in practice.
References
Kim, S.C., Stichler, J.F., Ecoff, L., Brown, C.E., Gallo, A., &
Davidson, J.E. (2016). Predicators of evidence-based practice
implementation, job satisfaction, and group cohesion among
regional fellowship program participants.
Worldviews on Evidence-Based Nursing, 13(5), 340-
348.
https://doi.org/10.1111.wvn.12171
Melnyk, B. M. (2012). Achieving a high-reliability organization
through implementation of the ARCC model for systemwide
sustainability of evidence-based practice. Nursing
Administration Quarterly, 36 (2), 127-135. doi:
10.1097/NAQ.0b013e318249fb6a.
Melnyk, B. M., Fineout-Overholt, E. , Gallagher-Ford, L. &
Stillwell, S. B. (2011). Evidence-based practice, step by step:
Sustaining evidence-based practice through organizational
policies and an innovative model. AJN, American Journal of
Nursing, 111 (9), 57-60. doi:
10.1097/01.NAJ.0000405063.97774.0e.
Bottom of Form
Peer 2
DARGEL RODRIGUEZ MEDEROS

4. Top of Form
Researchers should disseminate findings at the end of
the project since that is the purpose of the investigation – to
enhance nursing knowledge and practice for the best healthcare
outcomes. Sharing research findings with the public and
scientific community is dissemination (Zientek
et al., 2018). Dissemination's objective is to make
research findings accessible to individuals who can use them to
advance their health and welfare (Huang
et al., 2018). It is of little use if research does not
convey its findings, support evidence-based practice, or foster
evidence-based change. Therefore, timely distribution of your
research's findings to those who can use them to maximize its
benefits is required for effective dissemination. The data
dissemination is a crucial stage in finishing any research
project.
There are many ways to communicate the created
content once the researcher determines the dissemination
purpose and the audience. The distribution of messages can be
supported by consistent and continuing communication with
program partners and community people within the service area
(Huang
et al., 2018). Creating and distributing program
materials, such as flyers, guides, pamphlets, and DVDs among
the target audience, are other standard dissemination methods.
These include publishing program or policy briefs, publishing
project findings in national journals and state publications,
presenting at national conferences and meetings of professional
associations, showing program results to local community
groups and other local stakeholders, and publishing program or
policy briefs.
For my project, the dissemination techniques will be
through communicating the findings to the healthcare staff of
my organization and publishing the results in a relevant journal

5. (Ashcraft
et al., 2020). Communicating the research project
findings among the healthcare providers will facilitate positive
and evidence-based change in discharge education strategies.
The feedback session will facilitate critique and acceptance of
the need for patient-centered approaches when disseminating
the findings (Huang
et al., 2018). Therefore, the approach will facilitate the
changing sustainability. Publication of the findings will also
facilitate sharing the knowledge to build on evidence-based
practice findings and more knowledge in the healthcare field
concerning effective patient discharge education. Nurses and
other healthcare providers worldwide can also benefit from the
findings, thus using them for evidence-based decision-making.
Some of the dissemination measures I would not
prioritize are gathering the patient population or conducting
community gatherings for dissemination. As much as the
approaches are dissemination measures, they are inappropriate
for this case. The findings on effective patient discharge
education involve the patients and the healthcare providers but
implanting the findings target healthcare organizations and
healthcare providers (Ashcraft
et al., 2020). Therefore, the researchers should
prioritize the right stakeholders to implement and sustain
change. The patients and community will be essential when
assessing discharge education's effectiveness, sustainability,
and quality, but not during change implementation.
Some of the barriers I may encounter in disseminating
findings among healthcare providers are resistance to change
and incurring high publication costs or manuscript rejection.
Overcoming the challenges will require I involve the hospital
leadership and change agents in the organization to influence
the staff on the essence of the change project (Huang
et al., 2018). In addition, I will also use my effective

6. leadership skills, such as communication and collaboration. On
the other hand, I will overcome publication challenges by
seeking my supervisor for advice and reviewing the manuscript
to ensure minimal rejection (Zientek
et al., 2018). I will also identify cost-friendly or free
publication journals.
References
Ashcraft, L. E., Quinn, D. A., & Brownson, R. C. (2020).
Strategies for effective dissemination of research to United
States policymakers: a systematic review.
Implementation Science,
15(1), 1-17.
https://doi.org/10.1186/s13012-020-01046-3
Huang, S., Martin, L. J., Yeh, C. H., Chin, A., Murray, H.,
Sanderson, W. B., ... & Thoma, B. (2018). The effect of an
infographic promotion on research dissemination and
readership: a randomized controlled trial.
Canadian Journal of Emergency Medicine,
20(6), 826-833.
https://www.cambridge.org/core/journals/canadian-
journal-of-emergency-medicine/article/effect-of-an-infographic-
promotion-on-research-dissemination-and-readership-a-
randomized-controlled-
trial/5261B7D7EA6895D279E14D90D3831CF0
Zientek, L. R., Werner, J. M., Campuzano, M. V., & Nimon, K.
(2018). The use of Google Scholar for research and research
dissemination.
New Horizons in Adult Education and Human Resource
Development,
30(1), 39-46.
https://doi.org/10.1002/nha3.20209
Bottom of Form