1. The document discusses strategies for disseminating evidence-based practice (EBP) in clinical settings. 2. Interactive teaching strategies and clinically integrated teaching strategies are used to educate nurses on EBP principles and develop research skills. 3. EBP mentors play key roles in building EBP knowledge, facilitating staff involvement in research, and sustaining an EBP culture.

1. Disseminating
The Evidence
Evidenced
Based Practice

2. Prepared by:
Ayat Reda Elmitwally

3. Table of
Contents!
 Introduction.
 Definition of dissemination.
 Purpose of disseminating
evidence in nursing.
 Education Strategies for
teaching EBP in the clinical
setting.
 EBP Mentors definition.
 Characteristics of effective
mentors.
 Key Roles of Mentorship.
 Methods of dissemination.
 The steps to innovative
dissemination.
 Obstacles to dissemination of
evidence

4. 01
Introduction

5. Introduction
 The Institute of Medicine’s 2020 goal, that 90% of all
care decisions be evidence based, which encouraged
healthcare organizations to foster a culture of EBP
through implementation and dissemination of EBP in
the clinical setting.
 The main objective of dissemination is to increase and
promote the spread of knowledge regarding evidence
based interventions, with an intention of enhancing its
greater application and patient outcomes.
Schuler, et al. 2020

6. 2020 Schuler, et al.
Elsevier

7. 02
Definition

8. “Dissemination of EBP
is communicating
research results for a
specific or targeted
audience, with the goal
of maximizing both
uptake and impact.”
Difinition
Kelly et al.. (2022)

9. 03
Purpose of dessimination

10. 1- To increase motivation for nurses to apply
evidence-based strategies with their patients.
2- To ensure the nursing field remains up-to-date
with the latest and most effective evidence and
practices.
Purpose of
dissemination

11. 3- To ascertain that nursing decisions based on
evidence that optimizes quality care and cost-
effectiveness.
4- To increase the scope of knowledge in the
nursing field.
5- To increase patient motivation to utilize and
follow evidence-based interventions that help with
own healthcare.

12. 04
Education strategies
for teaching EPB

13. Education strategies for teaching EPB in the
clinical setting:
1. Interactive teaching strategies (Research utilization and
Information literacy).
2. Clinically integrated teaching strategies (Teaching EBP
principles and Clinical collaborations).
3. Learning outcomes (Enhancing analytical skills and Changing
attitudes toward utilizing research).
(2018) Horntvedt et al. BMC Medical Education

14. 1- Interactive teaching strategies:
Interactive strategies used to teach the research process, critical
appraisal and development of information literacy skills.
Interactive learning activities:
1. Problem-based learning
2. Flipped classroom
3. Virtual simulation
4. Workshops
5. Group work and seminars
6. Oral presentations of students’ research findings

16. A- Research
utilization:
● Traditional teaching methods aimed at improving critical thinking
skills through critically evaluating various literature sources and
developing information literacy skills.
● Group work is identified as a teaching strategy for establishing
research utilisation.
● In the mixed-methods used several workshops and monthly
sessions to improve research competence.

17. B- Information
literacy:
● Teaching information literacy and collaboration, especially with
librarians, is emphasised as an important part of students’ learning
how to find and use research.
● The role of the library in supporting nursing students, curriculum
content and interaction with lecturers and peers.
● Collaboration and facilitation with guidance by academic and library
staff is essential for a successful process and outcome.

18. 2- Clinically integrated teaching
strategies:
● Integrated clinical strategies include assignments based
on collaboration with health-care personnel in clinical
practice.
● Learning activities with oral presentations of the findings
from the students’ studies delivered in their clinical work
settings.

19. A- Teaching EBP
principles:
● Focus on teaching the six EBP steps.
● Focus on EBP principles.
● Focus to teach clinical strategies.

20. B- Clinical
collaboration:
● The nursing students participate in clinical projects and analysed
data with researchers.
● The nursing students conducted ‘mini’ research projects including
an analysis of the health needs of a particular patient group with
a common problem or diagnosis.
● The clinical instructor select research article that is applicable to
clinical practice and the nursing students orally presented their
findings

21. 3- Learning
outcomes:
● Students expressed that writing assignments helped them
understand the research process.
● Learning outcomes that enhance analytical skills and
increased awareness of using research.

22. A- Enhancing analytical
skills:
● Nursing students reported analytical and critical
thinking skills are the outcomes of the assignments .
● Increased student nurses' awareness toward
implementing nursing research in clinical practice to
providing safer patient care.
B- Changing attitudes toward utilising
research:

23. 05
EBP Mentors
definition

24. “An EBP mentor is a
clinician with expert
knowledge of EBP and a
desire to assist others in
advancing excellence
through evidence-based
care.”
Definition
Bernadette, et al. 2020

25. 06
Key Roles of
Mentorship

26. Key Roles of Mentorship
1. Teacher
2. Sponsor
3. Advisor
4. Role Model
5. Coach
6. Confidante
7. Guidance

27.  Ongoing assessment of an organization’s capacity to
sustain an EBP culture.
 Building EBP knowledge and skills through
conducting group workshops.
 Educating clinicians toward a culture of EBP, with a
focus on overcoming barriers to best practice.
Roles of EBP Mentor:

28.  Working with staff to generate internal evidence (i.e.,
practice-generated) through quality improvement.
 Facilitating staff involvement in research to generate
external evidence.
 Collaborating with interdisciplinary professionals to
advance and sustain EBP.

29. 07
Characteristics of
effective mentors

30. Characteristics of effective mentors
● Good listener
● Flexible
● Value diversity of perspectives
● Knowledgeable
● Non-judgmental
● Able to give constructive feedback
● Honest and candid
● Able to network and find resources
● Eager to learn

31. 08
Methods of
dissemination

32. The model of dissemination
The Model for Dissemination of EBP includes the four key
components: the source, message, audience, and channel.
1. The source includes researchers who generate evidence.
2. The message includes relevant information sent by the source
on a health topic.
3. The audience includes those receiving the message via the
channel.
4. The channel is how the message gets from the source to the
audience.
Ashcraft et al. 2020. Implémentation
Science

33. Ashcraft et al. 2020. Implementation Science

34. The 3 p’s of dissemination
There are three main methods of dissemination, also known
as the three Ps: posters, presentations, and papers. They
are historically the three primary ways of dissemination and
remain as the most popular methods in the nursing field.
Dudley-Brown et al. 2019

35. The method of
dissemination
2019 Rural Health Information Hub

36. The method of
dissemination
2019 Rural Health Information Hub

37. 09
The steps to
innovative
dissemination

38. (2022) Kelly et al. Systematic Reviews

39. 10
Obstacles to
dissemination of evidence

40. Obstacles to dissemination of evidence
1. The increasing volume of research evidence being
produced.
2. Access to new evidence.
3. The skills to appraise the quality of the evidence.
4. Time to locate and read evidence.
5. The capacity to apply evidence.