Discussion: The psychology of EBP implementation

REPLY1
According to Rousseau and Gunia (2016), translation science refers to the investigation of methods, interventions, as well as variables affecting its adoption by individuals and organizations in order to create clinical improvement together with improved health decisions. Strategies include testing the effects of interventions on EBP promotion and adoption.
Translation studies include describing promoters and barriers to knowledge use and consumption, attitudes towards EBP and defining scientific field structures. Moreover, EBP is important simply because it main purpose is to provide effective care with the aim of improving patient outcomes. Patients anticipate receiving the best care with reference to evidence based practice; hence, it is important to critically evaluate it before implementation.
To assess the effectiveness of my evidence-based project, I chose to design a pre and post intervention study design. The study design was inform, of questionnaire where I had several questions posted to my colleagues for challenging responses through the hospital board (Lott & Hughes, 2020). Through the inquisitive nature, I came to learn about both internal and external forces influencing change and implementation of EBP. Internal forces include forces from within the institution while external come from the partnered organization. Therefore, one expects positive patients outcomes to mark effective implementation of EBP.
Reference
Rousseau, D. M., & Gunia, B. C. (2016). Evidence-based practice: The psychology of EBP implementation. Annual Review of Psychology, 67, 667-692.
Lott, T. F., & Hughes, R. (2020). The Implementation of an Evidence-Based Practice Mentorship Program.

REPLY2
After presenting the proposal to nurses and training them on the teach-back method, I will educate patients, and will have nurses educate patients on central venous catheter care and reducing the risk of infection using the teach-back method. The Teach-back method is a quick way for health care team members and others to check how well patients have understood the information provided (niddk.nih.gov). Once the patient has been educated I will ask patient to repeat what he/she has understood. If everything is understood, then a follow up visit will be scheduled with the patient. A week after the education has been provided I will meet with the patient as ask questions about central venous catheter care and reducing risks of infection to determine how much the patient has retained and what needs to be reinforced. I will have nurses do the same with other patients, and will have nurses track the patients responses so that either they or I can follow up with patients that are needing extra training.
References
The National Institute of Diabetes and Digestive and Kidney Disease. Retrieved from:
https://www.niddk.nih.gov/health-information/professionals/clinical-tools-patient-management/diabetes/game-plan-preventing-type-2-diabetes/how-talk-patients-about-prediabetes-diagnosis/use-teach-back-method

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