Dissemination strategies and barriers inclined to use

Evidence base practice is one way of solving problems by making educational, clinical, and other decisions based on scientific evidence. I would utilize two dissemination strategies which include posters and unit-level presentations. I would use the unit-level presentation to describe my findings visually attractively; hence, I can ensure attention is paid to my work (Egli et al., 2019).

The data presented via the unit-level presentation will be crucial for improving clinical practice, especially in the psychiatric department where I will work. The psychiatric staff and other team members I will be working with will gather at a given place, and I will disseminate my findings via the unit-level presentation mode. Having a centralized location enables quick dissemination of information and hence can aid in faster delivery of work.       

The centralized location enables other staff members to voice their concerns and ask questions regarding a specific finding or data. This gives room for further explanation and clarification, making it a great way of disseminating data (Lewis et al., 2021). This is because critiquing the information will be crucial to promoting the authenticity of a given project or research.

The biggest barrier to this mode is that one needs to remember some information or distractions among the team members, hence failure to understand some sections, which will lead to additional question son clarification that may consume a lot of time. One way to improve this strategy is moving the unit to a less crowded place or disseminating information in a conducive environment, such as a silent room, to help avoid distractions.

Another strategy that I would use to disseminate information is via posters. The psychiatric department can be busy at the time dealing with different patients; hence need to apply different ways of communication. I can utilize posters to communicate with the clients and my team members when disseminating information. A poster only contains the most significant information and thus requires little time to comprehend the information. It's time-saving hence a fast way of disseminating information. For example, the Covid 19 pandemic saw increased use of posters that instructed people to wear masks and keep social distance since they were evidence base (McNett et al., 2022). Thus, applying this means can be crucial in reaching many people by placing them in strategic positions.

The barrier to this dissemination strategy is little space to accommodate more details of given information. Posters cannot contain too much information hence the need to use key information (Sacca et al., 2022). This may appear inconclusive hence making it a less credible means of dissemination.

Dissemination strategies least likely to use and barriers

The two dissemination strategies I would least prefer include peer-reviewed journals and community meetings. Community meetings are formal and require a large audience and presenters for information to be passed. Because of their busy schedules, it may be challenging for a large group of health practitioners to be available for community engagements. Peer-reviewed journals are also a complex way of disseminating information to a large group due to their detailed and too much information (Sacca et al., 2022). Many people may also need help interpreting data in peer-reviewed journals, limiting their audience.

Peer-reviewed journals are also subject to review by other researchers who may declare your work invalid to safeguard their interests, affecting the credibility of your research. According to (McNett et al., 2022), peer-reviewed journals also need a lot of reading time to comprehend the information hence the reason why I would least prefer it to be my means of disseminating EBP.

References

Egli, V., Carroll, P., Donnellan, N., Mackay, L., Anderson, B., & Smith, M. (2019). Disseminating research results to kids: Practical tips from the neighbourhoods for active kids study. Kōtuitui: New Zealand Journal of Social Sciences Online, 14(2), 257–275. https://doi.org/10.1080/1177083x.2019.1621909

Lewis, C. C., Powell, B. J., Brewer, S. K., Nguyen, A. M., Schriger, S. H., Vejnoska, S. F., Walsh-Bailey, C., Aarons, G. A., Beidas, R. S., Lyon, A. R., Weiner, B., Williams, N., & Mittman, B. (2021). Advancing mechanisms of implementation to accelerate sustainable evidence-based practice integration: Protocol for generating a research agenda. BMJ Open, 11(10). https://doi.org/10.1136/bmjopen-2021-053474

McNett, M., Tucker, S., Thomas, B., Gorsuch, P., & Gallagher-Ford, L. (2022). Use of implementation science to advance nurse-led evidence-based practices in clinical settings. Nurse Leader, 20(3), 297–305. https://doi.org/10.1016/j.mnl.2021.11.002

Sacca, L., Shegog, R., Hernandez, B., Peskin, M., Rushing, S. C., Jessen, C., Lane, T., & Markham, C. (2022). Barriers, frameworks, and mitigating strategies influencing the dissemination and implementation of health promotion interventions in indigenous communities: A scoping review. Implementation Science, 17(1). https://doi.org/10.1186/s13012-022-01190-y