Learning Objective 1: The learner will be able to discuss use of Diffusion of Innovations Theory to change the culture of health care organizations to embrace evidence-based practice.
Learning Objective 2: The learner will be able to identify three strategies for implementing a successful nurse residency program curriculum for evidence-based practice.
This project evaluates the impact of providing a structured step-by-step EBP curriculum to new graduate nurses during their Nurse Residency Program (NRP) as a vehicle for translating new knowledge into practice and promoting a culture of clinical inquiry.
Using the Johns Hopkins Nursing Evidence-Based Practice Model and Guidelines (Newhouse, Dearholt, Poe, Pugh & White, 2007), a structured curriculum was devised to assist the Nurse Resident to develop and implement an EBP project in their practice setting. The prescribed step-by-step curriculum provides preparation for translating evidence into practice, development as change agents, and leaders of innovative practice.
Roger’s Diffusion of Innovations Theory (1962) provided the framework for adoption of EBP. Nurse Residents acquire the knowledge and skills necessary for early adoption of EBP. Engagement occurs through project implementation while successful completion reinforces the innovation of EBP. Confirmation is achieved, resulting in self-efficacy and continued adoption of EBP innovations.
Evaluation included successful implementation of unit-based EBP projects by Nurse Residents, exploration of impact of the projects on identified organizational metrics, and the examination of processes supporting clinical inquiry.
Since 2009, the program has facilitated over 80 projects resulting in measureable improvements to organizationally focused metrics. Fifteen projects resulted in policy changes. Roger’s theory provides an effective framework for continued adoption of EBP.