Thursday, July 12, 2007
The Clinical Scholar Model: Promoting Interdisciplinary EBP Teamwork at the Point of Care
|Learning Objective #1: discuss strategies for promoting an organizational culture of EBP |
|Learning Objective #2: use the Clinical Scholar Model in preparing direct care providers to initiate, value, and utilize evidence in daily practice.|
The Clinical Scholar Model is based on the Clinical Scholarship White Paper (STTI, 1999) is an inductive approach to promoting interdisciplinary evidence-based practice teamwork at the point of care. The Model encompasses five basic concepts for promoting and sustaining the use of evidence in practice: Observation, Analysis, Synthesis, Application/Evaluation, and Dissemination. Differing from the classic deductive approach where clinical experts prepared at the graduate level facilitate implementation at the systems level, the Clinical Scholar Model utilizes the clinical expertise of the direct care provider and cultivates the analytical, reflective, curious mind of the clinician innovator. Developing Clinical Scholar mentors to critique, integrate, implement, and evaluate evidence as applied to practice builds the decentralized capacity or cadre of innovators necessary for activating and sustaining an EBP culture. The Clinical Scholar Model is based on the premise that “knowledge users produce better patient outcomes.” This presentation will address the components of the Clinical Scholar Model as foci for teaching EBP to interdisciplinary clinicians. The power of Observation begins in the creative and curious mind of the clinician as relevant clinical questions are formed. Searching for the internal and external evidence is followed by Analysis and Synthesis, determining whether or not the evidence is sound enough for implementation without risk or potential harm. Successful Application/Evaluation requires interdisciplinary, administrative, and collegial teamwork and support. The process and the results of EBP changes must be shared with interdisciplinary colleagues through internal and external Dissemination. The “individual capacity to change the system is directly dependent on the organizational infrastructure, organizational cultures, and organizational capacity to change” (Stetler, 2003). The individual capacity to change is directly dependent on utilizing the innovative uniqueness of Clinical Scholars to internally change the organizational culture. The outcomes of the Clinical Scholar Model in two clinical settings will be shared.