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This session will provide participants with strategies, barriers and facilitators in developing a cadre of mentors to lead organizational change where care processes are based on evidence. Education is a key component in forming the basis of change that EBP Mentors, leaders, managers, educators and staff are to engage in for evidence-based changes to occur. Group processes, managing change and empowerment will be discussed in the year-long unfolding consultation process that impact outcomes for patients, families and staff at all levels within the organization.
Methodology
To assess the organization’s readiness for EBP a study was conducted using the EBP Beliefs, EBP Implementation and Organizational Readiness for integrating EBP into the culture. Findings from the study identified targeted areas in need of improvements to develop an evidence-based culture. Joining forces with an academic collaborative center provided direction and strategies on how best to address the identified opportunities for improvement in developing the EBP culture. Initial efforts to develop EBP mentors who would lead the change were addressed. Select advanced practice nurses were identified from a variety of service areas to attend a week long EBP immersion program within the upcoming two years. An EBP mentor group was formed and met every week with an Expert Evidence-based Practice Mentor from the academic setting. Individual mentors engaged healthcare staff as well as research and EBP council members in the formal development of groups to address unit specific needs related to EBP.
Results
Over one year the EBP Mentor group became a formal recognized entity within the organization. Projects were identified and developed within in their areas of practice. Education was provided in collaboration with the Expert EBP Mentor for unit level initiatives. Group processing was formalized leading to structure within the conduct of meetings, budget and identification of additional resources within the organization that may be needed for further implementation of EBP. The development of an internal EBP education program has been completed. Through this journey, the work of the mentors and the collaboration has led to Magnet Recognition of the organization.
Conclusion
Evidence-based Practice has ignited a spirit of inquiry leading to the implementation of the EBP process within one pediatric healthcare setting. Multiple efforts led by the EBP Mentor group are occurring simultaneously to bring about needed changes in care and system processes. This multi-level approach begins as a collaborative relationship with an academic expert in EBP and the development of EBP Mentors to lead change that results in improved outcomes for patients, families, and staff.