Building EBP Competence and Capacity By Leveraging Opportunities and Planning Strategically

Friday, 28 July 2017: 10:45 AM

Lynn Gallagher-Ford, PhD, RN, NE-BC, DPFNAP, FAAN
Helene Fuld National Institute for Evidence-based Practice in Nursing and Healthcare, The Ohio State University College of Nursing, Columbus, OH, USA

Purpose:

To describe a unique collaboration between two renowned organizations to plan and execute an evidence-based practice education and follow up program to create effective EBP teams to efficiently address real world healthcare challenges and drive best practices.

Methods:

In a new era of healthcare, success will be achieved through collaborative relationships and development of teams that can deliver evidence-based, patient-centered care to improve healthcare safety, patient and clinician outcomes, and demonstrable returns on investments. The development of evidence-based practice (EBP) knowledge, skills, and attitudes (EBP competence) along with creation of organizational culture and integration of effective infrastructures that support EBP is a comprehensive strategy that can effectively propel organizations toward achieving and sustaining these goals, and meeting required healthcare mandates and achieving the quadruple aims of healthcare.

Many healthcare organizations have identified that their staff are unprepared in EBP knowledge and skills and they are seeking opportunities build EBP capacity in their settings. The Center for Transdisciplinary Evidence-based Practice (CTEP) has worked with a wide range of both clinical and academic organizations to build and sustain EBP. CTEP’s unique collaboration with a world-renowned, Magnet designated, NCI designated, comprehensive cancer center to plan and execute the creation of an evidence-based nursing enterprise to effectively and efficiently address real world healthcare challenges and drive best practices will be highlighted in this session.

Results:  This presentation will focus on this organization’s work in planning and executing the EBP education program created to meet their particular needs including: characteristics and actions of key innovators who drove the initial conceptualization of the unique EBP education program designed; innovative aspects of the program created for this large, complex organization; pioneering approaches utilized to deliver the program and; results of the education program initiative.

Conclusion:

An innovative, customized, and robust EBP education program with structured follow up can build EBP competence in a complex nursing department. The EBP teams forged in this program utilize an evidence-based problem solving approach, recommend effective strategies to implement to address strategic nursing challenges, and lead others in implementing best practices. Lessons learned from this collaborative experience that can inform future EBP programs in other organizations.