NRS 493 Topic 1 Individual Success Plan (ISP) GCU

NRS 493 Topic 1 Individual Success Plan (ISP) GCU

NRS 493 Topic 1 Individual Success Plan (ISP) GCU

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
Completion of work associated with program competencies.
Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.
Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.
Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.
You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 1 Individual Success Plan (ISP) GCU

Evidence-based practice (EBP) has become the new approach to care delivery in the healthcare
sector. Liu et al. (2019), regarded EBP as the care practice that entails searching current literature
and trends on a given healthcare issue and evaluating the highest quality findings or solutions to
implement hence improving care delivery, patient experience, and outcome. At the same time,
the Institute of Medicine has stated that the goal is to attain 90% and above practice in nursing
EBP by 2020; only 15% has been achieved in the United States. Evidence-based practices have
been linked with quality care, knowledge acquisition and generation, and improved patient
outcomes. However, adopting the EBP into practice is not a straightforward case. This essay
discusses challenges or barriers holding nursing practice from achieving the 90% goal of
evidence-based practice and strategies to address the challenges

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The barriers to the Adoption of EBP in Nursing Practice
EBP has been identified as the method to obtain the highest level of care for patients (Thoele et
al., 2020). Barriers to EBP adoption can be organizational or individual-based. One barrier is the
lack of adequate resources to facilitate evidence-based research, limiting nurses from actively
participating in generating evidence or knowledge to be used in care delivery. Lack of resources
resulted in research inaccessibility, hence was difficult to collect data and make effective
statistical analyses. This obstacle has limited nurses and care providers to the old and traditional
care practices, curtailing the research of modern or evidence-based care practices.
Secondly, lack of time, knowledge, and resistance to change. Nurses have been recognized as the
key players in the health sector. Nurse shortage in the country has subjected the available ones to
be busy with their care delivery work. Time limitations have often limited nurses’ indulgence in
implementing EBP. More so, limited knowledge about the EBP process has also limited its
adoption into nursing practice. Concerning limited knowledge and time, healthcare professionals
have resisted the notion of change, ‘citing it has always been done this way,’ an obstacle to
organizational culture change towards EBP.
Strategies to Address the Barriers

Despite the barriers to adopting and utilizing evidence-based practices in nursing, it has become
inevitable to ignore the EBP paradigm (Mahmoud & Abdelrasol, 2019). Healthcare
organizations have been forced to assimilate into the EBP practices slowly. One approach to
foster the adoption of EBP is an organizational investment into evidence-based support tools
such as research centers and libraries, enabling nurses to participate in the research process
actively. Financial support can be aligned with administration support. In addition to the
provision of needed tools, the administration support fosters positive culture change within an
organization, resulting in a higher acceptance rate for evidence-based practices.
The second approach is through nurse training and collaboration approach to adopting EBP.
According to Mathieson et al. (2018), culture change success is determined by the collaboration
input among the various stakeholders. Nurses’ training allows or motivates them to learn the
application of the new evidence. It helps them link their practice to the best or quality patient
care and experience. Collaboration and engaging the stakeholders help build trust and motivate
nurses and other caregivers to learn and adopt evidence-based practices.
In conclusion, EBP is changing the way care delivery is done. However, this has not been an
easy case as it needs planning resources, perseverance, and stakeholders’ willingness to adopt the
change. Lack of resources, limited time knowledge, and time and resistance to change has
curtailed the rate of EBP adoption; measures such as collaboration among stakeholders, worker
training, and administration indulgence have helped revert the trend towards successful adoption
and utilization of EBP in nursing practices.

References
Liu, Y., Zupan, N. J., Swearingen, R., Jacobson, N., Carlson, J. N., Mahoney, J. E., Klein, R.,
Bjelland, T. D., & Smith, M. A. (2019). Identification of barriers, facilitators and system-based
implementation strategies to increase teleophthalmology use for diabetic eye screening in a rural
US primary care clinic: A qualitative study. BMJ Open, 9(2) http://dx.doi.org/10.1136/bmjopen-
2018-022594

Mahmoud, M. H., & Abdelrasol, Z. F. M. (2019). Obstacles in employing evidence-based
practice by nurses in their clinical settings: a descriptive study. Frontiers of Nursing, 6(2),
123–133. https://doi.org/10.2478/fon-2019-0019

Mathieson, A., Grande, G., & Luker, K. (2018). Strategies, facilitators and barriers to
implementation of evidence-based practice in community nursing: a systematic mixed-studies
review and qualitative synthesis. Primary Health Care Research & Development, 20.
https://doi.org/10.1017/s1463423618000488

Thoele, K., Ferren, M., Moffat, L., Keen, A., & Newhouse, R. (2020). Development and use of a
toolkit to facilitate implementation of an evidence-based intervention: A descriptive case
study. Implementation Science Communications, 1, 1-12. http://dx.doi.org/10.1186/s43058-020-
00081-x
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