Assignment Disseminating EBP

Assignment Disseminating EBP

Introduction to Assignment Disseminating EBP

Assignment Disseminating EBP

As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP. 

You will explore strategies for disseminating EBP within your organization, community, or industry.

Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.

This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.

Reflect on which type of dissemination strategy you might use to communicate EBP.

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why.

Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified Assignment Disseminating EBP.

EB006: Disseminating Evidence-Based Practice Changes: Analyze dissemination strategies for evidence-based practice changes in healthcare.

Assessment Rubric

Rubric Criteria	0 Not Present	1 Needs Improvement	2 Meets Expectations
Module 1: Environments Conducive to Evidence-Based Practice
Create a 10- to- 13-slide narrated PowerPoint presentation in which you address the following:   Explain the clinical issue of interest that is most conducive to an evidence- based practice change in your healthcare organization.   Learning Objective 1.1 – Analyze evidence-based practice changes in healthcare organizations	The presentation explaining the clinical issue of interest that is most conducive to an evidence-based practice change in a healthcare organization is missing.	The presentation inaccurately or vaguely explains the clinical issue of interest that is most conducive to an evidence-based practice change in a healthcare organization.	The presentation accurately and clearly explains in detail the clinical issue of interest that is most conducive to an evidence-based practice change in a healthcare organization.
Module 2: Evidence-Based Practice and Change
Describe the evidence- based practice change you would recommend implementing to address the clinical issue of interest	The presentation describing the evidence-based practice change recommended for implementation to address the clinical issue of interest selected is missing.	The presentation inaccurately or vaguely describes the evidence-based practice change recommended for implementation to address	The presentation clearly and accurately describes in detail the evidence-based practice change recommended for implementation to address

Rubric Criteria	0 Not Present	1 Needs Improvement	2 Meets Expectations
that you selected. Be specific and provide examples.   Learning Objective 2.1 – Recommend evidenced-based changes for practice informed by evidenced-based and peer- reviewed research		the clinical issue of interest selected.   The response minimally synthesizes and integrates resources that may support the responses provided.	the clinical issue of interest selected.   The response synthesizes and integrates at least two outside resources and two competency-specific resources that fully support the responses provided.
Module 3: Dissemination and Engagement in Evidence-Based Practice
Compare at least two dissemination strategies that you might recommend to communicate evidence- based practice changes to your organization and explain why.   Learning Objective 3.1 – Recommend dissemination strategies to communicate evidenced-based practice changes in healthcare organizations	The presentation comparing at least two dissemination strategies recommended to communicate evidence-based practice changes to a healthcare organization is missing.   The responses explaining why these dissemination strategies are recommended is missing.	The presentation inaccurately or vaguely compares at least two dissemination strategies recommended to communicate evidence-based practice changes to a healthcare organization.   The responses provide a inaccurate or vague explanation as to why these dissemination strategies are recommended.	The presentation accurately and thoroughly compares two or more dissemination strategies recommended to communicate evidence-based practice changes to a healthcare organization.   The responses provide an accurate and detailed explanation as to why these dissemination strategies are recommended.
Compare at least two dissemination strategies that you would be least inclined to recommend to	The presentation comparing at least two dissemination strategies not recommended to communicate evidence-	The presentation inaccurately or vaguely compares at least two dissemination strategies not recommended to	The presentation accurately and thoroughly compares two or more dissemination strategies not recommended

Rubric Criteria	0 Not Present	1 Needs Improvement	2 Meets Expectations
communicate evidence- based practice changes to your organization and explain why.   Learning Objective 3.2 – Analyze dissemination strategies not conducive to the communication of evidence- based practice changes in healthcare organizations	based practice changes to a healthcare organization is missing.   The responses explaining why these dissemination strategies are not recommended is missing.	communicate evidence-based practice changes to a healthcare organization.   The responses provide a inaccurate or vague explanation as to why these dissemination strategies are not recommended.	to communicate evidence- based practice changes to a healthcare organization.   The responses provide an accurate and detailed explanation as to why these dissemination strategies are not recommended.
Identify at least two barriers that you might encounter when using the dissemination strategies that you are most inclined to use. Learning Objective 3.3 – Identify barriers to dissemination and communication strategies for evidence-based practice changes	The presentation identifying at least two barriers encountered when using the dissemination strategies recommended to communicate evidence-based practice changes in a healthcare organization is missing.	The presentation inaccurately or vaguely identifies at least two barriers encountered when using the dissemination strategies recommended to communicate evidence-based practice changes in a healthcare organization.	The presentation clearly and accurately identifies in detail two or more barriers encountered when using the dissemination strategies recommended to communicate evidence-based practice changes in a healthcare organization.
Explain how you might overcome the barriers that you identified. Be specific and provide examples. Learning Objective 3.4 – Analyze approaches for overcoming	The presentation explaining approaches for overcoming barriers when disseminating and communicating evidence-based practice changes in a healthcare organization is missing.	The presentation inaccurately or vaguely explains approaches for overcoming barriers when disseminating and communicating evidence-based practice	The presentation clearly and accurately explains in detail approaches for overcoming barriers when disseminating and communicating evidence-based practice

Rubric Criteria	0 Not Present	1 Needs Improvement	2 Meets Expectations
barriers for communicating evidence-based practice changes		changes in a healthcare organization.	changes in a healthcare organization.

Mastery Rubric	No	Yes
Exceeds Expectations: Disseminating Evidence-Based Practice Changes
Learning Objective – Analyze dissemination strategies for evidence-based practice changes in healthcare	A comprehensive, detailed, and in-depth presentation is not provided and fails to synthesize appropriate dissemination strategies to communicate evidence-based practice changes in healthcare organizations.	A comprehensive, detailed, and in-depth presentation is provided that synthesizes appropriate dissemination strategies to communicate evidence-based practice changes in healthcare organizations.

Professional Skills Assessment	0 Not Present	1 Needs Improvement	2 Meets Expectations
PS001: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.	Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.	Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.	Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
Learning Objective PS 1.2: Organize writing to enhance clarity.	Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.	Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.	Writing is generally well organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.
Learning Objective PS 1.3: Apply APA style to written work.	APA conventions are not applied.	APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.	APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.
Learning Objective PS 1.4: Use appropriate vocabulary and tone for the audience and purpose.	Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.	Vocabulary and tone have limited relevance to the audience.	Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.

Professional Skills Assessment	0 Not Present	1 Needs Improvement	2 Meets Expectations
PS002: Oral Communication: Use Effective Oral Presentation Skills.
PS 2.1: Use clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.	Speaker mumbles or speaks in a monotone, mispronounces words, and/or struggles to find appropriate pacing or volume.	Speaker inconsistently uses clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.	Speaker engages the audience through mostly clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.
PS 2.2: Organize information to be presented.	Information is disorganized to a degree that impedes audience understanding.	Organization of information minimally supports audience understanding.	Organization of information generally enhances audience understanding of concepts.
PS003: Technology: Use Technology tools effectively.
Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.	Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.	Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.	Learning Objective PS 3.1: Use images and layout of presentations to effectively communicate content to a specific audience.
Learning Objective PS 3.2: Use appropriate vocabulary and tone for the audience and purpose.	Learning Objective PS 3.2: Use appropriate vocabulary and tone for the audience and purpose.	Learning Objective PS 3.2: Use appropriate vocabulary and tone for the audience and purpose.	Learning Objective PS 3.2: Use appropriate vocabulary and tone for the audience and purpose.

Professional Skills Assessment	0 Not Present	1 Needs Improvement			2 Meets Expectations
PS005: Critical Thinking and Problem Solving: Use critical thinking and problem-solving skills to analyze professional issues and inform best practice.
Learning Objective PS 5.1: Analyze assumptions and fallacies.	Analysis of assumptions is missing.	Response is weak in assessing the reasonableness of assumptions in a given argument.			Response generally assesses the reasonableness of assumptions in a given argument.
		Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument.			Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given argument.
Learning Objective	Assessment of multiple	Response does not identify nor			Response identifies and considers
PS 5.3:	perspectives is missing.	adequately consider multiple			multiple perspectives and alternatives.
Assess multiple		perspectives or alternatives.
perspectives and
alternatives.
PS006: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to effectively analyze issues and make decisions.
Learning Objective PS 6.1: Identify credible sources.	Credible sources are missing.		Some sources are credible, appropriate, and relevant to the topic.	Most sources are credible, appropriate, and relevant to the topic.
Learning Objective	Analysis is missing.		Analysis superficially reflects	Analysis clearly reflects relevance of findings
PS 6.2:			relevance of findings to the	to the identified problem, issue, or purpose.
Analyze findings from			identified problem, issue, or
relevant sources.			purpose.

Evidence-Based Practice Proposal Final Paper Example

Cystic Fibrosis (CF) is a prevalent genetic illness triggered by abnormalities in the cystic fibrosis transmembrane conductance regulator (CFTR) gene. Even though many other body systems can be affected, the classic CF phenotype is marked by persistent respiratory infections resulting in pancreatic insufficiency, bronchiectasis, and high sweat chloride. Respiratory system infections, gastrointestinal congestion, and malabsorption are some of the clinical symptoms of the changes in CF patients. In the United States, the median age of death is in the mid-30s, with respiratory failure being the leading cause of death.

Although novel medications that address the underlying deficiency in CFTR are constantly being investigated, managing CF focuses on its complications. This paper aims to present how the issue of CF affects persons suffering from it and delivers a proposed intervention, the development of a structured physical activity (PA) program to enable them to resolve the problem. It further presents evidence from a literature review to support this proposed intervention and the ethical considerations that should be made. Similarly, it discusses the proposed intervention’s implementation, evaluation and dissemination plans.

Problem or Issue

Cystic Fibrosis remains to be a significant health issue in the US and across the world. It is associated with adverse health outcomes such as decreased lung function, an impaired exocrine function of the sweat glands, and increased chronic respiratory infections. Patients with CF have also been associated with high mortality and hospitalization rates. Since the condition is lifelong, most of the time is spent in hospitals, living with limited physical capacity, long-term medication adherence, and a decreased quality of life. It can also cause financial constraints as much money is spent on medications and other essential management of the patients.

Despite the illness affecting 1 in 3200 live births, it is forecasted to increase in the future, especially in genetically predisposed persons (Giannakoulakos et al., 2022). Currently, around 30000 adolescents are living with this condition (Giannakoulakos et al., 2022). It can negatively influence their quality of life at this tender age if it is not adequately managed. It has been established to be among the notorious life-shortening conditions; most patients, if not appropriately managed, end up dying before maturity. This shows how lethal this condition is and how much attention should be paid. Suppose the disease is not diagnosed early in infancy. In that case, it will likely lead to detrimental airway and immune problems, leaving the child prone to other killer diseases and infections.

The psychological status of the patients suffering from the conditions and their caregivers is at risk. Since CF is not associated with a good prognosis, most patients whose condition is unrelenting may fear the unknown and end up falling into depression. Caregivers must also sacrifice most of their productive time caring for these patients; this can significantly affect their capacity to provide for their families. Despite CF being deadly, it can be managed with pharmacotherapeutic interventions and the application of other conventional measures like the engagement of these patients in physical exercise.

Question(s) From PICO

Clinicians are supposed to do the highest quality research that yields well-designed queries or solutions to a particular population concern. The four letters of PICO stand for population/problem, intervention, comparison, and outcome. PICO questions will ensure a thorough comprehension of the issue and its potential solutions.

PICO format

P – People living with CF

I – A structured physical activity program

C – Physically inactive persons with CF

O – Increased airway clearance

Picot Question

For people with Cystic Fibrosis, does implementing a structured physical activity program as compared to no structured physical activity program result in improved health status?

Population

The population will entail persons living with CF who have been assessed and cleared by the healthcare workers to be fit to engage in PA. Only persons who want to engage in PA will be allowed into the proposed PA program.

Intervention

The proposed intervention involves establishing a structured physical activity program in a health institution where persons living with CF can enroll to engage in PA.

Comparison

The comparison is the population of individuals living with CF who are not engaging in PA due to personal choice or not meeting the minimum requirements to engage in the intervention.

Outcome

This is the expected result after administering the intervention to the target population. Evidence suggests that if the structured physical exercise program is implemented successfully, these patients should have improved health outcomes and an improvement in the quality of life they enjoy.

Literature Review

Giannakoulakos et al. (2022) conducted a study on children living with cystic Fibrosis to determine the effects of physical activity and the quality of life and concluded that there was increased lung function, airway clearance and airway clearance and enhanced increase in overall quality of life. Other benefits experienced by these patients include increased bone mineral density, fewer hospitalizations and mucociliary clearance (Giannakoulakos et al., 2022). Increased levels of PA have also been associated with enhanced capacity to engage in physical activities and a better prognosis for these patients. Apart from physical exercises, these patients can modify their nutritional intake to supplement their body needs as they engage in these demanding activities. Significant clinical improvements are observed if the patients engage in PA 3 to 5 times weekly (Giannakoulakos et al., 2022).

Giannakoulakos et al. (2022) recommend that physical exercise among CF patients should be standard care because it has been associated with reduced hospitalizations. Shelley et al. (2022) seconds that physical exercise should be made a routine intervention for people with CF, but professional help must be offered. Persons with CF have a reduced capacity to engage in physical activities as their pulmonary, circulatory and peripheral skeletal muscles are affected by the condition. Shelley et al. (2022) assert that if physical exercise programs are implemented for patients with CF, more useful prognostic information can be acquired to inform treatment and that mortality rates are likely to reduce. The author recommends that chest physiotherapy should be done alongside PA to expectorate any secretions that are produced from the lungs. Healthcare workers involved in the physical exercises of patients with CF must be trained to identify the facilitators and obstacles of these patients in engaging in physical exercises (Shelley et al., 2022).

Despite most patients desiring to engage in physical activity, they may face challenges, such as those relating to their attitude or unavailability of adequate resources to enable them to engage in PA (Denford et al., 2020). The authors recognize that the majority of the persons have accepted that PA has a positive effect on persons living with CF. However, the nature of carrying out these exercises is not well-developed. Research needs to identify the best physical exercise practices to make common knowledge available to persons willing to engage in PA. Ladune et al. (2021) conclude that barriers impeding engagement in physical exercises for patients with CF are classified into three groups: physical, psychological and environmental. 

Psychological factors entail the patients’ attitudes towards PA and a feeling of achieving improvements after engaging in these activities. In the environmental aspect, the patients may not find suitable places to engage in PA. Dillenhoefer et al. (2022) determined that physical barriers presented the most significant challenges in patients with CF who are willing to engage in PA. This indicates that most patients living with CF who do not engage in PA are likely to be hindered by physical barriers; it necessitates the healthcare workers and caregivers intervening to ensure that these barriers are addressed.

Studies by Dillenhoefer et al. (2022) concluded that most patients with CF are likely to engage in physical activity if it is carried out within their home environment, increases their accomplishment, and focuses on patient-centered outcomes and values. Hurley et al. (2020) note that to increase PA adoption, the programs should be patient-centered and rely on behavior change theories to improve patient compliance. Multidisciplinary teams that collaborate and exchange information regularly can also be incorporated into the care of patients with CF to enhance the acceptance of these programs and improve patient outcomes. It can also help to increase the confidence of the clients in the healthcare teams.

Research Questions and Ethical Considerations

The research questions that were developed for this proposed intervention include:

a. How does increased physical activity impact the quality of life of people with Cystic Fibrosis who engage in physical exercises/activities?

b. What are the barriers and facilitators of increased engagement in physical activity in persons living with cystic Fibrosis?

c. What are some of the interventions that can motivate persons living with CF to engage in physical activities?

Researchers must adhere to ethical standards to preserve the subjects’ rights, dignity, and well-being while ensuring their safety. The first stage in implementing the proposed intervention would consist of ensuring that every participant has been approved to be included in the intervention. Informed consent, the process by which participants in an intervention can provide their authorization to take part voluntarily and without being coerced, will be sought (Liew & Winston, 2021). Before agreeing to sign up for the structured physical exercise program, they will be given detailed information to consider regarding the intervention: the risks and benefits of participation, the consequences of not participating, and their right to withdraw from the intervention at any time they wish to do so.

The issue of privacy and confidentiality will also be affected. Patient information will be collected and stored in a database for program evaluation. All healthcare workers ensure that patient information remains private and should only be communicated if the patient consents or has a legal requirement (Shekhawat et al., 2020). Data obtained from these patients will be shared among different healthcare workers for evaluation of their progress and recommendations on adjustments needed to render the proposed intervention successful. Therefore, all healthcare workers with whom the information will be shared must uphold confidentiality and obtain informed consent from the rightful owners.

Issues around the principle of non-maleficence are also likely to arise. Most patients living with CF have a limited capacity to perform physical exercises, and thus, this proposed intervention may aggravate complications. The purpose of non-maleficence is to ensure that all interventions offered by healthcare workers do not induce any harm to the clients (Elton, 2020). The strategy of assessing all individuals before joining this program aims to ensure that only those with the optimal capacity to engage in physical activities are enrolled. Healthcare workers and the participants will be educated on the importance of reporting any unusual developments that occur with engagement in physical activities so that prompt interventions are undertaken to curb any complications.

Theory or Model

The Theory of Planned Behavior principles will be utilized in implementing the structured physical exercise program.  It is a paradigm for analyzing the processes underlying setting goals and objectives and behavior changes in individuals. Applying this theory reveals that a person’s inclinations and behavior are partly shaped by their attitude, deals, and perceptions of the urgency of the situations surrounding them (Ursavaş, 2022). People’s attitudes reveal what they anticipate the results of their efforts to be. A person’s standards are founded on their assumptions of the expectations that their colleagues have of them. People with self-confidence are likely to succeed at whatever they are doing (Ursavaş, 2022).  When introducing an intervention supported by evidence into a healthcare setting, it is vital to have a solid understanding of the factors that can influence an individual’s choice to embrace it.

The theory of planned behavior will promote the comprehension of facilitators who influence people whenever they want to make choices about adopting an intervention, such as engagement in physical activity. Some of the factors identified that may promote the uptake of the proposed intervention among people living with CF include having the autonomy to decide the specific exercises they would like to engage in, having professional guidance, scheduling the activities at times that favor them and availability of the essential equipment required. It will also aid in identifying the perspectives and attitudes held by those people and how they can be modified to promote the uptake of the intervention.

Proposed Solution

Developing a structured physical exercise program can help increase patients’ quality of life living with CF and improve their overall health outcomes. Evidence suggests that patients with CF who engage in regular physical exercises enjoy good health and live longer. Implementing a PA program in a health institution can help remove the barriers that face individuals living with CF who are willing to exercise, like the absence of the facilities. The availability of professional help and different multidisciplinary teams can motivate them to engage in PA and promote compliance. The proposed solution will also ensure that the healthcare professionals involved in the PA program acquire the essential knowledge that can be applied to ensure that positive health outcomes are achieved. A structured PA program will allow CF patients to interact with others and share strategies they have developed to manage the condition.

Implementation Plan

Organizational Resources

Many essential resources will be required when implementing the planned, structured physical exercise program. It would be necessary for financing to be available to access vital tools in physical exercises, such as weights and treadmills. It will also be essential to allocate financial resources to educate healthcare staff on the best ways to perform efficient physical workouts. In addition, the hospital needs to prepare a hall or another site where the program can take place without disrupting the operations of other departments in the hospital. For the team to encourage enrolment and serve as a resource for the members participating in the exercises, pamphlets providing information about the various physical activities will be prepared and distributed to interested members.

Stakeholders

The plan encompasses nearly every department in the health organization; therefore, it will take the participation of many people to ensure its success. The most vital stakeholders are the sponsors, who are concerned most about their patient’s health, and those who sit on the management board and have a say in how much money is spent on the program. The program’s success depends on getting the top management of the health organization to chip in financially to bring about positive change. Patients receiving the EBP intervention will be integral stakeholders, as their feedback will determine the program’s activities. The connection between the clients and the institution may improve if they learn that the organization has their interests at heart. Several meetings will be held to review the success of the proposed intervention and overall progress, as well as to share essential information about the program transparently.  It is hoped that highlighting even modest results in the overall patient outcomes can increase the program’s motivation and success.

Selection of patients

Before participating in the structured physical activity program, clients must be healthy and compliant with their prescription regimens. Before enrollment, the nurses will ensure that the patients have been thoroughly examined to meet the minimum entry requirements into the program. The clients must be able to sustain a certain level of physical activity; this will be assessed by their vital signs, lung clearance ability, oxygen saturation levels and blood pressure before and after engagement in the exercises. These data will be captured for program evaluation to ascertain whether progress has been made or modifications need to be undertaken. The nurses will educate the patients about the probable effects of the program on their health and their roles. They will also be required to sign a consent form indicating that they are willing to engage in the exercises and that their data will be recorded for evaluation.

Evaluation Plan

It is essential to know and understand how to evaluate a proposed intervention before its implementation. The proposed intervention must be reviewed, and the results will provide recommendations for improving the program and making better decisions. The first thing that must be done is that the objectives must be reevaluated and clarified. Here, it is confirmed that the suggested intervention’s aims correspond with the organization’s overall goals. Similarly, the proposed intervention should reflect the vision of the organization. Feedback on different aspects of the proposed intervention should be obtained from employees in the organization and the stakeholders involved.  Both employees and the stakeholders will have the impression that their perspectives are essential and that they have a say in implementing the plan.

In addition, input from management will be sought for review. Because top leadership is the most significant part of these organizations, it is essential to acquire their feedback and address any concerns they may have about any potential interventions. The evaluation shall also investigate any obstacles that may stand in the way of the planned intervention. To properly implement the proposed intervention, it is necessary to consider any current barriers. When this occurs, the organization has the opportunity to determine areas in need of improvement and act accordingly.

The nurses will be required to take measurements of the blood pressure, vital signs, pulmonary function tests, weight and lung clearance before and after the clients engage in the program. The measurements before exercises will serve as the baselines to be compared with values obtained after engagement in physical activity to detect if there are any improvements or not. Evidence suggests that if the engagement in a structured physical exercise program is carried out effectively, the general quality of life of the participants should improve. First, the patients should be able to achieve good lung clearance. Physical exercises promote drainage of the excess fluids produced in the lungs by CF. Better saturation rates and regular breathing rates should accompany the latter. The clients’ attitudes toward engaging in physical exercises will also be evaluated to determine if they have changed and how their motivation can be improved so that they can continue with the program.

Dissemination Plan

If the proposed intervention is to be implemented, a strategy for its widespread dissemination must first be developed. The goal of any good dissemination strategy is to get the word out to as many people as possible about the beneficial effects it has yielded (Melnyk & Fineout-Overholt, 2019). This strategy is crucial for increasing awareness about the intervention’s goals, outcomes, and implementation process. Materials, intended audience, dissemination agents, and communication channels are all essential to a successful dissemination strategy (Melnyk & Fineout-Overholt, 2019). Two crucial questions to be considered in this plan are who will use it and where it will be used. Patients with CF who are in danger of developing complications can improve their quality of life by participating in a structured physical activity program.

Brochures, pamphlets and newsletters about the proposed intervention of engagement in physical exercise will be the primary materials used for dissemination. They will contain essential information about the program presented in a simple, easy-to-understand manner. The materials will precisely capture the target audience, including persons living with CF, their caregivers and any other willing sponsors. The plan will identify valuable individuals who can help spread awareness about the program, including all healthcare workers who come into contact with and oversee the care of persons with CF. Additionally, individuals from support groups for persons with CF and persons from public institutions like neighboring schools, community playgrounds and the church will also be included. After all this, the plan should determine how this information reached many potential persons and their probable action.

The suggested approach’s outcomes will be disseminated internally and externally to relevant parties. This indicates that internal as well as external channels will be utilized in the dissemination of the information. Consequently, persons inside and outside the organization can be kept up to date on the advancements. By having an external and an internal plan for disseminating information, the team can communicate with all stakeholders more efficiently (Melnyk & Fineout-Overholt, 2019). These strategies are required to guarantee that all participants in the healthcare sector will get information about the project from a single reliable source.

Conclusion/Summary

Identifying problems in the population and developing plans to solve them is an essential nursing component. Healthcare professionals can only determine effective interventions by understanding the dynamics behind a problem. This paper has presented Cystic Fibrosis as a significant problem facing most patients. The complications associated with the conditions are deadly and necessitate ongoing medical and nontherapeutic management across the continuum of care. Evidence suggests that adopting a physical exercise program among these patients can promote good health outcomes and prognosis.

Evidence has also been used to determine the factors that can influence the engagement of these patients in physical exercise. These factors have been considered in designing the implementation, evaluation and dissemination plans to promote enrollment of the patients in this proposed intervention. Healthcare workers also need to be educated on how best to intervene to ensure that patients engaging in this program are comfortable and that their motivation is increased. Similarly, the essential stakeholders have been identified, and their importance in the program’s success has been highlighted.

A feasibility study of the patient outcomes and the resources put into the program shows that the benefits from the programs outweigh the resources invested. Therefore, the adoption of such a program is beneficial to the organizations and the patients living with CF. Otherwise, new emerging evidence pertaining to adopting physical exercise programs for persons living with CF must be considered to increase the knowledge base and make any necessary adjustments.

Assignment Disseminating EBP References

Denford, S., Cox, S., Mackintosh, A., McNarry, A., O’Halloran, P., Holland, E., Tomlinson, O. W., Barker, R., & Williams, A. (2020). Physical activity for cystic Fibrosis: Perceptions of people with cystic Fibrosis, parents and healthcare professionals. ERJ Open Research, 6(3), 00294-2019. https://doi.org/10.1183/23120541.00294-2019

Dillenhoefer, S., Stehling, F., Welsner, M., Schlegtendal, A., Sutharsan, S., Olivier, M., Taube, C., Mellies, U., Koerner-Rettberg, C., Brinkmann, F., & Gruber, W. (2022). barriers for sports and exercise participation and corresponding barrier management in cystic Fibrosis. International Journal of Environmental Research and Public Health, 19(20), 13150. https://doi.org/10.3390/ijerph192013150

Elton, L. (2020). Non-maleficence and the ethics of consent to cancer screening. Journal of Medical Ethics, 47(7). https://doi.org/10.1136/medethics-2020-106135

Giannakoulakos, S., Gioulvanidou, M., Kouidi, E., Peftoulidou, P., Kyrvasili, S., Savvidou, P., Deligiannis, A., Tsanakas, J., & Hatziagorou, E. (2022). Physical activity and quality of life among patients with cystic Fibrosis. Children, 9(11), 1665. https://doi.org/10.3390/children9111665

Hurley, N., Kehoe, B., McCaffrey, N., Redmond, K., Cullen, L., & Moyna, M. (2020). Recommendations to improve physical activity prescription for the cystic fibrosis population: an Irish perspective. BMC Health Services Research, 20(1). https://doi.org/10.1186/s12913-020-05910-2

Ladune, R., Filleul, V., Falzon, C., Hayotte, M., Mély, L., Vallier, M., Gruet, M., Vuillemin, A., & d’Arripe-Longueville, F. (2021). Perceptions of barriers to and facilitators of physical activity in adults with cystic Fibrosis. Physiotherapy Theory and Practice, 39(1), 117–127. https://doi.org/10.1080/09593985.2021.2005201

Liew, J., & Winston, M. (2021). Informed consent. British Dental Journal, 230(2), 59–59. https://doi.org/10.1038/s41415-021-2614-y

Melnyk, B., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.

Shekhawat, S., Meshram, P., Kanchan, T., & Misra, S. (2020). Privacy and patient confidentiality in times of Covid-19. Medico-Legal Journal, 88(4), 229–230. https://doi.org/10.1177/0025817220935908

Shelley, J., Dawson, A., Boddy, M., Stewart, E., Frost, F., Nazareth, D., Walshaw, J., & Knowles, R. (2022). Developing an ecological approach to physical activity promotion in adults with cystic Fibrosis. PLOS ONE, 17(8), e0272355. https://doi.org/10.1371/journal.pone.0272355

Ursavaş, F. (2022). Theory of planned behavior. Springer Texts in Education, 41–56. https://doi.org/10.1007/978-3-031-10846-4_3