MN 531 U7 Blog 1: Evidence-Based Teaching Strategies

Your organization has finally decided to do away with the antiquated practice of wearing shoe covers in the operating room. Because your hospital has practiced this way for many years, you know there will be resistance to change. You must determine what evidence-based teaching strategies will be best in educating staff on the new practice. Identify three teaching strategies you will use. How will you use them? Identify three or more challenges you expect to encounter when developing your evidence-based teaching strategies. How will you anticipate and overcome these challenges? A thorough method or plan for anticipating and overcoming these challenges should be selected and justified.

Evidence-Based Practice

Personal protective equipment reduces the risk of acquiring infections by providing a physical barrier between micro-organisms and the wearer if it is used effectively, correctly, and at all times, especially when coming into contact with blood and body fluids (Wenbin, Zhiping, Shengyun, Jianghua, & Yuhong, 2014). Using PPE such as shoe covers in the operating room may give a sense of protection to the wearer but according to (Mangram, Horan, Pearson, Silver, & Jarvis, 1999) per OSHA regulations shoe covers should only be worn in situations when gross contamination is anticipated such as with orthopedic operations or trauma cases.

 Teaching Strategies

The evidence-based teaching strategies that will be best in educating staff on the new practice is the utilization of on-line tutorials, face-to-face instruction and video. On-line tutorials will promote active learning by prompting staff to answer set questions or complete a quiz on the information presented (McGonigle & Mastrian, 2015). Face-to-face instruction incorporating the use of video in demonstrating concepts will promote engagement through guided discussions to assist staff in using critical thinking skills to enhance knowledge and understanding (McGonigle & Mastrian, 2015).

Challenges

Challenges encountered in teaching or implementing evidence-based strategies is due to the fact that evidence is constantly evolving and may not be readily available to guide practice interventions. Other challenges that may be encountered involve the lack of knowledge of current best evidence, resistance to change, and perceptions that using EBP can be overwhelming and time consuming (Flynn Makic, Rauen, Jones, & Fisk, 2015).

Overcoming Challenges

           Overcoming the anticipated challenges can be achieved by promoting a better understanding and belief that EBP will improve outcomes by presenting best evidence such as guidelines and research that will support the proposed change resulting in leadership modeling EBP in daily practice (Flynn Makic, Rauen, Jones, & Fisk, 2015).

 

References

 

Flynn Makic, M. B., Rauen, C., Jones, K., & Fisk, A. C. (2015). Continuing to challenge practice to be evidence based. Critical Care Nurse, 35(2), 39-50. doi:10.4037/ccn2015693

Mangram, A. J., Horan, T. C., Pearson, M. L., Silver, L. C., & Jarvis, W. R. (1999). Guideline for Prevention of Surgical Site Infection, 1999. Infection Control and Hospital Epidemiology, 20(4), 247-266. Retrieved from http://www.cdc.gov/hicpac/pdf/guidelines/SSI_1999.pdf

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

Wenbin, L., Zhiping, H., Shengyun, L., Jianghua, H., & Yuhong, Z. (2014). To determine the effect of wearing shoe covers by medical staff and visitors on infection rates, mortality and length of stay in intensive care unit. Pakistan Journal of Medical Sciences, 30(2), 272-275. doi:10.12669/pjms.302.4384