Aliyah Jewel P.

Jimenez NCM 19
BSN 4B MODULE 2
Activity:
Choose a research journal/article emphasizing research study about leadership and
management, patient care or nursing competency standards as evidence-based research related
to National Nursing Care Competency Standards (NNCCS), Philippine Professional Nursing
Practice Standards (PPNPS), Patient Care Safety Standards and Standards of Nursing Practice. Use
the IMRAD to summarize and analyze the topic and as a nurse leader make an ACTION PLAN.

Title: Nursing Leadership Influence on Evidence-Based Practice Culture and Integration

Author: Natalie Kay Lenhart
The local problem at the DNP project entity correlated directly to the EBP integration and
organizational culture issues noted at a national level. An organizational survey regarding staff
beliefs, use, and organizational culture and readiness indicated that EBP integration had not
neared the IOM (2008) recommendation. According to a 2016 personal conversation with the
system-wide director of EBP and research, staff retention created patient care shortages on units,
which in turn contributed to the mindset that organizational change could not happen. Nurses
and administration are held accountable to quality and safety metrics, as well as regulatory and
accreditation standards, and yet the inability to consistently meet many of these standards had
still not prompted full EBP integration.
Translating research to practice takes 10-20 years or more and evidence-based practice
(EBP) integration remains at 10%-20%, despite recommendations requiring EBP-guided
decisions. EBP integration has been associated with up to 30% decreases in healthcare system
spending, improved quality outcomes, and increased staff satisfaction. Nurse leaders are
accountable for EBP enculturation, yet rate quality and safety as the highest priority and EBP as
the lowest. This knowledge gap perpetuates low EBP integration rates and hinders EBP
enculturation. Asking whether EBP facilitative interventions for nurse leaders increase scores on
organizational culture and readiness, beliefs, and EBPuse scales addressed the knowledge gap via
this quality improvement, pre/posttest pilot project. Multiple frameworks guided the project:
the nursing process, Lewin’s change management model, the Johns Hopkins Nursing EBP model,
and the Five Practices of Exemplary Leadership® model. A comprehensive literature search
validated the design using EBP facilitators: educational interventions, transformational
leadership, strategic planning, and a systems perspective. Pre/posttest data garnered from 14
non-direct care nurse leaders on the Organizational Culture and Readiness for System-Wide
Integration of EBP Scale, the EBP Beliefs Scale, and the EBP Implementation Scale was analyzed
using 2-sample t tests.
 Individual questions on the scales revealed statistically significant differences correlating
to the facilitative interventions, yet overall aggregate scores did not change significantly. The
limited findings contribute to the existing body of knowledge, while positive social implications
include resolving public health and safety issues, reversing fiscal irresponsibility, and overcoming
resistance to change.
In conclusion, whereas change has occurred, it is imperative that change is sustained. Part
of the sustainability is the responsibility to continue the project and disseminate the current and
future findings. In order for safe, quality care to occur, EBP integration must be prominent in
clinical practice. The nurse leaders have begun EBP enculturation at this entity. This journey has
provided the realization that the possibility exists for this long-entrenched thinking in healthcare
regarding “the way that we have always done it” to be changed beyond this single entity. Specific
EBP-focused, active-learning, innovative, facilitative interventions for nursing leaders can,
indeed, increase the scores on organizational culture and readiness, beliefs, and use of EBP scales
for nurse leaders within a single healthcare entity.
 ACTION PLAN
Priority: A well, resilient, capable and sustainable workforce.

The key focus areas within this priority include leadership, professional development, our graduate and undergraduate workforce, staff wellness
and workforce resilience. The goal of these focus areas is to build a Nursing & Midwifery workforce that is sustainable, highly qualified and
appropriately credentialed and is able to respond to the changing needs of our communities’ health and expectations. It aims to attract, retain
and value all of our staff through professional development, ensuring a safe and supportive work environment while seeking to address the current
and future workforce challenges.

GOAL ACTION OUTCOME RESPONSIBILITY

Strengthen Leadership Develop and embed the - Clear direction is provided Nursing and
Capacity at all Levels leadership development for staff who are currently Midwifery Executive
frameworks for the Nursing working in the role and staff
Unit Manager and aspiring to these roles.
the Clinical Nurse Educator - Succession planning
Roles. capabilities are strengthened
within the nursing and
midwifery service.
Evaluate and secure further - A culture of leadership at all Nursing and
funding for the levels, in all Nursing and Midwifery Executive
Leadership Development Midwifery positions is
Programs developed and supported.
- A future supply of Nursing
and Midwifery leaders who
can positively influence
outcomes for patients and
staff is developed.
Develop skills in facilitation in - Our leaders will develop the Nursing and
key staff groups ability to guide and direct the Midwifery Executive
 process of working together to
meet goals and accomplish
Key Performance Indicators.
- Leadership opportunities will
be created by providing a clear
facilitation pathway
Establish a work ready Coordinate the development, - Positive learning experiences Nursing and
graduate and undergraduate implementation are enabled for Midwifery Executive
workforce, in collaboration and evaluation of an internal undergraduates to develop
with educator providers facilitation model competence as beginning level
and other stakeholders. for undergraduates. practitioners.
- Quality student placements
are provided which meet the
needs of the undergraduates
and our staff.
Increase the number of - Undergraduates are provided Nursing and
undergraduate Assistant with opportunity for early skill Midwifery Executive
in Nursing (AIN) positions. development and early career
preparation.
- Future nurses will be familiar
with the organization and
clinical environment which will
contribute to the development
of their sense of belonging in
the workforce.
Develop a resilient Identify opportunities for - Effective Advanced Practice Nursing and
workforce which can identify advanced practice roles roles are implemented and Midwifery Executive
areas of need and is able to to support clinical service developed through systematic,
adapt to emerging issues in a delivery evidence based processes.
changing healthcare - Advance Practice roles
environment. contribute to health
 improvement, patient
satisfaction, reduced hospital
admissions and shorter length
of stay.
Continue to review Nursing - Our nurses and midwives are Nursing and
and Midwifery roles as effective as possible in the Midwifery Executive
and practice to meet the provision of high-quality
needs of health patient and family centered
services, patients and carers. care.
- Our nurses and midwives
possess the capacity to adapt
to systemic changes in the
delivery of healthcare.
Attract, retain and value all of Provide staff with education, - The capabilities of our staff Nursing and
our staff through professional learning and advancement including their technical skills, Midwifery Executive
development opportunities. knowledge, attributes and
behaviors meet the needs of
the individual and
organization.
NAME: Aliyah Jewel P. Jimenez E C G
X O O
YEAR/SECTION: BSN 4B C M O
Nursing Leadership and Management E P D
L E
Critical Analysis Essay Rubrics L T
This rubric is designed to make clear the grading process for written E E
N N
communication by informing you, what key elements are expected by the
T T
university in a “good” piece of written work.

Your written work will be evaluated by the criteria below in order to give you 3 2 1
specific feedback to help guide your development.

Presentation

1. The purpose and focus are clear and consistent.

2. The main claim is clear, significant, and challenging.

3. Organization is purposeful, effective, and appropriate.

4. Sentence form and word choice are varied and appropriate.

5. Punctuation, grammar, spelling, and mechanics are appropriate.

Content

6. Information and evidence are accurate, appropriate, and integrated

effectively.

7. Claims and ideas are supported and elaborated.

8. Alternative perspectives are carefully considered and represented.

Thinking

9. Connections between and among ideas are made.

10. Analysis/synthesis/evaluation/interpretation are effective and consistent.

11. Independent thinking is evident.

12. Creativity/originality is evident.

Assignment Specific Criteria

13. Responds to all aspects of the assignment.

14. Documents evidence appropriately.

15. Self discipline through timeliness is acquired.