Other Titles
Pioneering Practices: The Journey to EBP Excellence in Healthcare [Symposium Title]
Abstract
Purpose. To describe the development of two educational initiatives, an evidence-based practice (EBP) fellowship and an EBP for Leaders course.
Background. EBP improves patient and organizational outcomes; however, EBP is not standard practice. Barriers include nurse managers often act as “gatekeepers” for EBP initiatives and ack of training, inadequate organizational readiness and leadership support, and lack of EBP mentors (2). For successful EBP integration, a critical mass of EBP mentors and engaged leaders in EBP is essential (5).
Method. Based on the Advancing Research and Clinical practice through close Collaboration (ARCC) model (2,6) two educational programs were implemented to address the lack of mentors and leader support and build an EBP infrastructure. EBP for Leaders, a three-hour class, focused on leadership support for staff engaging in EBP. Content included an overview of EBP processes but leaders were not trained to be mentors. Pre/post class, leaders completed a 35-item survey with the EBP Competency for Managers and EBP Culture and Readiness scales. A 12-month EBP fellowship with classes and mentorship targeted improved EBP competency and mentor preparation through completion of an EBP project. Fellows completed EBP Beliefs, EBP Implementation, EBP Culture and Readiness, Access to Mentors, and basic EBP competency surveys pre-class and an evaluation post-class.
Results. Ten EBP for Leaders class participants agreed/strongly agreed their knowledge improved and could describe a leader’s role in EBP initiatives. Organizational culture scores and all manager competencies increased from pre to post test. Forty nurses participated in the EBP fellowship. Prior to class, Beliefs scale scores were rated the highest, followed by Implementation, then Culture and Readiness. Access to Mentors was low and fellows did not rate themselves competent in any of the basic EBP competencies. After class, fellows agreed/strongly agreed they were able to identify the differences between EBP, quality improvement, and research, and develop a PICOT question.
Discussion. According to the ARCC model, nurse leaders and mentors competent in EBP are crucial to promoting and sustaining EBP in a healthcare system. By implementing an EBP for Leaders course and a fellowship to develop EBP mentors, an organization’s EBP infrastructure and capacity were enhanced. Additional socialization and participation are needed to increase the impact of these new programs.
Notes
References:
Connor L, Dean J, McNett M, et al. Evidence based practice improves patient outcomes and healthcare system return on investment: Findings from a scoping review. WORLDVIEWS EVID BASED NURS. 2023;20(1)
Melnyk BM, Tan A, Hsieh AP, Gallagher Ford L. Evidence Based Practice Culture and Mentorship Predict EBP Implementation, Nurse Job Satisfaction, and Intent to Stay: Support for the ARCC© Model: Worldviews on Evidence Based Nursing. WORLDVIEWS EVID BASED NURS. 2021;18(4):272-281.
Melnyk BM, Hsieh AP, Messinger J, Thomas B, Connor L, Gallagher Ford L. Budgetary investment in evidence based practice by chief nurses and stronger EBP cultures are associated with less turnover and better patient outcomes. WORLDVIEWS EVID BASED NURS. 2023;20(2):162-171.
Crawford CL, Rondinelli J, Zuniga S, Valdez RM, Tze Polo L, Titler MG. Barriers and facilitators influencing EBP readiness: Building organizational and nurse capacity. WORLDVIEWS EVID BASED NURS. 2023;20(1):27-36.
Caramanica L, Gallagher Ford LP. Leveraging EBP to Establish Best Practices, Achieve Quality Outcomes, and Actualize High Reliability: Building EBP Competency Is Not Enough: Nurse Leader. Nurse Leader. 2022;20(5):494-499.
Melnyk BM. Achieving a high reliability organization through implementation of the ARCC model for systemwide sustainability of evidence based practice. Nurs Adm Q. 2012;36(2):127-135.
Sigma Membership
Mu
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Evidence-based Practice, Educational Initiatives, EBP for Leaders, EBP Fellowship, Mentoring and Coaching, Workforce
Recommended Citation
Gallegos, Cara; Timmerman, Rose; and Gillaspie-Aziz, Marisa, "Creating an EBP Infrastructure in a Large Healthcare System" (2025). International Nursing Research Congress (INRC). 300.
https://www.sigmarepository.org/inrc/2025/presentations_2025/300
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Creating an EBP Infrastructure in a Large Healthcare System
Seattle, Washington, USA
Purpose. To describe the development of two educational initiatives, an evidence-based practice (EBP) fellowship and an EBP for Leaders course.
Background. EBP improves patient and organizational outcomes; however, EBP is not standard practice. Barriers include nurse managers often act as “gatekeepers” for EBP initiatives and ack of training, inadequate organizational readiness and leadership support, and lack of EBP mentors (2). For successful EBP integration, a critical mass of EBP mentors and engaged leaders in EBP is essential (5).
Method. Based on the Advancing Research and Clinical practice through close Collaboration (ARCC) model (2,6) two educational programs were implemented to address the lack of mentors and leader support and build an EBP infrastructure. EBP for Leaders, a three-hour class, focused on leadership support for staff engaging in EBP. Content included an overview of EBP processes but leaders were not trained to be mentors. Pre/post class, leaders completed a 35-item survey with the EBP Competency for Managers and EBP Culture and Readiness scales. A 12-month EBP fellowship with classes and mentorship targeted improved EBP competency and mentor preparation through completion of an EBP project. Fellows completed EBP Beliefs, EBP Implementation, EBP Culture and Readiness, Access to Mentors, and basic EBP competency surveys pre-class and an evaluation post-class.
Results. Ten EBP for Leaders class participants agreed/strongly agreed their knowledge improved and could describe a leader’s role in EBP initiatives. Organizational culture scores and all manager competencies increased from pre to post test. Forty nurses participated in the EBP fellowship. Prior to class, Beliefs scale scores were rated the highest, followed by Implementation, then Culture and Readiness. Access to Mentors was low and fellows did not rate themselves competent in any of the basic EBP competencies. After class, fellows agreed/strongly agreed they were able to identify the differences between EBP, quality improvement, and research, and develop a PICOT question.
Discussion. According to the ARCC model, nurse leaders and mentors competent in EBP are crucial to promoting and sustaining EBP in a healthcare system. By implementing an EBP for Leaders course and a fellowship to develop EBP mentors, an organization’s EBP infrastructure and capacity were enhanced. Additional socialization and participation are needed to increase the impact of these new programs.
Description
Overall Symposium Summary: EBP results in the best outcomes for patients, nurses, and healthcare organizations. However, many barriers exist to implementation. The ARCC model is a framework to navigate challenges and foster the culture of EBP within a large healthcare system. The results of a large EBP with a diverse group of hospitals, describe the psychometric properties of three new EBP instruments, and describe two educational initiatives aimed at improving staff competency, and preparing EBP mentors and leaders.
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