Week 6: Knowledge Gaps in Applying Evidence to Practice
Closing the knowledge gap is an essential skill for the DNP practice scholar. Reflect upon your application of evidence-based practice and professional formation to consider the following.
· What process do you employ to identify knowledge gaps in your nursing practice?
· What strategies will you use to overcome these knowledge gaps?
· As a leader in healthcare, how will you maximize others’ potential as they overcome knowledge gaps?
· How will you lead evidence-based practice at your workplace?
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Free essay sample.
Knowledge Gaps in Applying Evidence to Practice
Knowledge gap identification in nursing practice is vital. The process begins with planning, where one identifies the required skills and compare them to their current knowledge. The second step is establishing the critical skills, in consideration of the healthcare sector objectives and goals (Ali et al. 32). Measurement of the current skills through feedback from other nurses and acting on the data in ways like getting more training are also essential steps. The strategies for overcoming the knowledge gaps are acquiring training and practicing the theories additional training is available through subscriptions to online courses, attending voluntary mentorship programs in the nursing department, and attending healthcare-related events and conferences (Ali et al. 32). Closure of the knowledge gap also relies on one’s ability to incorporate the theory into practice. The inability to integrate knowledge in practice and fewer skills than the requirements reflects a knowledge gap.
As a leader in healthcare, there are methods of maximizing others’ potential as they overcome knowledge gaps, and leading Evidence-Based Practice (EBP). The first step is to act as a mentor and contribute to their mental and emotional development by teaching them ways of integrating knowledge on their nursing practice and how to avoid mistakes in the field (Manges et al. 25). Mentorship also involves a leaders’ understanding of the current state of others and identifying with their struggles to make them comfortable, which is achievable by being attentive to their complaints, suggestions, and questions. The other method of maximizing potential is to give the nurses chances to solve severe problems and make decisions because it gives them leverage to apply their knowledge in practice (Manges et al. 25). Additionally, leadership in EBP to ensure quality care involves establishing unit priorities and visions to ensure everyone understands their roles. Encouraging teamwork and effective management of resources also promote successful EBP in the workgroups (Dang et al. 36). Effective communication on participant expectations, acknowledgment of nurses’ success, and utilizing the available resources are also crucial parts of managing EBP to provide high-quality healthcare.
Works Cited
Ali, Gulnar, et al. “Spirituality in nursing education: Knowledge and practice gaps.” International Journal of Multidisciplinary Comparative Studies 5.1-3 (2018): 27-49. Retrieved From: http://eprints.hud.ac.uk/id/eprint/34784/1/Ali.pdf
Dang, Deborah, and Sandra L. Dearholt. Johns Hopkins nursing evidence-based practice: Model and guidelines. Sigma Theta Tau, 2017. Retrieved From: https://books.google.co.ke/books?hl=en&lr=&id=SZU6DwAAQBAJ&oi=fnd&pg=PP1&dq=ebp+practice+in+nursing&ots=_gqPBwPny8&sig=gpQTPlEENFOhHl1nvH4qvfEZENw&redir_esc=y#v=onepage&q=ebp%20practice%20in%20nursing&f=false
Manges, Kirstin, Jill Scott‐Cawiezell, and Marcia M. Ward. “Maximizing team performance: The critical role of the nurse leader.” Nursing forum. Vol. 52. No. 1. 2017. Retrieved From: https://onlinelibrary.wiley.com/doi/abs/10.1111/nuf.12161
