What are some of the obstacles or barriers to implementing EBP (evid.pdf
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The document outlines several obstacles to implementing evidence-based practices (EBP) in nursing, including the limited role of evidence in decision-making, varying benefits among health care providers, and a lack of necessary competencies. It suggests that policymakers consider health care system characteristics and develop strategies, such as incentivizing patient-centered care and involving allied health professionals in decision-making. The document emphasizes the importance of education and supportive measures to bridge gaps in EBP knowledge among practitioners.
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What are some of the obstacles or barriers to implementing EBP (evid.pdf
- 1. What are some of the obstacles or barriers to implementing EBP (evidenced based practices) in nursing? Provide a rationale for your answer. Since there are numerous topics on the issue, it is not appropriate to repeat one that has already been mentioned unless providing new information. Solution Ans: Obstacles or barriers to implementing EBP (evidenced based practices) in nursing includes (1) Evidence might have a limited role in decision-making processes; (2) aspects other than quality of care steer the evidence-based practice agenda; (3) some health care providers benefit less from evidence-based practice than others and (4) there is a lack of competences to put the evidence-based principles in practice. Policy makers might consider health care system characteristics from and strategies developed or suggested by others to respond to country-specific obstacles. Examples include but are not limited to; (a) providing incentives for patient-centred care coordination and patient communication, (b) supporting practitioners interested in applying research-related activities, (c) considering direct access systems and interprofessional learning to respond to the demand for autonomous decision-making from satellite professional groups, (d) systematically involving allied health professionals in important governmental advisory boards, (e) considering pharmaceutical companies perceived as 'the enemy' an ally in filling in research gaps, (f) embedding the evaluation of evidence-based knowledge and skills in examinations (g) moving from (in)formative learning to transformative learning and (h) organizing high quality catch-up programs for those who missed out on evidence-based medicine in their curriculum.