NUR 590 Topic 3 DQ 1 Discuss the significance of frameworks or models in guiding research or evidence-based practice projects

NUR 590 Topic 3 DQ 1 Discuss the significance of frameworks or models in guiding research or evidence-based practice projects

Frameworks and models guide the design and conduct of research and evidence-based practice (EBP) projects. They inform the theoretical and empirical thinking of research and guide the interpretation of findings. Frameworks organize, explain, and describe information and the scope and relationships between concepts, including some delineating research processes (Moullin et al., 2020). On the other hand, models are specific in scope and are more often prescriptive, and can be used to delineate a series of steps in the research or EBP process.

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Frameworks and models are graphical or narrative depictions of the factors, concepts, or variables of a phenomenon. In the case of EBP projects, the phenomenon of interest is implementation. Implementation frameworks can offer a structure for describing and guiding the EBP process of translating effective interventions and research evidence into practice. They can also be used to analyze what influences EBP implementation outcomes and evaluate implementation efforts (Huybrechts et al., 2021). Thus, concepts within the EBP implementation framework may include the implementation process, factors affecting the implementation process (determinants or barriers and facilitators), implementation strategies, and implementation outcomes.

Nevertheless, selecting an incorrect model or framework can negatively affect the viability and success of the research efforts. This leads to specification errors in research methods and data analyses, incorrect conclusions, and weakened reviews of research funding applications (Moullin et al., 2020). Moreover, a wrong model or framework can result in poorly articulated assumptions that guide the constructs or processes that will be involved, operationalized, measured, and analyzed. Therefore, it can create bias in research. The poor use of models and frameworks goes beyond research proposals and EBP projects and can delay or misguide the progress of implementation science.

References

Huybrechts, I., Declercq, A., Verté, E., Raeymaeckers, P., & Anthierens, S. (2021). The Building Blocks of Implementation Frameworks and Models in Primary Care: A Narrative Review. Frontiers in public health, 9, 675171. https://doi.org/10.3389/fpubh.2021.675171

Moullin, J. C., Dickson, K. S., Stadnick, N. A., Albers, B., Nilsen, P., Broder-Fingert, S., … & Aarons, G. A. (2020). Ten recommendations for using implementation frameworks in research and practice. Implementation science communications, 1, 1-12. https://doi.org/10.1186/s43058-020-00023-7

Discussion 2

Some of the reviewed change models include Lewin’s model of change and Ronald Havelock’s change model. Lewin’s model splits the change process into three stages: Unfreeze, Make changes, and Refreeze. The Unfreeze stage entails “unfreezing” the current processes and analyzing how tasks are conducted. It also involves an in-depth analysis of each step and human interactions within the organization for future improvements (Tang, 2019). This helps to prevent bias and commonly overlooked mistakes. The make changes step entails implementing changes once team members have been prepared for the change. The change agent guides the rest of the team as they adapt to the new changes and provides frequent communication, support, and education. The refreeze step entails identifying approaches to sustain change to prevent old habits from resurfacing.

Ronald Havelock’s model has six phases of change. It starts with establishing a need for change, followed by the change agent deciding whether or not change is required or desired. Then the agent gathers adequate information pertinent to the situation that needs change. After that, the change agent chooses a pathway for change from available options, which is executed (Udod & Wagner, 2018). Besides, effective communication strategies, staff response strategies, education, and support systems are used for the change to gain acceptance. In the last step, the change agent assesses the impacted system to ensure the change is effectively stabilized and maintained. Once the change is maintained, the change agent separates from the change event.

Havelock’s model is ideal for the EBP on CAUTI because it emphasizes using scientific knowledge to identify the approaches that best promote change implementation.

The model stresses building knowledge and systematic integration of theories (Udod & Wagner, 2018). Therefore, the need to change catheterization practices will first be established, and the change agent will research evidence-based interventions that will change the current practice to reduce CAUTIs.
References

Udod, S., & Wagner, J. (2018). Common change theories and application to different nursing situations. Leadership and Influencing Change in Nursing.

Tang, K. N. (2019). Change management. In Leadership and Change Management (pp. 47-55). Springer, Singapore.

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Discussion 1: Discuss the significance of frameworks or models in guiding research or evidence-based practice projects. How can choosing an incorrect framework or model create bias in research?

Discussion 2: Review the different models and frameworks that can be used to facilitate change. Compare two and explain which is best for the evidence-based practice proposal Catheter-Associated Urinary Tract Infections and why. Provide rationale.