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JONA Volume 37, Number 12, pp 552-557 Copyright B 2007 Wolters Kluwer Health | Lippincott Williams & Wilkins

T H E J O U R N A L O F N U R S I N G A D M I N I S T R A T I O N

Organizational Change Strategies for Evidence-Based Practice

Robin P. Newhouse, PhD, RN, CNA, CNOR

Sandi Dearholt, MS, RN

Stephanie Poe, MScN, RN

Linda C. Pugh, PhD, RNC, FAAN

Kathleen M. White, PhD, RN, CNAA,BC

Evidence-based practice, a crucial competency for healthcare providers and a basic force in Magnet hospitals, results in better patient outcomes. The authors describe the strategic approach to support the maturation of The Johns Hopkins Nursing evidence-based practice model through providing leadership, setting expectations, establishing struc- ture, building skills, and allocating human and material resources as well as incorporating the model and tools into undergraduate and graduate education at the affiliated university.

Evidence-based practice (EBP) is an essential com- ponent of professional nursing,1,2 a crucial compe- tency for healthcare providers,3 and a basic force in Magnet hospitals4 and results in better patient out- comes and higher levels of nursing autonomy.5

Fostering EBP within organizations requires strong infrastructure, including nursing leadership and hu- man and material resources.6-10 Several organizations have reported on the use of EBP change models to

assist and mentor individual EBP project teams.11-14

One recent publication discusses the use of a change model in the context of organizational change, highlighting the establishment of an EBP committee that is positioned within the nursing department’s administrative structure.15 Approaching the imple- mentation of EBP as an organizational transforma- tional change frames the approach strategically.16

After the creation and testing of a conceptual model for EBP,17 a strategic plan was developed to implement the Johns Hopkins Nursing EBP model and guidelines (JHN EBP) throughout the organi- zation. The team knew that the implementation of EBP would require a substantial change in nursing culture. The goal was to infuse the use of JHN EBP into routine practice within each department. This goal required a number of strategic objectives that included developing EBP education programs and Web-based resources, modifying job description cri- teria to include behavioral outcomes for EBP, defin- ing the origin of potential question generation, and building nurse EBP skills and expertise (Table 1). The EBP program was built through providing lead- ership, setting expectations, establishing structure, building skills, and allocating human and mate- rial resources. The JHN EBP model and tools were then incorporated into undergraduate and graduate education at the affiliated university. This article describes the strategic approach to building infra- structure to support the maturation of EBP within an academic medical center.

Leadership

Leadership endorsement was the initial step in building the EBP program. Nurse administrators are responsible for managing both human and

552 JONA � Vol. 37, No. 12 � December 2007

Authors’ Affiliations: Assistant Dean, Doctor of Nursing Practice Studies and Associate Professor, University of Maryland School of Nursing, Baltimore, Maryland (Dr Newhouse); Assistant Director of Nursing, Neuroscience, and Psychiatry (Ms Dearholt); Assistant Director of Nursing, Clinical Quality (Dr Poe), Nursing Administration, The Johns Hopkins Hospital, Baltimore, Maryland; Professor of Nursing (Dr Pugh), York College of Pennsylvania, York, Pennsylvania; Associate Professor and Director, Master’s Program and Interim Director, Doctor of Nursing Practice Program (Dr White), The Johns Hopkins University School of Nursing, Baltimore, Maryland.

Doctor Newhouse was Nurse Researcher at Johns Hopkins Hospital and Associate Professor at Johns Hopkins University School of Nursing.

Doctor Pugh was an associate professor at the Johns Hopkins University School of Nursing.

Corresponding author: Dr Poe, The Johns Hopkins Hospital, Department of Nursing Administration, 600 N. Wolfe St., ADM 220, Baltimore, MD 21287 ([email protected]).

material resources necessary for the successful implementation of the EBP program. Leadership is critical to build organizational readiness for change.16,18 This nursing department is part of a highly decentralized organization. A director of nursing, an administrator, and a physician director lead each department with responsibility for the service area. Because of their accountability for resources, it was essential that the directors of nursing were committed to the EBP implementa- tion goals. The strategic plan was approved by leadership and the governance committees (stan- dards of care [SOC], standards of practice, nursing clinical quality improvement, staff education, and research committees) and was then incorporated into the committee structure.

Establishing the Structure

To establish a structure for building and sustaining EBP, a majority of the governance committees were charged with specific responsibilities. These gover- nance committees include committee chairs, SOC, standards of practice, nursing clinical quality improvement, staff education, and research. Com- mittee chairs consist of the chairs and cochairs for each of the governance committees. Committee chairs drafted EBP committee goals that were aligned with the purpose of each committee. Each committee then reviewed and revised or supported these goals. In addition, the purpose and functions of each committee were reviewed in light of the EBP initiative. During implementation, each

Table 1. Strategic Plan to Infuse The Johns Hopkins Nursing Evidence-Based Practice (EBP) Model

Objectives Responsibility

Build local experts through the following Central committees

1. Each functional unit will complete 1 EBP project using The Johns Hopkins Nursing EBP Model and Guidelines.

2. Central committee members (research, standard of care, education, and nursing clinical quality improvement) will collaborate on choosing the practice question, leading the EBP process, recommending the practice changes if indicated, assuring that the implementation occurs, and evaluating the outcome of the project.

3. Functional units will develop a practice question and identify EBP team members in consultation with central committee representatives.

4. Functional units will create a plan for staff education, format selecting from the options listed below.

Develop EBP education programs EBP core members

Target: trainers 1. Small group rapid cycle or 1-day training 2. Train the trainer competencies (health stream)

Target: staff Mandatory health stream training is dependent on job description. EBP core members with

committee approval1. Health stream Module 1: Introduction (history, definitions, model, and practice question) Module 2: Searching evidence (defining terms, sources, and technique) Module 3: Evaluating the evidence (rating, summarizing, and recommending practice changes) Module 4: Implementing practice changes

Optional training if desired 2. Health stream plus day practicum 3. One-day workshop by core mentors and trainers scheduled by functional unit

Develop Web-based resources for all nursing staff to access EBP core members

1. Model and guidelines (manual) 2. Tools (practice question, rating scales, critique summaries, project management

guide, and evaluation) Modify job description criteria to include behavioral outcomes for EBP Standards of practice

1. Nurse clinician IVobjectives related to module 1 2. Nurse clinician IIM and EVobjectives related to modules 1-3 3. Nurse clinician IIIVparticipation in 1 EBP project per year (modules 1-4)

Define origin of potential question generation EBP core members

Problem prone/high-risk clinical processes or diagnosis, evidence to support the practice challenged, or high variations in practice or outcomes.

Build EBP competencies Nursing administration/ departments1. Require module 1 for all current registered nurses (RNs) in 2006.

2. Require module 1 for all newly hired RNs within the first year of employment.

JONA � Vol. 37, No. 12 � December 2007 553

committee in the governance structure had respon- sibility for a specific goal (Figure 1). The SOC committee became responsible for reporting prog- ress and monitoring outcomes of the EBP initia- tives within each department. This structure was important because it infused the responsibility for EBP across the professional governance commit- tees, making nurse leaders on the committees accountable for growing and sustaining the EBP program. To continue to enhance EBP expertise and engagement, each department is completing at least 1 project over a 15-month period.

Developing an EBP Skill Set

One of the most important steps in the plan was to develop EBP experts that would act as future mentors. These individuals were to be the primary champions and facilitators of EBP. They were members of the governance committees; thus, incorporating EBP goals into responsibilities as a committee member was well aligned with moving the strategic initiative ahead.19

In addition, nurse schedules needed to accom- modate time away from clinical responsibilities for initial training and then later to complete the EBP process. The buy-in from nursing leadership was essential to support nurse scheduling to meet the training requirements, provide the needed encour- agement, and assure that the EBP projects were focused on an important area for which practice recommendations were needed.

Development of Material Resources

A number of resources needed to be established to foster the growth and development of the program. These resources included the availability of the

JHN EBP model, process, guidelines, and tools in written and electronic formats. It was also impor- tant to assure that library, database, and Web resources were accessible to each nurse.

Training and mentorship were offered in each department through the committee member men- tors who had completed initial training. The authors (core EBP group) were also available for committee members and teams. Because there is not one strategy that is always successful, the team planned multiple strategies for training and education.8 Our goal to develop EBP skills and competencies required that we develop a training and education plan, using several approaches to meet the needs of the nurses and organization through multimethod education, demonstration, mentorship, and fellow- ship. Examples of strategies included rapid cycle training, a 1-and 2-day seminar approach, multi- disciplinary groups, completion of projects within the committee structure, and committee members mentoring teams in their departments.

In addition to these educational approaches, a fellowship in EBP was developed and budgeted through the department of nursing administration. Two fellowships were awarded through a compet- itive process that provided salary support for 20 hours per week for 3 months. This opportunity provided the time needed for the fellows to develop advanced EBP skills to prepare them to lead EBP initiatives at the unit, functional unit, and hospital levels. The first fellow focused on delirium screen- ing and nursing interventions to decrease the intensity, frequency, and duration of delirium. Re- sults of her project were used to provide education to unit nurses. She also completed her first pub- lication. The team recommended that the next fellowship be assigned by the SOC committee to better align the fellow’s work with the needs of

Figure 1. The shared governance role in the implementation of evidence-based practice (EBP).

554 JONA � Vol. 37, No. 12 � December 2007

the organization. A protocol was selected in the ophthalmology department, with the second fellow facilitating and supporting their EBP process.

An additional resource developed was EBP assistants who were available on an as-needed basis for unit projects. These assistants were undergrad- uate nursing students from local universities. Exam- ples of the types of support they provided include running literature searches, retrieving requested articles, disseminating the team’s evidence summa- ries, and documenting EBP team meetings. The salary for these assistants was initially supported through a small grant from the Maryland Health Services Cost Review Commission. After a favor- able evaluation of this resource at the end of the funding period, EBP assistants were included in subsequent nursing administration budgets.

Setting Expectations

To incorporate EBP as an expectation of nursing practice, nursing staff job descriptions were revised after significant input from the governance com- mittees, staff, and managers. An example of a revision is provided in Figure 2. It was important to construct language that was broad enough to allow different units to apply the standard to fit their needs. All indirect care positions are now under review for incorporating EBP expectations.

A basic Web EBP course was developed in 2005 and implemented as a required competency for RNs in 2006 to promote understanding of the EBP program, goal, and resources. The basic compe- tency education will move from yearly competency to the nurse orientation curriculum for 2007. Three additional modules are in development to address educational needs beyond basic competencies.

Collaborative Strategies: Introduction of the Model to the School of Nursing

Since the early 1990s, research utilization has been a major focus in the undergraduate research courses at Johns Hopkins University School of Nursing (JHUSON). As the focus changed from research utilization to EBP and the JHN EBP team began presenting their model and resources, part of the implementation plan was to infuse EBP into the JHUSON. In fall of 2004, a pilot was conducted with 1 section of the undergraduate research class. The class used the JHN EBP tools and worked on a project from a problem identified by nurses at The Johns Hopkins Hospital. The requirement for an undergraduate EBP project was revised with full implementation using the JHN EBP model in the spring semester of 2005.

At the same time, the master’s program curric- ulum was being revised. Revisions were driven by

Figure 2. Job descriptions revisions to incorporate evidence-based practice (EBP) into standard: maintains awareness of scientific basis for nursing practice.

JONA � Vol. 37, No. 12 � December 2007 555

the belief that the research course should prepare advanced practice nurses to translate evidence into the best practices. A new course was developed: Application of Research to Practice. The skills demonstrated are essential for the EBP organiza- tional leader. Two outcomes of this course include (1) conducting a team EBP project and (2) demon- strating evidence critique and rating competencies in an individual state of the sciences paper. The focus of these assignments can be clinical, admin- istrative, or educational nursing problems.

Incorporating these changes into the JHUSON curriculum also required faculty training in the conceptual underpinnings of the model as well as the EBP process and available tools. Three members of the team presented a faculty training seminar, covering the model, tools, and process. A mock critique and rating session provided the faculty with a hands_on experience with the tools and process.

Lessons Learned

The EBP implementation and infusion described in this article occurred between 2004 and 2006. The team learned a number of lessons, which include the importance of leadership support to foster the strategic plan, the need for flexibility in training

approaches to meet the requirements of the staff, the necessity of strategic resource planning, the essential role of mentors, and the need to have a model and tools available. Seeking synergistic opportunities to collaborate with academic institu- tions and students provides a win-win outcome.20

Model and Tool Revisions

We have used the model and guidelines previously published21 in multiple projects within and outside the organization. Based on this experience, we have kept the PET (practice question, evidence, transla- tion) process in place but have made some modifi- cations to the tools used for the EBP project (Figure 3) and further refined the graphic for the conceptual model (Figure 4). Within the JHN EBP model, EBP is a problem-solving approach to making clinical, educational, and administrative decisions that combines the best available scientific evidence with the best available practical evidence. The process takes internal and external influences on practice into consideration and requires the nurse to use critical thinking when applying the evidence.17

Future Directions

The JHN EBP has evolved into a mature phase of development. To move to the next stage, we need to develop and mentor additional EBP experts, expand the use of the model and tools, and continue to make revisions based on our experi- ences. We have planned additional training for staff and mentors, continued fellowships, and added a seminar on publication to help nurses publish the results their EBP projects. A book which includes the JHN EBP model and tools is in press.22

Figure 3. Evidence-based practice tools.

Figure 4. The Johns Hopkins Nursing Evidence-based Practice Conceptual Model.

556 JONA � Vol. 37, No. 12 � December 2007

We continue to support the strategic plan for our organization to facilitate the infusion of EBP into every component of nursing practice, provid- ing leadership, mentorship, and resources. The

plan must be flexible and iterative to incorporate lessons learned, to adapt the process to meet the needs of the nurses, and to continue to develop opportunities to engage and build skills for nurses.

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