week 5 template

Dissemination Through Podium Presentation

* (week lecture)

Dissemination of knowledge is a key responsibility of the DNP practice scholar. The benefits are shared between the audience and the DNP practice scholar disseminating knowledge through posters, article, and podium presentations. Dissemination supports the evidence on the topic and sometimes confirms previous results. Sharing the knowledge supports other nurses in finding solutions to their clinical practice problems. Sharing the method and project plan will support other nurses in conducting similar projects and changing clinical outcomes!

Okay, we have much ground to cover the next day. >> Yes, which presentations did you want to see? I circled the ones I wanted to go to. >> Okay, I could go to the presentation in conference room 12, and then to conference room two. >> Okay, great, I'll go to room four, and then room nine. Let's meet at lunch to discuss the presentations. >> Let’s meet at the cafeteria downstairs for lunch. >> Okay, great. See you later. Over here, Olivia. >> Malik, wow, what a difference in the quality of the presentations today. >> Yes, I had the same experience. Was the patient’s falls presentation good? >> Well, first, the speaker seemed to know all about this topic and could speak about it with or without his PowerPoint. His flash drive was corrupted, and he could not pull up his presentation. He began speaking as he was waiting for his slides to appear. I found that the content was really in his discussion and not on the slides. He used an evidence-based intervention, and his data collection was rigorous too. I took notes for you, and I can email all of this. He hit all of the main points without going into laborious detail. He briefly talked about the significance and prevalence of the practice problem nationally, locally, and at the organization. He also gave sufficient data. He then discussed the elements of his project question in PICOT format, the evidence for each element, and his outcome in detail, along with the data collection tool. It does sound like an intervention we can use. >> Wow, good thing he was knowledgeable about the topic. >> Yes, I imagine so. How were your presentations? >> The first presentation was awful. I went to the presentation on reducing heart failure readmissions. First, there were too many words on every slide. I could not read the words on some slides because I was in the back of the room. These rooms are not that big, so the words must have been too small on those slides. >> Well, sometimes they cram whole sentences in the bullet points, and the font is too small. The font should be large enough that a person sitting 30 feet away can read the words, which is a minimum 24 font size. >> Yes, exactly. There were whole sentences for each bullet point and too many bullet points per page. Then the presenter stood to the side and read every word. She spoke fast and did not look at the audience until the presentation was done. I almost fell asleep. If I had known the presenter would read the slides, I would have just grabbed the handout. My second presentation was excellent and focused on engaging patients in diabetes self-care post-discharge. The presenter used Prezi software, and she asked a question that we responded to using an application on our smartphones. It was very interactive. The presenter used an evidence-based intervention for her DNP practice change project developed by scientists working for the Agency for Healthcare Research and Quality. I think that this might fit our organization and our newly diagnosed diabetic population. I took some notes and would like to discuss those with you later. >> Wow, it seemed that the presenter was well prepared. I always wonder about those audience response systems. If they work, they help with audience interaction. The presenter can always ask the audience questions if the response system does not work. >> Yes, you are right. Adding technology to presentations can be risky. But if there is a reliable backup, I think that is okay. This presenter seemed to know all about the conference WiFi and the reliability of the technology. I think she prepared very well. >> In my second presentation, I noticed a few critical aspects that make a difference for the audience. The second presenter used sections instead of bullet points. The colored sections contained three keywords which made them easy to remember. It was obvious he had practiced his presentation because his speech was clear and flowed seamlessly. The colors and layout added to the organization of his content. >> Well, we learned a lot from the content of the presentations today and about the aesthetics and the elements that can make or break a presentation. >> Yes, we want to select good colors and use sections in our presentation rather than bullet points. We also want to use keywords that capture the content we are discussing. >> Yes, and only three sections per slide with three keywords per section. It is also important to talk slowly and offer periods of silence to help the audience remember and reflect. >> Only the important point should be discussed, and irrelevant details should be left out. I would not want to be that presenter whose audience is sleeping. >> I also think the font size and eye contact with the audience are important. The presenters who practiced maintained eye contact with the audience during their presentation. I think that makes a big difference. >> We've learned a lot today. We are now prepared to create our DNP presentation.

References

Moran, K., Burson, R., & Conrad, D. (2017). The Doctor of Nursing Practice scholarly project (2nd ed.). Jones & Bartlett.