The role of the dnp scholar in leading change | dnp | Chamberlain College of Nursing

  

Which translation model provides a framework for practice change?

The transitional model I would use for implementation would be the Havelock’s model. Havelock’s translation model provides a framework for practice change. From personal experience, the idea of change is often greeted with resistance due to the challenges that accompany it. It is easier to remain glued to our conservative norm than embrace innovative approaches.

Havelock improved on Lewin’s change model and created a systematic process for the implementation of innovation in the work culture stating that change encompasses a series of cyclical actions that are repeated as progress is being realized, and added that the agent of change must be alert and attentive towards the steps of the process (White & Dudley-Brown, 2012). Havelock’s theory lends us a simple six step sequential strategy that guides the team into embracing an innovation. The steps are as follows:

1. The establishment of a relationship with the interprofessional team and stakeholders

2. The establishment of a diagnosis related to the need for change

3. Acquisition of the vital resources

4. Selecting of the applicable and suitable strategy

5. Acceptance and adaptation of the selected solution

6. Providing guidance towards self-renewal or the power to change

In reiterating the points mentioned above, the initial approach is the establishment of a relationship because when relationships are positive, it is easier to effect change to an environment. Havelock’s strategy permits the inclusion of all representatives as members of the change project. The representatives are involved in the planning of the innovation.

In the 2nd stage which is establishing a diagnosis regarding the need for change, the agent for change which is the DNP scholar would have to grant opportunity to the rest of the team to brainstorm according to their expertise with the practice problem. The issue of managing the effects of the opioid overdose dilemma will be discussed weekly, then biweekly and then monthly.

In the 3rd stage which has to do with the acquisition of the vital resources, members of the interdisciplinary collaborative team are delegated to come up with appropriate solutions based on the evidence presented from research and translation science. Results from health resources and search engines such as Medline, PubMed, CINAHL will be examined for best evidence-based practice guidelines. These will be used for the gleaning and acquiring of related information.

The 4th stage is the selection of the relevant and suitable strategy. It is after the resource information have been presented that the team would conduct a review of the presentation, detect likely options, meanwhile also stating the consequences for the chosen actions. A series of possible solutions should be designed, such as educational approaches that emphasize patient centered focus, and evidence-based practice guideline conclusions that would lead to the desired innovation.  When this meeting comes to an end, there should exist a selection of possible strategies that would be reviewed and critiqued by all members of the team.

The 5th stage in Havelove’s Change Theory which is acceptance and adaptation of the selected solution is marked with addressing of the practicability or feasibility for the selected solution. The DNP scholar takes charge as facilitator in reviewing the possible potential advantages or remunerations, applicability, and adoptability of each possible strategy.

The 6th stage which is the provision of guidance towards self-renewal or the power to change is critical since it leads to the enablement and incorporation of the desired innovation.

What is the value of an interprofessional team to address this practice problem?

The fundamental features of interprofessional collaboration involves a shared common objective or goal, efficient communication, interpersonal and professional expertise, and liability (Hamric, Hanson, Tracy & O’Grady, 2014).

But there are challenging aspects that threaten to inhibit collaboration effectiveness and these may include the absence of role clarification, lack of availability of team members, limited time, miscalculations in terms of scope of practice, communication errors, hierarchy disparities, mistrust, and clashing viewpoints (Lancaster, Kolakowsky-Hayner, Kovacich, & Greer-Williams, 2015). 

Irrespective of the barriers and obstacles, the concept of interprofessional collaboration is invaluable for preventing misinterpretations that can result in decreased patient satisfaction, oversights, lapses in treatment plans, and adverse clinical outcomes (Howard, Jacobson, & Kripalani, 2013).

Interprofessional collaboration offers an overabundance of effective teamwork benefits and one of such is the enhancement of consumer safety and efficiency regarding care (Weller, Boyd, & Cumin, 2014). When the collaborative team approaches innovation from an evidenced-based teamwork method, this is capable of assisting the members to express a plethora of varying perspectives resulting in the optimization of collaboration and communication.  

What strategies can you implement to inspire others to embrace change?

When change is necessary, we need colleagues to adopt the change; we need for them to do things differently. But inspiring others to embrace change is difficult and people often pose a resistance because it is easier to remain with the familiar and just follow the status quo. But some simple steps that can help in the implementation to inspire others to embrace change include being in the habit to always keep colleagues in the loop and informed on the need for innovation, inspiring them about the benefits and potential that the change offers, educating them about the improved conditions outlook, as well as making it a priority to involve them in creating the desired change.

References

White, K., & Dudley-Brown, S. (2012). Translation of Evidence Into Nursing and Health Care Practice. Retrieved from: https://eds-a-ebscohost-com.chamberlainuniversity.idm.oclc.org/eds/ebookviewer/ebook/bm[email protected]sessionmgr4006&vid=3&format=EK&rid=17 (Links to an external site.)

Hamric, A. B., Hanson, C. M., Tracy, M. F., & O’Grady, E.T. (2014). Advanced practice nursing: An integrative approach (5th edition). St. Louis, MO: Saunders Elsevier

Lancaster, G., Kolakowsky-Hayner, S., Kovacich, J., Greer-Williams, N. (2015). Interdisciplinary communication and collaboration among physicians, nurses, and unlicensed assistive personnel. Journal of Nursing Scholarship, 47(3), 275-284. doi:10.1111/jnu.12130

Howard, T., Jacobson, K., & Kriplani, S. (2013). Doctor talk: Physicians’ use of clear verbal communication. Journal of Health Communication, 18(8), 991-1011. doi:10.1080/10810730.2012.757398

Weller, J., Boyd, M., & Cumin, D. (2014). Teams, tribes and patient safety: Overcoming barriers to effective teamwork in healthcare. Postgraduate Medical Journal, 90(1061), 149-154. doi:10.1136/postgradmedj-2012-131168

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