Healthcare and other fields have seen the rise of evidence-based practice (EBP). EBP practitioners frequently need to share knowledge to contribute to the knowledge base and serve as advocates for its widespread use. Among such strategies are targeted presentations and peer-reviewed publications, which hold great promise. Nonetheless, potential barriers to accessibility and audience involvement remain limiting factors.
Most inclined strategies
Dissemination strategies that would be most inclined to use are peer-reviewed publications and interactive workshops and training sessions. Publishing research in reputable journals is a potent strategy for disseminating EBP. Peer-reviewed publications ensure the quality and validity of the research, adding credibility to the findings. The approach allows the information to reach a broad audience, including academics, practitioners, and policymakers, thereby contributing to the collective knowledge base (Kunisch et al., 2022). Additionally, conducting workshops and training sessions provides a hands-on, interactive platform for sharing EBP knowledge. The strategy is effective in engaging diverse stakeholders. Interactive sessions foster discussions, address queries in real time, and enhance the practical application of EBP principles (Välimäki et al., 2023).
Least inclined strategies
The least included dissemination strategies would be static reports or manuals and lecture-style presentations. While these materials are extensive, they might not be effective when it comes to dissemination in terms of the way they engage the target audience. This makes them difficult for audiences to absorb or apply. The influence of such reports being static may thus hinder its expansion among those who prefer dynamic and interactive learning modes (Ross-Hellauer et al., 2020). Traditional lecture-style presentations may also be inappropriate for disseminating EBP. Passive involvement in a class setting often leads to limited retention; hence, knowledge transfer becomes ineffective. In the healthcare industry, where things change quickly or business practices, dynamic, hands-on approaches tend to lead to more successful sharing of ideas.
Barriers and Overcoming Strategies
A problem in the process of sharing information in peer-reviewed publications is posed by subscription costs that limit journal access. The limitation limits the audience and may prevent people with no money or institutional access to such materials from getting some important knowledge (Greussing et al., 2020). Interactive workshops may face challenges in terms of schedule conflicts and logistics. Workshops become difficult for the participants to engage in because of other demands on their time or problems related to accessibility to venues.
Establishing a preference for open-access publications or considering preprints can surmount the barrier of restricted access to peer-reviewed journals. The availability of research to everyone can achieve widespread coverage. Sharing these preprints on social platforms can maximize their visibility and engagement (Blatch-Jones et al., 2023). Flexible scheduling, virtual participation options, and recording sessions for later access can overcome scheduling conflicts and logistical problems in interactive workshops. For example, participants in this workshop can use digital platforms to check teaching materials at any time so that different schedules and preferences can be accommodated.
Conclusion
A combination of peer-reviewed publications and interactive workshops offers a balanced approach to disseminating EBP. The strategies can help address diverse audience needs. Overcoming potential barriers through open access, flexible scheduling, and leveraging digital platforms enhances the impact of these strategies in promoting evidence-based practices.
References
Blatch-Jones, A., Recio‐Saucedo, A., & Giddins, B. (2023). The use and acceptability of preprints in health and social care settings: A scoping review. PLOS ONE, 18(9), e0291627–e0291627. https://doi.org/10.1371/journal.pone.0291627
Greussing, E., Kuballa, S., Taddicken, M., Schulze, M., Mielke, C., & Haux, R. (2020). Drivers and obstacles of open access publishing. a qualitative investigation of individual and institutional factors. Frontiers in Communication, 5. https://doi.org/10.3389/fcomm.2020.587465
Kunisch, S., Denyer, D., Bartunek, J. M., Menz, M., & Cardinal, L. B. (2022). review research as scientific inquiry. Organizational Research Methods, 26(1), 3–45. https://doi.org/10.1177/10944281221127292
Ross-Hellauer, T., Tennant, J. P., Banelytė, V., Gorogh, E., Luzi, D., Kraker, P., Pisacane, L., Ruggieri, R., Sifacaki, E., & Vignoli, M. (2020). Ten simple rules for innovative dissemination of research. PLOS Computational Biology, 16(4), e1007704. https://doi.org/10.1371/journal.pcbi.1007704
Välimäki, M. A., Kirsi, H., Yang, M., Lantta, T., Varpula, J., Liu, G., Tang, Y., Chen, W., Hu, S., Chen, J., Löyttyniemi, E., & Li, X. (2023). Online training to improve evidence-based leadership competencies among nurse leaders in Finland and China: study protocols for two randomised feasibility trials. BMJ Open, 13(8), e067306. https://doi.org/10.1136/bmjopen-2022-067306
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