250 words with 2 references, use the following as one of the references + one peer reviewed article

discuss on the following topic: Evidenced Base Practice assess and eliminate barriers

Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare (3rd ed.). ISBN 978-1- 4511-9094-6. Wolters Kluwer

Assess and Eliminate Barriers (copy and pasted form chapter 9)

Barrier assessment is an integral component throughout both the engagement and integration phases of EBP implementation (Mohide & King, 2003). Change, even when welcome, is stressful to everyone. Chapter 12 provides additional information on organizational change concepts that support processes for moving a culture toward EBP. Stakeholder resistance to change must be explored early, since it fre- quently results from numerous factors including hesitation to break traditional practice, unfamiliarity with how evidence will improve patient outcomes, or misconceptions regarding time and effort needed to implement practice change (Box 9.4).

Common barriers to EBP implementation include inadequate knowledge and skills, weak beliefs about the value of EBP, poor attitudes toward EBP, lack of EBP mentors, social and organizational influ- ences, and economic restrictions (Gale & Schaffer, 2009; Grol & Wensing, 2004; Melnyk et al., 2004; Melnyk, Fineout-Overholt, & Mays, 2008; Parkosewich, 2013).

Lack of knowledge can create barriers to daily evidence-based care due to inadequate understand- ing of EBP principles, unfamiliarity with how evidence will improve patient outcomes, and lack of spe- cific skills and knowledge needed to implement change. The best evidence-based policies are of no value to the patients when the staff lack knowledge of how to implement them in practice; the right informa- tion must be in the right place at the right time and presented in a meaningful way (Feifer et al., 2004)

Weak beliefs about the value of EBP and attitudinal barriers can be more difficult to overcome than knowledge barriers. Negative attitudes about clinical research can make it difficult for staff to become engaged in EBP (Parkosewich, 2013). Focus group discussions and anonymous electronic surveys can be valuable in identifying beliefs and attitudes about current and proposed practice changes. Traditional educational techniques (e.g., lectures and web-based training), when used alone, are usually ineffective in changing attitudes. Interactive discussions with influential colleagues, seeing the positive impact of change, and removal of perceived barriers can be powerful in overcoming resistance. Box 9.5 provides an example of barrier assessment and strategies used for elimination during an EBP procedural pain initiative.

Findings from research have indicated that a lack of EBP mentors in the environment can also be a barrier to implementing EBP by point-of-care staff (Melnyk et al., 2004). Mentors who have in-depth knowledge and skills in both EBP and individual and organizational change strategies are also a key strategy for sustaining change once it is realized. Chapter 15 expands upon the role of the EBP mentor in advancing best practice in clinical settings.