Last Homework Questions
White, Dudley-Brown, and Terhaar book
Your name: Matthew Randall/Katie Wardenburg
Student name that you partnered up for this homework assignment: ________________________
Please indicate below by each chapter who did what chapter.
Methods and Process for Translation
Chapter 8: Methods for Translation (MR)
Chapter 9: Project Management for Translation
Enablers of Translation
Chapter 13: Education: An Enabler of Translation
Chapter 14: Information Technology: A Foundation for Translation
Chapter 15: Interprofessional Collaboration and Teamwork for Translation
Chapter 16: Creating a Culture That Promotes Translation
Issues with Translation
Chapter 17. Best practices in Translation: Challenges and Barriers in Translation
Chapter 18: Legal Issues in translation
Chapter 8: Methods for Translation- Matthew Randall
1. Explain in your own words why it is important to detail “methods” in a translation project. In
your response define what “methods” are in this context.
 Methods are specific ways in which information is applied practice. Translation methods refers
to the ways that this information is dispersed and used in clinical practice. Methods are important
because they increase clarity and understanding of a project, and increases potential future
research and stresses importance of topic.
2. Create a table below (like the one below) to answer the questions about the 15 methods for
translation. Ok to use incomplete sentences or bullet points as long as it makes sense.
Method for Translation
Academic detailing
What is it?
Trained consultants
provide EBP to providers.
Helps companies provide
information to community
providers.
When it may be useful:
Used frequently in
pharmaceutical and medical
equipment industry.
Audit and feedback
Gives providers a
summary of their
performance in a specific
area over a period of time
Bundles
3-5 EBPs that are
combined in an effective
fashion. When completed
improve patient outcomes
Promoting the adoption of
EBP. Effective at problem
solving. Most commonly
used with other translation
methods
Specific niche care units.
High risk populations. For
example, Sepsis prevention
and ventilator acquired
pneumonia prevention.
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Clinical pathways
Communication-Centered Methods
Decision Support
Order Sets
Practice Guidelines
Process Redesign
Protocols
Quality improvement and RCPI
Scorecards & Dashboards
Multidisciplinary care plan Use in organizations for
with specific steps to solve complex/multidisciplinary
a clinical problem
process. Used in the past
for length or stay and
quality of care measures.
Exchange of ideas and
High pressure and high risk
information through verbal situations. Some examples
communication.
rounds, SBAR, and
communication boards.
Technology based
Alerts for EMRs, automated
strategies to assist
order sets for providers
providers in making
decisions
Establishing order sets in
Established protocols such
EMRs to assist providers
as falls, CIWA, Sepsis, etc.
in making decisions.
Requires well established
protocols and EBP
Recommendations created Provides easily digestible
by systemic review that
information for provides.
are meant to optimize
Good for knowing
patient care.
guidelines on a particular
condition or situation.
A process created by GAO Large scale changes.
to guide complete
Changes in practices that
overhauls or a process.
require expedited flow such
Also used to promote
as trauma patients, chest
customer satisfaction.
pain patients, etc. Any
Works to redesign flow
situation that involves
reworking flow processes
A set of rules that assure
Clinical protocols. Ex/
that procedure is
weaning a patient from a
completed appropriately.
ventilator, and sedation in
Used in situations that
intensive care settings.
require strict adherence to
a set of steps.
Most widely accepted
Used in a variety of quality
approach to improving
improvement situations.
outcomes. RCPI is
Most useful in wellcontinual method of
educated teams that can
making gradual changes
develop their own
and evaluating results.
interventions based on
information that is
evaluated.
Use of performance
Displaying metrics that
trackers to motivate
motivate such as a “days
providers and establish
without fall” or providing
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Teaming
Technology-Based Solutions
Toolkits (Practice Resources)
interest in improving
performance and outcomes
Creating teams to improve
quality and patient care.
These teams share similar
goals.
Discusses the shift from
document based solutions
to technology driven.
Associated with several
others methods such as
order sets and practice
guidelines. Establishes
more efficient ways of
distribution
Toolkits allow users of an
innovation to adjust and
make changes as they see
fit for their practice. This
eases the difficulty of
adoption and lessens the
burden on innovators to
continue to adjust their
tools.
metrics about a units
infection.
Establishing a patient
centered team. Huddles and
patient rounding with care
team. Collaborative practice
models.
Online practice guidelines.
Services such as up to date.
State of the science email
newsletters.
Can be used to empower
staff on a hospital unit to
implement change that best
fits their practice area.
3. Select one method (above) that is “new” for you and tell us why it sounds interesting for a
potential translation project.
 Technology based solutions seems to be the future of healthcare translation. Technology such as
mobile apps to provide protocols and clinical guidelines seem to be the easiest and preferred way
to get information to providers. Technology allows information to be rapidly dispersed and
updated continuously.
Chapter 9: Project Management for Translation- Matthew Randall
4. Why is it important to have a “project plan” as part of the process of translation?
 Translation that involves complex problems require project planning. Project planning
establishes a clear explanation of the purpose and outcomes of a project. The project plan
clarifies the work to be completed during the project.
5. What happens during phase 1 (initiating the translation project)?
 Phase 1 includes identifying and stating the problem, examining the evidence, articulating the
purpose of the project, setting goals to be achieved, and securing approvals and support.
6. Considering the second phase of the project management (planning the translation project),
explain what a Work Breakdown Structure (WBS) and why it is used.
 A work breakdown structure breaks down the project into manageable chunks (packages of
work). The WBS allows the leaders of the plan to understand how each package of work is
interrelated and is necessary to obtain the goal of the project. It is used to keep tasks of the
project organized and helps work continue to proceed towards end goal
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7. What is a Gantt chart and why is it used (as part of Phase 2)?
 A Gantt chart is another way of organizing and planning the work of a project. The Gantt differs
from the WBS as it provides an idea of the amount of time relegated to the task. This helps to
show the distribution of work over the course of the project.
8. What is a SWOT analysis and how is it used for planning the translation project? (In your
response explain what SWOT stands for).
 A SWOT assessment assesses the readiness of an organization for the intended project. The
SWOT analysis allows an organization to develop a strategy to exploit strengths, compensate of
weaknesses. Capitalize on opportunities, and mitigate threats. SWOT stands for Strengths,
Weaknesses, Opportunities, and Threats.
9. Why is it important to do a stakeholder assessment? And how does that relate to a
communication plan and a “stakeholder (visual) map”?
 A stakeholder assessment is conducted in order to identify how individuals in an organization are
affected by a project. It assesses the stakeholders expectations of completing the project. It also
attempts to identify any potential barriers that may be present. The communication plan assures
that stakeholders are kept up to date on the progress of the project. The stakeholder map helps
visualize the stakeholders. This helps the project leaders better understand the levels of
engagement, and how each specific level will be targeted for communication
10. Why does a translation project need a risk management plan? In your response provide two
examples of possible risks and how these risks can be minimized.
 A risk management plan assures that all proper measures are taken to assure that all patient and
caregivers are protected from risk. A risk management plan aims to predictable all potential risks
and verify means to mitigate the risks. Two potential risks in a healthcare setting would be a risk
of a PHI exposure, or an risk of infection. PHI exposure can be mitigated by protocols regarding
data storage, password strength, and information transmission. In regards to infection. Protocols
regarding hand washing. Guidelines about patient placement and cleaning protocols are all ways
to mitigate the risk of infection. Projects should also have plans for if/when these risks occur.
11. Explain how a translation project is closer to a quality improvement project than a traditional
research study.
 Translation is different from traditional research because it does not seek to discover new
information. Instead it focuses on how to improve care, quality, and outcomes. It focuses on
what strong evidence is present, and how to translate into care to improve outcomes.
12. After phase 3 (execute) and phase 4 (monitor and control), the 5th (final) phase is needed. In your
own words explain the importance of the 5th phase (evaluation, dissemination, and organizational
learning).
 During phase 5, project leaders assess whether goals of the project were met. With this
information learned organizations must decide how best to distribute information and put it into
practice. Organizational learning focuses on the end result of the information, or how the
information was used to implement change in an organization. Essentially, a project is useless
without proper use and distribution of the information gathered.
Chapter 13: Education: An Enabler of Translation-Matthew Randall
13. What is “pedagogy” and how has traditional pedagogy evolved to consider today’s learners?
 Pedagogy is act of teaching, or sharing knowledge from one individual to another. Learning has
evolved from traditional one way pedagogy to a more learner catered experience. Teachers think
about the age, life experience, and learning styles of who they are teaching. Education is looked
at more like a partnership then an authoritarian relationship with older learners.
14. Discuss how the nature of learners and the nature of faculty are changing. In your answer indicate
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how that influences the ability for future nurses and advanced practice nurses to be up to speed on
evidence-based practice.
 Distance between learners and faculty has grown greater over the past decade. More and more
students are learning virtually. Less learning is synchronous and more has moved to
asynchronous learning. In addition, in the past learning occurred in on specific discipline, there
was little to no interdisciplinary learning. Learning is now occurring across healthcare
disciplines. This helps learners of different disciplines learn from each other. Learning outside of
the traditional silo increases the ability of nurses to take in and process EBP.
15. Explain the difference between different learning styles. (In your response include the differences
between visual, auditory, and kinesthetic learners – and within each type what learning strategies
work best for these styles).
 Visual Learners- learners that prefer to see what they are learning through pictures and images
o Examples- Notes, images, visual presentations, and diagrams
 Auditory Learners- learners that prefer to hear the lesson or information being taught.
o Examples- podcasts, lectures, or discussion
 Kinesthetic Learners- learn through doing something physical or hands on.
o Examples- Imitation, demonstrating back to the teacher, clinical, hands on demonstration
16. When considering instructional design, explain in your own words what the ADDIE model is (and
what each phase includes).
 ADDIE is an instructional design that helps provide consistency to the learning experience and
facilitate learning. The ADDIE model consists of several steps:
o Assessment- gaining an understanding of the learner. Understand the learners baseline
level of knowledge, learning goals, and learning style.
o Design- Learning objectives are established. Learning style including methods are
developed to best suit the learner
o Development- Creation of all content and materials associated with learning. Content and
tools used are matched to learning objectives
o Implementation- Presentation of the materials and information to the learner. Act of
teaching occurs
o Evaluation- Providing some form of testing to ensure that the learner has met the
predetermined objectives. This helps determine the effectiveness of the instruction
17. How do the phases of the ADDIE model compare to the nursing process?
 Though names of the steps differ, the nursing process is essentially the same as the ADDIE
model. The steps of the nursing process are as followed assessment, diagnosis, planning,
intervention, and evaluation. These steps are essentially similar as they look to establish a goal,
focus on intervention, and then evaluate effectiveness.
18. How has instructional technology changed learning (for the learner and for the educator?)
 Instructional technology has made learning more assessable to a larger group of learners.
Information is more easily accessible to learners, however much of the information is of a lower
quality. It is imperative that learners are taught how to distinguish between low and high quality
information. Educators must adjust their teaching styles to be performed online, and with a
variety of learning styles.
Chapter 14: Information Technology: A Foundation for Translation
19. What is meaningful use? (give the purpose of it and what’s involved in it)
20. What is clinical decision support (CDS) and how can CDS help improve clinical decision making in
health care? In your response provide a specific example of a CDS tool (perhaps one that has been used
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in your practice area).
21. What are the five “Rs” of clinical decision support (CDS)?
22. What preliminary steps are needed if you were preparing to create a CDS as a method to translate
evidence into care?
23. After reviewing Table 14.1 (CDS Targets and Actions) and Table 14.2 (CDS Categories and Tools)
what new idea comes to mind as a possibility to help improve care in your setting. In your response
provide some background info about why the improvement is needed and how this would help.
Chapter 15: Interprofessional Collaboration and Teamwork for Translation
24. What is IPC and why is it needed in evidence-based practice?
25. Explain why these are important to consider relevant to IPC:
a. Team building
b. Communication
c. Consideration of context
d. Interprofessional leadership
e. Plan, plan, plan
Chapter 16: Creating a Culture That Promotes Translation
26. Why is it important to consider the culture of an organization when translating evidence into practice?
27. What is the difference between organizational culture versus climate?
28. Give an example of a norm, a value, and a basic assumption of an organization.
29. What is the difference between a champion, a mentor, and a leader relevant to the culture of an
organization? In your response discuss how each role is needed when translating evidence into practice.
Chapter 17. Best practices in Translation: Challenges and Barriers in Translation
30. When translating evidence into practice, there are barriers that influence the time it takes for full scale
adoption. List 2-3 barriers related to the characteristics listed below. (Refer top of page 338 and top of
page 340)
a. Characteristics of the individual nurse
b. Characteristics of the organization
c. Characteristics of the innovation
31. Discuss 3 facilitators (that help) for translation of evidence into practice. Refer to pages 340-341.
Chapter 18: Legal Issues in translation
32. Explain how clinical practice guidelines can be considered a “double edged sword”. In your response
include whether you view them as a “sword” or a “shield” for the provider.
33. Explain how a newly developed clinical practice guideline may differ than customary practice and why
that matters in a legal case.
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