Strategies for Engaging Stakeholders in Evidence-Based Practice Improvement (EBPI)

Strategies for Engaging Stakeholders in an EBPI + Model

Strategies for Engaging Stakeholders

Identifying and Defining Stakeholders’ Roles and Responsibilities

Clear identification of all relevant stakeholders and determining their roles in the EBPI process lead associates to effective engagement. This makes sure that each stakeholder knows what they are contributing to and what their value to the initiative is. A stakeholder analysis tool can make it easier to rank stakeholders as to how much they influence, how much interest they take in the project, and how much of an impact they have on the project (Brunt & Morris, 2023): Strategies for Engaging Stakeholders in Evidence-Based Practice Improvement (EBPI).

Active and Transparent Communication

Clarity of information reduces confusion and maps out the degree of understanding of who the communication is for. Confidence, transparency, and confidentiality, as well as keeping stakeholders interested, are other benefits achieved through effective communication. Using means like a dashboard or newsletter guarantees a constant stream of information (Duff et al., 2020).

Collaboration and Inclusive Decision-Making

This could allow active participation by stakeholders in important decisions, thus not only empowering them but also aligning their interests with those of the project. Co-creative workshops, brainstorming sessions, and feedback loops could provide an opportunity to develop ownership and a common commitment toward the EBPI.

Strategies to Maintain Stakeholder Engagement

Regular Progress Reporting Using Metrics

Stakeholder engagement is more likely to be sustained when actions that the stakeholders deem constructive to their cause are being executed. In other words, communication needs to be clear and specific, along with specific project objectives, such as specific evidence of patient or resource outcomes (Hollmann et al., 2022).

Incentives and Recognition

Rewarding stakeholders can be done through formal stakeholder management programs or informal ways – this way stakeholders’ energy and active participation will be maintained. Incentives should be tailored to the stakeholders’ motivations, whether intrinsic (e.g., professional development) or extrinsic (e.g., rewards or public acknowledgment).

Education and Training

It is important to develop knowledge and competencies among the stakeholders to make their valuable contribution possible. In this sense, training or information resources on EBPI and associated benefits might provide them with confidence and motivation to participate more effectively.

The Role of the EBPI Model in Engagement

The triangle-shaped EBPI model represents ongoing collaboration in the context of continuous collaboration, evidence-informed decisions, and an iterative process of improvement. As such, this form of engagement effortlessly aligns stakeholders on shared priorities that support achieving the Triple Aim: reducing costs; improving the health of the population; and improving the experience of care (Triplett et al., 2022).

References

Brunt, B. A., & Morris, M. M. (2023, March 4). Nursing professional development evidence-based practice. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK589676/

Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants of an evidence-based practice environment: An interpretive description. Implementation Science Communications, 1(1), 1–9. https://doi.org/10.1186/s43058-020-00070-0

Hollmann, S., Regierer, B., Bechis, J., Tobin, L., & D’Elia, D. (2022). Ten simple rules on how to develop a stakeholder engagement plan. PLOS Computational Biology, 18(10). https://doi.org/10.1371/journal.pcbi.1010520

Triplett, N. S., Woodard, G. S., Johnson, C., Nguyen, J. K., AlRasheed, R., Song, F., Stoddard, S., Mugisha, J. C., Sievert, K., & Dorsey, S. (2022). Stakeholder engagement to inform evidence-based treatment implementation for children’s mental health: A scoping review. Implementation Science Communications, 3(1). https://doi.org/10.1186/s43058-022-00327-w

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Module 3: Discussion – Discussion Board Group 6 Chapman