Strategy for disseminating the results essay samples

The results of the project are applicable to the entire clinical community. The project will be undertaken for six months. After the training period, an assessment will be carried out to find out the effects of the changes within the hospital. Each participant will provide information regarding his or her view of the training program (Browne & Cook, 2011). The training program is meant to improve the quality of patient care and make work easier for nurses. The assessment will be compared to the baseline created at the beginning of the program.
The first group who will receive the report will be key stakeholders. In this case, key stakeholders are individuals on the hospital board. These individuals are responsible for approving the program. They expect results and accountability. The program results will be analyzed and incorporated into a report. This report will have critical information indicating the process taken and results from the study (McCurry & Hunter, 2011). The report will also involve recommendations for the hospital. These recommendations will cover different aspects of the hospital, such as appropriate technology applications, and implementation of a long-term training program to keep nurses informed on how to use new technology.
The nursing community will receive a report of the program. This report will be more comprehensive and technical than that presented to the board. The report will include all literature from preparation to implementation and assessment. The purpose of this report is to serve as a learning tool or guide on how to implement similar programs in different clinical environments. The report will be published in technical journals and made available free on the internet (Browne & Cook, 2011). The information will be placed on nursing forums and results presented at conferences. The aim of this strategy is to ensure optimal utilization of the information.

References

Browne, M., & Cook, P. (2011). Inappropriate trust in technology: implications for critical care nurses. Nursing in Critical Care, 16(2), 92–98.
Eley, R., Fallon, T., Soar, J., Buikstra, E., & Hegney, D. (2008). The status of training and education in information and computer technology of Australian nurses: a national survey. Journal of Clinical Nursing Volume, 17(20), 2758–2767.
McCurry, M. K., & Hunter, R. S. (2011). Evaluating the effectiveness of personal response system technology on millennial student learning. The Journal of nursing education, 50(8), 471.
Sirois, P., Fournier, H., Lebouthilier, A., Guerette-Daigle, L., Robichaud, S., Leblanc-Cormier, G., . . . Mather1, L. (2013). Nurses’ perceptions and attitudes towards new ADU technology and use. Technology and Health Care, 21(1 / 2013), 0928-7329.