Brought to you today by: Mary Bennett Roline Campbell Roxy Johanning
Developed in 1999 by Bernadette Melnyk. Part of a strategic planning initiative involving: Faculty from University of Rochester (NY) School of Nursing Faculty from University of Rochester (NY) School of Medicine & Dentistry, Nurses from an academic health center, and Community leaders.
The primary goal: To enhance integration of research and clinical practice in acute-care and community healthcare settings, both locally and nationally. Method: Surveyed nurses about barriers & facilitators of EBP. Formulated key constructs of ARCC using: Results of this survey, Control theory and Cognitive behavioral theory. Nurses identified mentorship as key ingredient to successfully implementing EBP.
Discrepancy between a standard or goal (system-wide implementation of EBP) and a current state should motivate behaviors in individuals to reach the goal. There are barriers in healthcare organizations that inhibit EBP implementation. Barriers include: Inadequate EBP knowledge and skills, Lack of administrative support, Lack of an EBP mentor Lack of belief that EBP improves patient care and outcomes Perceived lack of authority to change patient care procedures.
Stresses the importance of individual, social, and environmental factors that influence cognition, learning, emotions, and behavior. The basic foundation of CBT is that an individual s behaviors and emotions are determined by the way he or she thinks or his or her beliefs. Based on this, a tenet of the ARCC model contends that when clinicians believe in the value of EBP and their ability to implement it are strong, there will be greater implementation of evidence-based care. Role of mentors in ARCC - to strengthen beliefs about the value of EBP and the ability to implement it and overcome barriers to change.
Assessment of organizational culture and readiness for EBP Identification of strengths and major barriers to EBP Development and use of EBP mentors Increased EBP implementation
Melnyk & Fineout-Overholt s ARCC model Assessment of organizational culture and readiness for EBP Identification of strengths and major barriers to EBP Development and use of EBP mentors Increased EBP implementation
Melnyk & Fineout-Overholt s ARCC model Assessment of organizational culture and readiness for EBP Identificatio n of strengths and major barriers to EBP Development and use of EBP mentors Increased EBP implementation
Melnyk & Fineout-Overholt s ARCC model Assessment of organizational culture and readiness for EBP Identification of strengths and major barriers to EBP Development and use of EBP mentors Increased EBP implementation
Melnyk & Fineout-Overholt s ARCC model Assessment of organizational culture and readiness for EBP Identification of strengths and major barriers to EBP Development and use of EBP mentors Increased EBP implementation
Melnyk & Fineout-Overholt s ARCC model Assessment of organizational culture and readiness for EBP Identification of strengths and major barriers to EBP Development and use of EBP mentors Increased EBP implementation
Ciliska, D., DiCenso, A., Melnyk, B. M., Fineout-Overholt, E., Stetler, C. B., Cullen, L., Larrabee, J. H.,... Dang, D. (2005). Models to guide implementation of evidence-based practice. In B. M. Melnyk & E. Fineout-Overholt (Eds.), Evidence-based practice in nursing and healthcare: A guide to best practice (pp. 241-275). Philadelphia, PA: Lippincott Williams & Wilkins. McCaughan, D., Thompson, C., Cullum, N., Sheldon, T., & Raynor, P. (2005). Nurse practitioner and practice nurses use of research information in clinical decision making: Findings from an exploratory study. Family Practice, 22(5), 490-497.
Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Cruz, R. (2010, Nov/Dec). Correlates among cognitive beliefs, EBP implementation, organizational culture, cohesion and job satisfaction in evidence-based practice mentors from a community hospital system. Nursing Outlook, 58(6), 301-308.