The aim of this report is to describe the application of Lewin’s Change Theory to increase evidence-based practice (EBP) utilization around the American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines’ “recommendations for BP [blood pressure] treatment threshold and use of risk estimation to guide drug treatment of hypertension” in adults with hypertension in a primary care office setting (Petiprin, 2016; Whelton et al., 2018 p. e40).
Lewin’s Theory of Change Lewin’s Theory of Change is comprised of two major parts. Firstly, Lewin defines the environment as driving forces and restraining forces balancing against another to create an equilibrium (Petiprin, 2016). The driving forces are anything that …show more content…
In a primary care office, the need for change arises from the updated guideline being released recommending a change from the previous guideline. This change is identified and can be shared with others through staff education. In addition to education on the guideline, copies of the guideline can be given to staff and posted in the office near computers where providers enter orders. The interventions to aid the change (discussed below) should be discussed with staff during the education to prepare for the change and to get feedback on the staffs’ opinions before starting the interventions. These actions get the staff involved, ready and aware that the old way of treating hypertension is …show more content…
“Healthcare leaders must find ways to eliminate persistent barriers and advocate for clinicians to have the time, resources, and support to implement EBP” (Melnyk, & Fineout-Overholt, 2015a, p. 241). Following Lewin’s Theory of Change and identifying restraining forces (barriers) and driving forces (time, resources, and support), as in the quote above, is essential to a leader using Lewin’s theory to promote EBP change. Understanding these forces is the start of the change process and the foundation of the Lewin theory. In using Lewin’s Theory of Change a clinical leader develops a desired future state and according to Melnyk, & Fineout-Overholt, (2015a) leaders who create a vision for EBP have a key impact on EBP implementation. Leaders should also support colleagues and be a role model for EBP to facilitate an EBP environment (Melnyk, & Fineout-Overholt,
Lewin’s Theory of Change Lewin’s Theory of Change is comprised of two major parts. Firstly, Lewin defines the environment as driving forces and restraining forces balancing against another to create an equilibrium (Petiprin, 2016). The driving forces are anything that …show more content…
In a primary care office, the need for change arises from the updated guideline being released recommending a change from the previous guideline. This change is identified and can be shared with others through staff education. In addition to education on the guideline, copies of the guideline can be given to staff and posted in the office near computers where providers enter orders. The interventions to aid the change (discussed below) should be discussed with staff during the education to prepare for the change and to get feedback on the staffs’ opinions before starting the interventions. These actions get the staff involved, ready and aware that the old way of treating hypertension is …show more content…
“Healthcare leaders must find ways to eliminate persistent barriers and advocate for clinicians to have the time, resources, and support to implement EBP” (Melnyk, & Fineout-Overholt, 2015a, p. 241). Following Lewin’s Theory of Change and identifying restraining forces (barriers) and driving forces (time, resources, and support), as in the quote above, is essential to a leader using Lewin’s theory to promote EBP change. Understanding these forces is the start of the change process and the foundation of the Lewin theory. In using Lewin’s Theory of Change a clinical leader develops a desired future state and according to Melnyk, & Fineout-Overholt, (2015a) leaders who create a vision for EBP have a key impact on EBP implementation. Leaders should also support colleagues and be a role model for EBP to facilitate an EBP environment (Melnyk, & Fineout-Overholt,