Implementation In Schools: PICOT Analysis

Phase three has been chosen to apply to my PICOT question. This is the phase where the new evidence is going to be implemented. The intervention that is being implemented in my PICOT question is increasing physical activity and family nutritional education at school the stakeholders that will initially be affected are the school, parent, teacher, and health educator, but the stakeholders in this situation are endless. The initial startup of this program is going to be very time consuming, but the potential benefits of successful implementation are innumerable. The first step will be getting faculty and staff at the school on board with the new intervention; there might be some difficulty here because, like healthcare the education system is stretched thin, but with the proper statistics and research shown to the faculty and staff buy-in should happen (Melnyk, & Fineout-Overholt, 2015). Another way to make sure that there is buy in
Other methods that will be used for the implementation phase are providing on-going feedback, giving stakeholders a voice, and making the goals and implementation plan realistic (Longenecker, & Longenecker, 2014).
Some of the barriers that will exist with the implementation phase are resistance from any of the stakeholders, lack of time and resources, and lack of knowledge or understanding (Melnyk, & Fineout-Overholt, 2015). Resistance from stakeholders may happen for many reasons just a couple of reasons include poor attitudes and beliefs about EBP. One example of lack of time and resources could be EBP mentors not being active and available.
Longenecker, C. O., & Longenecker, P. D. (2014). Why Hospital Improvement Efforts Fail: A View From the Front Line. Journal of Healthcare Management, 59(2),