Identification of Legal and Ethical Implications Associated with the Practice Change Implementation

As the project leader in the proposed project of implementing an educational intervention, it is crucial to identify legal and ethical issues that may impact the process. The project leader is responsible for determining the ethical problems affecting staff members and patients. They also should inform staff members and clients of ethical issues that can and do affect client care. The ethical implications of the proposed change are free-fair and voluntary participation in the training program. I believe that it is ethical to allow nurses to participate in the training at their will. Manti and Licari (2018) explain that in modern ethical conception, all research conducted on humans must be pre-emptively accepted by the subjects themselves. It requires legal and ethical procedures known as informed consent.

Consequently, the project training program participants will be requested to voluntarily confirm their willingness to participate in this program (Manti & Licari, 2018). The process of obtaining informed consent and ensuring voluntary participation is necessary to ensure that the participants have relevant information to participate in the program. Informed consent should be documented using a written, signed, and dated informed consent form (Manti & Licari, 2018).

Support and Resources for the Change Implementation

In the week two discussion, the potential barriers to implementing an educational intervention to enhance knowledge and awareness of pressure ulcers and pressure ulcer prevention have already been identified. These barriers need to be overcome, hence, the need to have enough support. The first support required for the proposed change is to apply DNP skills such as effective communication and buy-in from participants to participate in the training. As the project leader, I will support implementing the proposed change by being a change agent. I will also communicate to the participants the change’s vision and progress (Heinen et al., 2019).

Implementing the proposed change also requires time (Busca et al., 2011). The nurses participating in the training should be given enough time during the period. It means redesigning the work schedules to reduce working hours and allowing nurses to participate in the educational intervention (Dagne et al., 2021). The second resource needed to support the change is based on training materials and equipment. These resources include websites, whiteboard, flipchart, projector, slide shows, internet, zoom platform/application, infographics, and personal computer. The program requires document resources such as notebooks, booklets, guidelines, hospital protocols, and research articles to support the training process. Finally, it is essential to provide motivational resources to enhance nurses’ desire to participate in the training. There is a need to provide resources such as lunch and free transportation during the training to encourage participation.

Conclusion

By addressing the barriers identified for the proposed change and providing sufficient resources, I believe the change implementation will be successful. Support from the nursing staff and organizational leadership is crucial to the proposed intervention’s success (Markle-Reid et al., 2017). As the change champion, developing and communicating a clear vision for the project is essential for the proposed initiative. Where necessary, the participants need to be motivated through incentives such as free lunch and transportation during the training.

References

Busca, E., Savatteri, A., Calafato, T. L., Mazzoleni, B., Barisone, M., & Dal Molin, A. (2021). Barriers and facilitators to implementing nurse’s role in primary care settings: An integrative review. BMC Nursing, 20(1), 1–12. https://doi.org/10.1186/s12912-021-00696-y.

Dagne, A. H., Beshah, M. H., & Mukattash, T. (2021). Implementation of evidence-based practice: The experience of nurses and midwives. Plos One, 16, 8.

Heinen, M., Oostveen, C., Peters, J., Vermeulen, H., & Huis, A. (2019). An integrative review of leadership competencies and attributes in advanced nursing practice. Journal of Advanced Nursing, 75, 11, 2378-2392.

Manti, S., & Licari, A. (2018). How to obtain informed consent for research. Breathe, 14, 2, 145-152.

Markle-Reid, M., Ploeg, J., Kelly, S. C., Dykeman, C., Andrews, A., Bonomo, S., Orr-Shaw, S., … Salker, N. (2017). Collaborative leadership and the implementation of community-based fall prevention initiatives: a multiple case study of public health practice within community groups. BMC Health Services Research, 17, 1.