NR 715 Week 7 Discussion: Stakeholders

Stakeholders Discussion Purpose

The purpose of this discussion is to enable Doctor of Nursing Practice (DNP) students to critically analyze the influence of stakeholders on practice change within healthcare systems. Stakeholders at the organizational, community, and national levels play a vital role in promoting and sustaining transformative change. Through the evaluation of their roles, responsibilities, and challenges, students can better understand how interprofessional collaboration contributes to lasting improvements in patient outcomes. This reflective process encourages systems thinking and prepares students to engage diverse perspectives when developing and implementing practice change initiatives.

Instructions

1. Identify and Examine Stakeholders

Question: Identify and examine organization and/or community stakeholders you anticipate will be a part of the interprofessional team when implementing your future practice change project.

Answer:
Implementing successful practice change initiatives requires the collaboration of multiple stakeholders across various levels. Within healthcare organizations, nurse leaders, administrators, clinical staff, and information technology (IT) specialists play key roles in aligning the project with institutional goals, policies, and resources. Nurse managers often serve as essential intermediaries between leadership and frontline staff, ensuring effective communication and operational coherence.

At the community level, involvement from public health departments, patient advocacy groups, and non-profit organizations is crucial. These stakeholders contribute valuable insights into cultural, social, and population health concerns, ensuring interventions are inclusive and address existing health disparities. Collaborating with these groups ensures that the proposed changes are equitable, sustainable, and responsive to community needs.

2. Integration of Stakeholders into the Translational Science Model

Question: Integrate your key stakeholders into the constructs from the translational science model that you identified in Week 6.

Answer:
The translational science model emphasizes the systematic transfer of evidence from research into clinical practice. Organizational leaders, such as executives and administrators, provide the infrastructure, financial resources, and policy support necessary for successful implementation. Clinicians and nursing staff act as the main implementers of evidence-based interventions, ensuring the application of best practices in day-to-day care delivery.

Community stakeholders, including advocacy groups, contribute to patient-centered approaches by supporting needs assessments and assisting in outcome evaluations. On a broader scale, national stakeholders—such as accreditation bodies, nursing associations, and policy agencies—ensure that interventions comply with established standards and maintain long-term viability. This multi-layered collaboration enables the seamless translation of research findings into practical, patient-centered healthcare improvements.

3. Analyze Barriers with Stakeholders

Question: Analyze the barriers you might experience with these stakeholders with the proposed practice change.

Answer:
Engaging multiple stakeholders often introduces a range of challenges. Within healthcare organizations, resistance to change can emerge due to increased workloads, limited staffing, or competing financial priorities. Clinical staff may express concerns about potential workflow disruptions or reduced efficiency. Community stakeholders might face obstacles such as limited resources, conflicting priorities, or communication gaps.

At the national level, bureaucratic delays and regulatory complexities may impede timely implementation. Overcoming these barriers requires strategic communication, ongoing education, shared decision-making, and strong leadership advocacy. These approaches help align stakeholder interests and maintain focus on shared goals for improving healthcare outcomes.

Stakeholders and Roles in Practice Change

Program Competencies

This discussion supports the development of several DNP program competencies, including:

• Organizational Leadership (PO 6): Enhancing leadership abilities to drive systemic change and improve patient outcomes.

• Healthcare Technology (POs 6, 7): Utilizing advanced information systems to support evidence-based decision-making and practice transformation.

• Healthcare Policy and Social Justice (POs 2, 9): Critically assessing policies to advocate for equity and minimize healthcare disparities.

• Collaborative Culture (PO 8): Promoting interprofessional teamwork that strengthens innovation and communication.

• Research Translation (PO 1): Applying synthesized evidence to develop population-based interventions that enhance preventive care.

• Professional Leadership (POs 1, 4): Demonstrating systems thinking, accountability, and advanced clinical judgment in leading practice change.

Course Outcomes

This assignment aligns with course outcomes through the following:

• Collaborative Leadership: Demonstrating the role of DNP-prepared nurses in leading interprofessional teams across healthcare systems (PCs 4, 5, 6, 7, 8; POs 1, 2, 4, 7, 8, 9).

• Stakeholder Evaluation: Assessing stakeholder contributions in bridging the gap between research evidence and clinical application (PCs 2, 4, 5, 6, 8; POs 4, 6, 8, 9).

References

American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. http://www.aacnnursing.org/DNP/DNP-Essentials

Hurwitz, D., Yeracaris, P., Campbell, S., & Coleman, M. A. (2019). Rhode Island’s investment in primary care transformation: A case study. Families, Systems, & Health, 37(4), 328–335. https://doi.org/10.1037/fsh0000450

Interprofessional Education Collaborative (IPEC). (2011). The core competencies for interprofessional collaborative practice. https://nebula.wsimg.com/3ee8a4b5b5f7ab794c742b14601d5f23?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1

Interprofessional Education Collaborative (IPEC). (2016). The core competencies for interprofessional collaborative practice: 2016 update. https://nebula.wsimg.com/2f68a39520b03336b41038c370497473?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1 (Original work published 2011)

NR 715 Week 7 Discussion: Stakeholders

Joudrey, P., Oldfield, B. J., Yonkers, K. A., O’Connor, P. G., Berland, G., & Edelman, E. J. (2020). Inpatient adoption of medications for alcohol use disorder: A mixed-methods formative evaluation involving key stakeholders. Drug and Alcohol Dependence, 213, 108090. https://doi.org/10.1016/j.drugalcdep.2020.108090

World Health Organization (WHO). (2010). Framework for action on interprofessional education and collaborative practice. https://www.who.int/hrh/resources/framework_action/en/