Built for a bathing pilot that the council has not yet approved, this MN504 Unit 10 dissemination plan pairs each non-reading audience with its likely question, message, format and timing. Searches like "mn 504 unit 10 assignment example", "mn504 unit 10 sample" and "mn504 unit 10 example" land here.
Dissemination Plan for a Twelve-Week Chlorhexidine Bathing Pilot: The Question Each Audience Will Ask
[Student Name]
Purdue University Global
MN504: Evidence-Based Practice
Unit 10 Assignment
[Instructor Name]
[Date]
The unit and roles are composites written as a model document. No real hospital or person is described.
Purpose
This plan applies only if the Oncology Practice Council approves the twelve-week bathing pilot for the unit's central line patients. Its purpose is to make sure that everyone the pilot touches understands what is changing and why, in terms that answer the questions they are likely to ask, and that what they notice comes back to the project team. None of the messages promises fewer infections, because a twelve-week pilot on one unit cannot test that claim. Dissemination is a named step of the Iowa Model, which the project follows (Iowa Model Collaborative, 2017).
Plan Table
Audience 1: nursing assistants. Likely questions: "Does this replace the basin bath?" and "Why does the skin feel tacky afterward?" One-sentence answers: "Yes, the cloth bath replaces the basin bath for patients with central lines, so it is not extra work," and "Chlorhexidine is meant to stay on the skin to keep working, so we do not rinse it off." Format: a laminated pocket card and a five-minute demonstration at morning huddle. Deliverer: [clinical nurse specialist].
Audience 2: patients and families. Likely questions: "Is the wipe safe?" and "Can I say no?" One-sentence answers: "The cloths have been used safely in many hospitals, and skin irritation, when it happens, is usually mild," and "Yes, you can decline, and your care will not change in any other way." Format: a bedside script for staff and a half-page handout written in short words and short sentences, following plain-language principles (Brega et al., 2015). Deliverer: [bedside nurse or nursing assistant].
Audience 3: laundry supervisor. Likely question: "Why are the unit's sheets turning brown?" One-sentence answer: "Chlorhexidine on linens reacts with chlorine bleach, so our linens need a non-chlorine process during the pilot." Format: a one-page memo with the product name and the requested process change. Deliverer: [nurse manager].
Audience 4: infection prevention. Likely question: "How will adherence be counted?" One-sentence answer: "We count the days each eligible patient actually received a charted chlorhexidine bath, checked every week." Format: the audit form and a 15-minute meeting. Deliverer: [project lead].
Audience 5: unit practice council and managers of neighboring units. Likely question: "What did the pilot find?" One-sentence answer, to be written at the end: a summary of adherence, skin reactions, acceptance and infection counts, with the limits of a twelve-week pilot stated. Format: a one-page result summary and a ten-minute presentation. Deliverer: [project lead].
Audience 6: oncologists and advanced practice providers on the unit. Likely question: "Will daily chlorhexidine select for resistant organisms in our immunocompromised patients?" One-sentence answer: "Reduced susceptibility has been reported and is being watched, so infection prevention will test any bloodstream isolate from the unit for chlorhexidine susceptibility while the pilot runs" (Kampf, 2016). Format: a short item at the monthly oncology staff meeting and an email with the pilot summary. Deliverer: [infection preventionist].
Message rules for every row: one sentence per answer; no promise of fewer infections; the word pilot used every time, so no audience assumes the change is permanent; and the patient's right to decline stated in every message that reaches patients or bedside staff.
Timing
Before launch: laundry supervisor and infection prevention, since their changes must be in place on day one. At launch and during the first two weeks: nursing assistants and patients, when questions will be most frequent. At the end of the pilot: the practice council and neighboring unit managers, when results exist.
Feedback
Dissemination here runs in both directions. Nursing assistants will return a weekly tally of skin reactions and refusals on the back of the audit form. Bedside staff will log patients' questions in a notebook at the nurses' station, and the clinical nurse specialist will review it weekly. Linen staining reports will go from the laundry supervisor to the nurse manager. All of these feed the pilot's balancing and acceptance measures, and any repeated question will lead to a revised card or script within the same week.
Checking That the Messages Landed
The plan will be judged by whether its audiences can act on it. At the end of week 2, the clinical nurse specialist will ask five nursing assistants on different shifts to explain, in their own words, why the cloth is not rinsed off and what to do when a patient declines; if fewer than four can, the card and huddle will be repeated. The patient question log will be reviewed for any question that appears three or more times, which would signal that the handout is missing something. The laundry supervisor will be asked at week 4 whether any stained linens have come from the unit since the process change.
Beyond the Unit
If the council adopts the change after the pilot, the result summary will be offered to the hospital's nursing research council and considered for a poster at a regional infection prevention meeting, with the results reported whether they are favorable or not. Any external presentation will describe the pilot as a local quality project with the limits of its design stated.
References
Brega, A. G., Barnard, J., Mabachi, N. M., Weiss, B. D., DeWalt, D. A., Brach, C., Cifuentes, M., Albright, K., & West, D. R. (2015). AHRQ health literacy universal precautions toolkit (2nd ed., AHRQ Publication No. 15-0023-EF). Agency for Healthcare Research and Quality.
Iowa Model Collaborative. (2017). Iowa model of evidence-based practice: Revisions and validation. Worldviews on Evidence-Based Nursing, 14(3), 175-182. https://doi.org/10.1111/wvn.12223
Kampf, G. (2016). Acquired resistance to chlorhexidine: Is it time to establish an "antiseptic stewardship" initiative? Journal of Hospital Infection, 94(3), 213-227. https://doi.org/10.1016/j.jhin.2016.08.018
How this MN504 Unit 10 example is structured
Questions organize the plan because these audiences will judge the change by whether it answers what they notice, not by its evidence grade. The timing strip splits the work into before launch, the first two weeks and the end of the pilot, and assigns each row to one of them: laundry and infection prevention before launch, assistants and patients at launch, managers and the council at the close. Messages stay to one sentence each, and none promises fewer infections, a claim twelve weeks cannot test. The feedback section is what distinguishes a plan from a mailing list. Assistants return a tally of skin reactions and refusals each week, patients' questions are logged at the bedside, and both feed the pilot's balancing and acceptance measures. The whole plan is conditional, stated in its first line, on council approval.
Get an MN504 Unit 10 example written to your instructions
List who on your unit would need to hear about the change, however rough the list, and include the Unit 10 prompt, its rubric and your proposal. The plan returns with the question each audience is likely to ask, a one-sentence answer, a format that reaches them and a way to hear back. 24-48h; the first custom sample is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
MN504 Unit 10 questions, answered
Who counts as an audience for a unit-level dissemination plan?
Anyone whose work, experience or decisions the change touches. That typically includes the staff who carry it out, patients and families, support departments such as supply or laundry, the committee that approves it, and managers of units that might adopt it later. Journals and conferences can appear too, but for a local pilot they usually come last, after results exist.
How technical should messages for patients be?
Plain enough to read aloud in under a minute. Patients generally want to know what will happen, whether it is safe, how it will feel and whether they can say no. Health literacy guidance commonly suggests writing patient materials at around a sixth- to eighth-grade reading level, avoiding statistics, and checking understanding by asking the patient to explain it back.
Can a dissemination plan be written before the change is approved?
Yes, and it often is, because the plan helps a council judge whether the change can be carried out. It should say plainly that it is conditional on approval, keep dates in brackets and avoid describing any result. Once a decision is made, the plan can be updated with real dates and, later, with what the pilot actually found.