NSG 324 Unit 7 barriers and facilitators on one unit example

Evidence Based Practice in Nursing Herzing University Free custom sample in 24 to 48h

This NSG 324 Unit 7 barriers and facilitators on one unit example asks why older patients still are not walking a year after a 30-bed medical unit adopted a mobility protocol. Herzing NSG 324 asks RN-to-BSN students to find specific reasons evidence is not used, and this sample defines the gap first: walks three times daily for patients 65 and older. Barriers were identified over three weeks through observation of six shifts, interviews and a staff survey. Barriers found include gait belts locked in a supply room and documentation that hides missed walks. Facilitators include one nursing assistant who walks nearly all her patients. Responses are matched to barriers, such as stocking a gait belt in every room. The relaunch is evaluated with the same audit measure. A final section names what remains outside the unit's control. It cites Brown's studies of hospital mobility. About 1,000 words.

CourseNSG 324 Evidence Based Practice in Nursing
UnitUnit 7
Paper typeBarriers and facilitators analysis
LengthAbout 1,060 words, 6 pages
FormatAPA 7 student paper
SchoolHerzing University
ProgramRN to BSN
UpdatedOctober 2026

Free sample paper for NSG 324 Unit 7

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Why Older Patients Still Are Not Walking: Barriers and Facilitators to a Mobility Protocol on One Medical Unit

Student Name

Department of Nursing, Herzing University

NSG 324: Evidence Based Practice in Nursing

Instructor Name

March 4, 2026

What this page is doingThe title names the gap on one unit, a protocol that exists on paper and is not happening. The unit is about why evidence fails to reach practice in a particular place, and the title limits the analysis to the place where the writer can actually find out.
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Why Older Patients Still Are Not Walking: Barriers and Facilitators to a Mobility Protocol on One Medical Unit

The Gap

A year ago, my composite 30-bed medical unit adopted a mobility protocol for patients aged 65 and older: each patient is screened for mobility level at admission, and patients able to walk with or without help are walked in the hallway three times a day. The evidence behind it is strong in its core finding: older adults in the hospital spend most of their time lying in bed, including many who can walk, and low mobility is associated with functional decline (Brown et al., 2009). Yet the unit's audit in January found that only 22% of eligible patients were documented as walking at least twice a day.

When I asked staff why, almost everyone said the same thing: we are too busy. Time is a real constraint, and I do not dismiss it. But if time were the whole explanation, walking rates would rise on quieter days, and the audit showed they did not. That suggested other barriers were at work.

How the Barriers Were Identified

Over three weeks, I observed six shifts, two each on days, evenings, and weekends; interviewed 12 staff members, including nurses, nursing assistants, a physical therapist, and a hospitalist; spoke with five patients and three family members; and reviewed how mobility is documented in the electronic record. The Consolidated Framework for Implementation Research, which groups influences on implementation into the intervention itself, the inner and outer settings, the individuals involved, and the implementation process, was used to organize the findings, so that factors beyond individual effort would not be overlooked (Damschroder et al., 2009).

What this page is doingThe methods show that the barriers were found on the unit, through observation and interviews, rather than taken from the literature. A list of general barriers could have been written without visiting the unit at all.
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Barriers Found

Equipment. Gait belts, required by policy for assisted walking, are kept in a locked supply room; on four of six shifts observed, staff who intended to walk a patient went to find one, were interrupted, and did not return. Walkers were available only by request from physical therapy.

Competing incentives. The unit's fall rate is posted weekly at the station in red or green, and the manager publicly praised a month with zero falls. Several nurses said, in different words, that walking a shaky patient is how you get a red week. Bed alarms are set to on by default for all patients over 65, so a patient who wants to walk triggers an alarm, which staff experience as a problem to be managed. Nurses fear falls from walking more than they fear the harm of lying in bed, which is less visible and never posted. The same concern was a leading barrier in interviews at another hospital, where nurses and physicians both named fall risk as a reason to keep older patients in bed (Brown et al., 2007).

Documentation. The mobility entry sits in a flowsheet section that must be opened separately, so walks that happen often go unrecorded, and the record shows no prompt when a patient has not walked.

Role confusion. Several nurses and assistants believed walking was physical therapy's job. Physical therapy sees only patients with a referral, about a third of eligible patients.

A respected voice. One senior nurse, whom newer staff often consult, told me she believes older patients need rest to recover. New graduates said they follow her example.

Past experience. Staff remembered an earlier mobility initiative that ended without anyone reporting its results. "We did it for a month and never heard anything," an assistant said.

Facilitators Found

The analysis also found strengths to build on. One nursing assistant on day shift walks nearly all of her eligible patients and has a simple routine: she walks each patient after breakfast while the nurse gives medications. Families are often at the bedside in the afternoon and several asked if they could walk with their relative. The hallway has distance markers from a previous project, which patients enjoy using to track progress. And the hospitalists said they would support writing walking orders.

Matching Responses to Barriers

Each response targets a specific barrier. Gait belts: stock one in every room at admission for patients screened as able to walk with help. Incentives: ask the manager to post the unit's walking rate next to the fall rate, and to review whether bed alarms should be on by default for patients screened as independent; a fall during a supervised walk should be reviewed under the unit's just culture process, not treated as a failure of the protocol. Documentation: request a prompt in the record when a patient has no walk documented by noon. Role clarity: have the manager and physical therapy lead state at a staff meeting that walking eligible patients is nursing work, with therapy for complex patients. The respected voice: ask the senior nurse to review the evidence with the educator and to co-lead the relaunch, since her support would carry more weight than any poster. Past experience: report walking rates monthly at the huddle, so staff see results this time. Facilitators: spread the day assistant's after-breakfast routine and create a simple family walking guide, with the nurse confirming the patient's mobility level first.

What this page is doingEach response is tied to a barrier that was actually found. A general education campaign, the most common default, would have addressed only the belief about rest and left the locked supply room and the red-and-green fall board untouched.
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How the Relaunch Will Be Evaluated

The primary measure stays the same as the January audit, the percentage of eligible patients documented as walking at least twice a day, so the results can be compared directly. It will be audited on a random sample of ten eligible patients every week for three months. Because the documentation prompt may raise recorded walks without raising actual walks, two observed shifts a month will check whether documentation matches what happens in the hallway. Falls will be tracked alongside walking, since staff are right that more walking could bring more falls, and the unit needs to know whether it does. If the walking rate rises and falls do not, that result, shared at the huddle, answers the fear that most held the protocol back. If falls rise, the team will look at which patients fell and whether the screening is placing them at the right level before drawing conclusions about the protocol itself.

What Remains Outside the Unit's Control

Staffing, the hospital's fall reporting system, and changes to the electronic record depend on decisions above the unit. The plan proceeds with the unit-level changes and asks for the record prompt through the nursing informatics committee, without making progress depend on it.

References

Brown, C. J., Redden, D. T., Flood, K. L., & Allman, R. M. (2009). The underrecognized epidemic of low mobility during hospitalization of older adults. Journal of the American Geriatrics Society, 57(9), 1660-1665. https://doi.org/10.1111/j.1532-5415.2009.02393.x

Brown, C. J., Williams, B. R., Woodby, L. L., Davis, L. L., & Allman, R. M. (2007). Barriers to mobility during hospitalization from the perspectives of older patients and their nurses and physicians. Journal of Hospital Medicine, 2(5), 305-313. https://doi.org/10.1002/jhm.209

Damschroder, L. J., Aron, D. C., Keith, R. E., Kirsh, S. R., Alexander, J. A., & Lowery, J. C. (2009). Fostering implementation of health services research findings into practice: A consolidated framework for advancing implementation science. Implementation Science, 4, Article 50. https://doi.org/10.1186/1748-5908-4-50

Reading the NSG 324 Unit 7 instructions

Unit 7 asks you to analyze barriers and facilitators to an evidence-based practice on one unit. Expect to describe the gap, explain how barriers were identified, list barriers by level, identify facilitators, match responses to barriers, plan evaluation and note what is outside the unit's control. Many versions ask why lack of time is not enough of an answer and why to sort barriers by level. Some sections name a framework such as CFIR. Lack of time is real but rarely the whole story; look for equipment, workflow, knowledge and culture. Sorting by level helps match responses. Facilitators show what already works and can be spread. Ask colleagues what gets in the way, and watch, since what people say and do can differ.

Inside the NSG 324 Unit 7 example

The analysis opens with the protocol and the gap in numbers. The methods section explains observation, interviews and survey over three weeks. Barriers are sorted by level, from equipment to documentation to culture, each with evidence. Facilitators include specific people and practices that work. The responses section matches each barrier with a change, so nothing is addressed with education alone. The evaluation section keeps the original audit measure for comparison. The final section names staffing and system-level factors outside the unit's control. Each finding draws on what was seen or heard, which makes the analysis specific to this unit rather than a list of common barriers from the literature.

NSG 324 Unit 7 rubric: what full points look like

Herzing's rubric for a barriers analysis typically covers the gap, methods for identifying barriers, the barriers found, facilitators, matched responses, evaluation and scope. Matched responses and the barriers behind them carry the most weight, since graders want each change to answer a specific finding. Methods points reward observation and staff input. Barrier criteria look for several levels, not just time. Facilitators earn credit when they can be spread. Evaluation should reuse the original measure. Scope points go to honest naming of factors outside the unit. Graders also check that observation was used alongside interviews, since staff accounts and practice can differ. Brown and colleagues' studies of hospital mobility belong in the APA 7 list.

NSG 324 Unit 7 help before you submit

Barriers analyses in Unit 7 commonly lose points by stopping at lack of time. Another frequent problem is listing barriers from the literature rather than from the unit. Students often skip facilitators. Responses are generic, such as more education. Barriers are not sorted, so responses do not match. Evaluation uses a new measure, making comparison impossible. Staffing and record design get promised as unit fixes even though the unit cannot change them. Observation is missing, so findings rely only on what staff say. Finally, match each response to a barrier, because graders reward an analysis where every proposed change answers something the student actually found on the unit. Another gap is ignoring patient-level barriers, such as fear of falling, which staff can address with explanation.

Get a NSG 324 Unit 7 example written to your instructions

Send the Unit 7 instructions and the rubric from your NSG 324 classroom, plus the change and the unit your analysis covers. We write a custom example sorted by level, evidenced per barrier and ranked so somebody has a starting point, returned in 24 to 48 hours. The first custom sample is free.

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NSG 324 Unit 7 questions, answered

Why is lack of time not enough of an answer?

Because it is true everywhere and explains nothing about your unit. Every ward is busy and some of them still adopt new practices, so the interesting question is what else is different. Look at knowledge, equipment, how the record is built, who is respected on the unit and what happened last time, and the analysis becomes specific.

Why sort barriers by level?

Because the remedy differs completely. An individual knowledge gap is answered by education; a unit workflow problem needs a process change; an organizational barrier such as a policy or a system configuration needs somebody far above the unit. Mixing them produces strategies aimed at whoever is nearest rather than at whoever can act.

What should I ask colleagues?

What would make this easier and what happened the last time something changed. Direct questions about barriers get abstract answers; questions about the practical steps and about history get specifics. Ask a few people across shifts, because night staff routinely face obstacles that never appear during the day.

Where can I find a free NSG 324 Unit 7 sample paper?

This page carries the complete NSG 324 Unit 7 mobility barriers analysis at no cost, barriers by level, facilitators and matched responses. An analysis for a different practice can be prepared on request.

Why do evidence-based practices fail on hospital units?

Often because of specific, fixable barriers such as missing equipment, documentation that hides gaps or unclear roles, not only lack of time. This sample finds gait belts locked away and fixes that before retraining anyone.