This assignment is the 5 page, in which you will formulate findings, conclusions, and recommendations in relation to the Electronic Health Record (EHR) INTEROPERABILITY you are examining.
This assignment will include the following:
Title:
The title should include the name of your project and should follow the Uniform-Guidelines format.
Introduction:
The introduction includes the purpose of the assignment, the goal of the project, and the name of the project. It also outlines the structure of the assignment.
Goal statement:
A goal statement identifies what you expect to accomplish, the focus area, and the population. It introduces the project and conveys, in broad terms, how you plan to solve a particular problem or issue.
Project objectives:
Project objectives delineate your strategy for reaching the goal and the steps you will follow to complete the project. You must include two or three measurable objectives that use application-level or higher verbs from Bloom’s Taxonomy.
Evidence-based review of the literature for project justification:
This review provides evidence-based support for your identified problem, project methods, and evaluation (presented in Week 4). The literature should be directed toward justifying the project, not focus on potential solutions. You must include a review of your specialization’s professional-practice standards and guidelines related to your project and a minimum of SIX (6) scholarly references for this section of the assignment.
Methodology:
This section addresses in detail how you will accomplish the project objectives. Include, as relevant, the who, when, where, and how of each objective.
Resources:
Identify and justify the human, physical, and/or technical resources you will need to complete this project. Note that for this assignment, you do not have to address the financial aspects of your plan.
Formative evaluation:
Describe how and when you will conduct formative evaluation of your project. Explain how you will use the evaluation results and how you will determine if the project is proceeding as planned.
Summative evaluation:
Describe how and when you will conduct summative evaluation of your project. Explain how you will use the evaluation results.
Timeline:
Create a graphic timeline representing significant stages of your project. Provide a narrative to help your Instructor understand the timeline. Include the timeline in an Appendix to your Practicum Project Plan.
References:
KOWITLAWAKUL, Y. (2011). The Technology Acceptance Model. CIN: Computers, Informatics, Nursing, 29 (7), 411-418. doi: 10.1097/NCN.0b013e3181f9dd4a.
F E A T U R E
A R T I C L E
The Technology
Acceptance Model
Predicting Nurses’ Intention to Use
Telemedicine Technology (eICU)
YANIKA KOWITLAWAKUL, PhD, RN
BACKGROUND/SIGNIFICANCE
Information technology has been used in healthcare de-
livery systems to improve patient safety and patient
care outcomes worldwide.1–3 The importance of infor-
mation technology was recognized by the Institute of
Medicine4 in 2000 when they released the report entitled,
To Err Is Human; the report recommended increased
efforts to incorporate information technology into the de-
livery of patient care, and since that time, there has been
a remarkable effort on the part of many organizations
(Leapfrog Group, the National Patient Safety Foundation,
the Institute for Healthcare Improvement, and the Joint
Commission) to improve patient safety by supporting the
use of information technology. All of these organizations
have encouraged the implementation of information tech-
nology to prevent human error.5
A high incidence of adverse events and medical errors
has been found in critical care settings (ICUs).6–8 The
Leapfrog Group, the National Quality Forum, and the
Agency for Healthcare Research and Quality have all
recommended that the ICUs be staffed exclusively with
board-certified critical care physicians (intensivists) who
will respond immediately to provide patient manage-
ment, thus decreasing medical errors and adverse events
and reducing hospital mortality rates.7,8
A shortage of critical care physicians and nurses makes
it difficult to comply with the recommendation. During
the night shift and weekend hours, it is more difficult
to have critical care physicians covering for the ICU
patients.8 Therefore, it has been proposed that tele-
medicine technology, eICU (remote ICU or electronic
ICU) be used as a possible alternative solution that allows
critical care nurses and physician intensivists to monitor
ICU patients from off-site locations. The rationale is that
patients can be more intensively monitored, thus decreas-
ing adverse events and improving patient outcomes.5,6,8
As of 2008, this technology, eICU, was implemented
in 28 states covering more than 200 hospitals and 40
healthcare systems.9 According to several studies,6,8–11
the eICU technology system has many advantages over
CIN: Computers, Informatics, Nursing & July 2011 411
CIN: Computers, Informatics, Nursing & Vol. 29, No. 7, 411–418 & Copyright B 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins
The purposes of this study were to determine
factors and predictors that influence nurses’ in-
tention to use the eICU technology, to examine
the applicability of the Technology Acceptance
Model in explaining nurses’ intention to use the
eICU technology in healthcare settings, and to
provide psychometric evidence of the measure-
Technological Forecasting & Social Change 78 (2011) 650–660
Contents lists available at ScienceDirect
Technological Forecasting & Social Change
Applying the Technology Acceptance Model to the introduction of
healthcare information systems
Fan-Yun Pai a,⁎, Kai-I Huang b
a Department of Business Administration, National Changhua University of Education, No. 2, Shi-Da Road, Changhua City, 500, Taiwan
b Department of Business Administration, Tunghai University, No. 181 Section 3, Taichung Harbor Road, Taichung, Taiwan
a r t i c l e i n f o
⁎ Corresponding author.
E-mail addresses: [email protected] (F.-Y. Pai)
0040-1625/$ – see front matter © 2010 Elsevier Inc.
doi:10.1016/j.techfore.2010.11.007
a b s t r a c t
Article history:
Received 27 May 2010
Received in revised form 23 October 2010
Accepted 18 November 2010
Available online 16 December 2010
With the rapid development of information systems and advancesinhealthcare technology paired
with current concerns arise over patients’ safety and how to cure them efficiently, the healthcare
information systems are attracting the attention of more and more people. The purpose of this
study is to propose a conceptual model, appropriate for the intention to use healthcare
information systems, by adopting the system, service, and information qualities covered in the
Information System Success Model proposed by DeLone and Mclean [1] as the external variables
and integrating the three dimensions of perceived usefulness, perceived ease of use, and intention
to use — referred to in Venkatesh and Davis’ updated Technology Acceptance Model, TAM [2]. This
study first analyzes relevant researches on the intention to use such systems as the basis for the
questionnaire design, then conducts questionnaire survey among district hospital nurses, head
directors, and other related personnel. After the questionnaires are collected, SEM is used to
analyze the data. The analysis shows that the proposed factors positively influence users’ intention
to use a healthcare system. Information, service and system quality influence user’s intention
through the mediating constructs, perceived usefulness and perceived ease-of-use. Managerial
implications are provided accordingly. Suggestions for introducing healthcare information system
are then provided as well.
© 2010 Elsevier Inc. All rights reserved.
Keywords:
Information system success model
Technology Acceptance Model (TAM)
Healthcare information system
1. Introduction
Currently, with the rapid development of information systems and the advancement of healthcare technologies, nurses are
often required to learn how to operate relevant care assistance equipments while providing clinical care for patients
O
H
W
a
A
R
R
1
A
K
F
H
E
O
M
U
T
T
E
O
1
H
o
h
t
f
t
m
o
t
f
u
u
1
d
i n t e r n a t i o n a l j o u r n a l o f m e d i c a l i n f o r m a t i c s 8 2 ( 2 0 1 3 ) e1–e13
j o u r n a l h o m e p a g e : w w w . i j m i j o u r n a l . c o m
rganizational framework for health information technology
elga E. Rippen ∗, Eric C. Pan, Cynthia Russell, Colene M. Byrne, Elaine K. Swift
estat, 1600 Research Blvd, Rockville, MD 20850, United States
r t i c l e i n f o
rticle history:
eceived 21 June 2011
eceived in revised form
0 October 2011
ccepted 26 January 2012
eywords:
ramework
ealth information technology
valuation
rganizational framework
odel
a b s t r a c t
Purpose: We do not yet know how best to design, implement, and use health information
technology (IT). A comprehensive framework that captures knowledge on the implemen-
tation, use, and optimization of health IT will help guide more effective approaches in the
future.
Methods: The authors conducted a targeted review of existing literature on health IT imple-
mentation and use, including health IT-related theories and models. By crosswalking
elements of current theories and models, the authors identified five major facets of an
organizational framework that provides a structure to organize and capture information on
the implementation and use of health IT.
Results: The authors propose a novel organizational framework for health IT implementation
and use with five major facets: technology, use, environment, outcomes, and temporality.
Each major facet is described in detail along with associated categories and measures.
se
echnology
emporal
nvironment
utcomes
Conclusion: The proposed framework is an essential first step toward ensuring a more con-
sistent and comprehensive understanding of health IT implementation and use and a more
rigorous approach to data collection, measurement development, and theory building.
© 2012 Elsevier Ireland Ltd. All rights reserved.
and to indicate gaps where further knowledge is needed.
. Introduction
ow can we maximize the benefits and minimize the risks
f health information technology (IT)? We do not yet know
ow best to design, implement, and use health IT. Although
here are stellar applications that are implemented success-
ully on all fronts within a given organization [1], it is too often
he case that applications are partially implemented, imple-
ented but never used, or implemented with d
‘‘Learning’’ From Other Industries
Lessons and Challenges for Health
Care Organizations
Amer Kaissi, PhD
Although it is true that health care has several distinguishing characteristics that set it apart,
analysts both within and outside the industry point to several similarities with other fields and
suggest opportunities for health care to learn from other industries. Applications from other
industries have been described in the literature, but the transfer of learning at health care industry
level has not been examined. This article investigates health care learning from other industries in
the recent decade, focusing on aviation, high-reliability organizations, car manufacturing, tele-
communication, car racing, entertainment, and retail; evidence suggests that most innovative
practices originate with these fields. The diffusion of innovations from other industries appears to
start with a few early adopter organizations (hospitals and health systems) and influential other or-
ganizations (The Joint Commission, Institute of Medicine, Agency for Healthcare Research and Quality,
or Institute for Healthcare Improvement) pushing for the innovations. Once the trend becomes
accepted, consultants and copying behavior seem to contribute to its spread across the industry. An
important question to explore is whether the applications in the early adopter organizations are
different (in terms of their effectiveness) from those in the rest of the industry. Another intriguing issue
is to examine whether other industries learn from health care organizations. Key words: health care,
innovation, knowledge transfer, learning
HEALTH CARE MANAGERS typically de-scribe their organizations as ‘‘unique’’
and ‘‘different’’ and rave about the distinctive
aspects of working in an industry where
actions directly impact patients’ lives.
1
Man-
agement guru Peter Drucker
2
described
health care as the most difficult, chaotic,
and complex industry to manage and sug-
gested that the hospital is ‘‘altogether the
most complex human organization ever
devised.’’
2(p118)
Although it is true that health
care has several distinguishing characteristics
that set it apart, analysts both within and
outside the industry point to several similar-
ities with other fields and suggest opportu-
nities in which health care can learn from
other industries.
In the last 10 years, a number of popular
books have stressed similarities with other
industries and recommended learning oppor-
tunities for health care organizations. In Why
Hospitals Should Fly? Nance
3
stressed prin-
ciples from aviation that health care organiza-
tions must instill as a foundation for safety.
Lately, Gawande
4
in The Checklist Manifesto
investigated the finan
RESEARCH ARTICLE Open Access
Understanding innovators’ experiences of barriers
and facilitators in implementation and diffusion of
healthcare service innovations: a qualitative study
Julie Barnett1, Konstantina Vasileiou1*, Fayika Djemil2, Laurence Brooks1 and Terry Young1
Abstract
Background: Healthcare service innovations are considered to play a pivotal role in improving organisational
efficiency and responding effectively to healthcare needs. Nevertheless, healthcare organisations encounter major
difficulties in sustaining and diffusing innovations, especially those which concern the organisation and delivery of
healthcare services. The purpose of the present study was to explore how healthcare innovators of process-based
initiatives perceived and made sense of factors that either facilitated or obstructed the innovation implementation
and diffusion.
Methods: A qualitative study was designed. Fifteen primary and secondary healthcare organisations in the UK,
which had received health service awards for successfully generating and implementing service innovations, were
studied. In-depth, semi structured interviews were conducted with the organisational representatives who
conceived and led the development process. The data were recorded, transcribed and thematically analysed.
Results: Four main themes were identified in the analysis of the data: the role of evidence, the function of inter-
organisational partnerships, the influence of human-based resources, and the impact of contextual factors. “Hard”
evidence operated as a proof of effectiveness, a means of dissemination and a pre-requisite for the initiation of
innovation. Inter-organisational partnerships and people-based resources, such as champions, were considered an
integral part of the process of developing, establishing and diffusing the innovations. Finally, contextual influences, both
intra-organisational and extra-organisational were seen as critical in either impeding or facilitating innovators’ efforts.
Conclusions: A range of factors of different combinations and co-occurrence were pointed out by the innovators
as they were reflecting on their experiences of implementing, stabilising and diffusing novel service initiatives. Even
though the innovations studied were of various contents and originated from diverse organisational contexts,
innovators’ accounts converged to the significant role of the evidential base of success, the inter-personal and
inter-organisational networks, and the inner and outer context. The innovators, operating themselves as important
champions and being often willing to lead constructive efforts of implementation to different contexts, can
contribute to the promulgation and spread of the novelties significantly.
Background
The ability to innovate is considered as a major compe-
titive advantage in organisations, enhancing their effec-
tiveness, efficiency, a
Summative Evaluation
In: The SAGE Encyclopedia of Educational Research,
Measurement, and Evaluation
By: Anthony Jason Plotner
Edited by: Bruce B. Frey
Book Title: The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation
Chapter Title: “Summative Evaluation”
Pub. Date: 2018
Access Date: June 19, 2022
Publishing Company: SAGE Publications, Inc.
City: Thousand Oaks,
Print ISBN: 9781506326153
Online ISBN: 9781506326139
DOI: https://dx.doi.org/10.4135/9781506326139
Print pages: 1636-1637
© 2018 SAGE Publications, Inc. All Rights Reserved.
This PDF has been generated from SAGE Research Methods. Please note that the pagination of the
online version will vary from the pagination of the print book.
An evaluation is a systematic and purposeful collection and analysis of data used to document the
effectiveness of programs or interventions. Rigorous evaluation can determine if programs or interventions
should be maintained, improved, or eliminated. The term summative evaluation (sometimes referred to as ex-
post evaluation or outcome evaluation) was first introduced in the mid-1960s by Lee Cronbach and Michael
Scriven and refers to a process of evaluating a program’s or intervention’s impact or efficacy through careful
examination of program design and management. It is often used to assess the accountability of a program
or intervention. As such, summative evaluation is outcome focused more than process focused and most
often undertaken at the end of the project, when the program or intervention is stable and/or when program
services are implemented with consistency (otherwise known as fidelity). Furthermore, there are some types
of summative evaluation that require the collection of baseline data in order to provide a before and after
understanding; thus, it is important to factor this into the evaluation. Summative evaluation is undertaken to
determine whether the program or intervention achieved its goals, objectives, or outcomes; how the program’s
impact compares to different programs; and to better understand the process of change, what works, what
do
Evaluation
In: The SAGE Encyclopedia of Educational Research,
Measurement, and Evaluation
By: Dominica McBride
Edited by: Bruce B. Frey
Book Title: The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation
Chapter Title: “Evaluation”
Pub. Date: 2018
Access Date: June 19, 2022
Publishing Company: SAGE Publications, Inc.
City: Thousand Oaks,
Print ISBN: 9781506326153
Online ISBN: 9781506326139
DOI: https://dx.doi.org/10.4135/9781506326139
Print page: 624
© 2018 SAGE Publications, Inc. All Rights Reserved.
This PDF has been generated from SAGE Research Methods. Please note that the pagination of the
online version will vary from the pagination of the print book.
Evaluation is a process, discipline, and, in some cases, an intervention in and of itself. It entails the systematic
application of social science research to plan for and learn about the impact of policy, performance, programs,
or initiatives in order to create, further, or sustain social change. The policies, performances, and initiatives
being evaluated are called evaluands. Evaluation is performed in sociopolitical environments and political
influences, and their implications must be considered throughout the process.
From struggles to provide quality education and public health, to environmental dilemmas, societies across
the world face issues that often require planning, policy, and subsequent action to address. Unfortunately,
strategies often do not obtain the desired effect because projects are not implemented as planned, policies
are disconnected from the communities they are supposed to benefit, or programs are not well planned.
According to evaluation expert Michael Scriven, evaluation examines the merit and worth of the evaluand.
However, the examination is often not the end but the means to making change through contributing to a
decision or using the results for advocacy purposes, as in the transformative paradigm, a framework for
evaluation that places importance on groups that have been marginalized. For example, the purpose of an
evaluation of a school district’s new progra
Formative Evaluation
In: The SAGE Encyclopedia of Educational Research,
Measurement, and Evaluation
By: Theodore J. Christ & Jessie Kember
Edited by: Bruce B. Frey
Book Title: The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation
Chapter Title: “Formative Evaluation”
Pub. Date: 2018
Access Date: June 19, 2022
Publishing Company: SAGE Publications, Inc.
City: Thousand Oaks,
Print ISBN: 9781506326153
Online ISBN: 9781506326139
DOI: https://dx.doi.org/10.4135/9781506326139
Print pages: 697-699
© 2018 SAGE Publications, Inc. All Rights Reserved.
This PDF has been generated from SAGE Research Methods. Please note that the pagination of the
online version will vary from the pagination of the print book.
Evaluation is the process of examining a program, procedure, or product to estimate its function, effect,
and worth. There are two main functions of program evaluation in education. The first is to inform the
development and implementation of the program. The second is to estimate the outcomes and program
effects. Formative evaluation is the use of data before and/or during instruction or the implementation of
an intervention. These data are specifically used to improve and inform curriculum planning, instructional
design, and learning. The goal of formative evaluation is to meet the specific needs of students by identifying
those objectives that have and have not been mastered by the student and determining what needs to
be taught, individualizing educational programs for all students. Most importantly, formative evaluation is a
cyclical process that includes planning, managing, delivering, and evaluating instruction, learning, programs,
and interventions.
Formative evaluation allows for o
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