DNP 805 Topic 1 Discussion 2 Select one informatics theory from the areas of Theories, Change Theories, or Human Factors

DNP 805 Topic 1 Discussion 2 Select one informatics theory from the areas of Theories, Change Theories, or Human Factors

DNP 805 Topic 1 Discussion 2 Select one informatics theory from the areas of Theories, Change Theories, or Human Factors

DNP 805 Topic 1 Discussion 2

Select one informatics theory from the areas of Theories, Change Theories, or Human Factors. Discuss how the application of the theory you select can guide the use of technology in advanced practice. What strengths does the theory possess that would make it useful to the DNP-prepared nurse? What weaknesses does the theory present that might prevent its use?

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Human Factors Theories

The study of human factor theory focuses on human interaction with equipment within an organization with the goal of increasing safety and satisfaction. Example: Theories on accident causation demonstrate that accidents can be caused by chains of human errors. Factors that can lead to human errors include lack of experience on how to do the job (Chung  & Williamson, 2018).

Reference

Chung, A. Z. Q., Williamson, A. (2018). Theory versus practice in the human factors and ergonomics discipline: Trends in journal publications from 1960 to 2010 Academic Journal In Applied Ergonomics. 66:41-51. DOI: 10.1016/j.apergo.2017.07.003,

REPLY

Unfreezing, moving or transitioning, and refreezing are the three processes in Kurt Lewin’s Theory of Planned Change. The first stage, unfreezing, involves acknowledging that change is required and that the equilibrium will be disrupted (Chen, 2021). The initial stage is the most difficult and time-consuming because restraining factors might prevent the change from progressing (Chen, 2021). A great example would be introducing the electronic health record. During the first stage, the old ways such as paper charge would be let go. Unfreezing the necessity for the change to be discussed in dialogues and through educational sessions. The second phase is moving or transitioning. This phase necessitates a clear action plan and may create anxiety and worry (Chen, 2021). During this phase, it would be critical to work with the stakeholders (Daly, 2017). For instance, if a facility were to transition to electronic health records versus paper charting, this step is crucial as it enables the analysis of the present situation, new structures, and other processes that are put into place to attain the desired outcome (Daly, 2017). The last stage is refreezing, during which it is critical to reinforce and incorporate the change while also conducting an efficacy audit (Daly, 2017). The change is stabilized at this point, and a new equilibrium is established (Chen, 2021). In other words, the changes made are frozen in place and become part of the normal workflow. One of the strengths of Lewin’s change model is that it is simple for others to understand. Unfreezing, transition and refreezing are easy steps to follow when implementing a change within an organization (Daly, 2017). Although its simplicity is its strength, it can also be a downfall. Some changes need a more detailed process other than just unfreezing, transitioning, and refreezing (Chen, 2021).

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References:

Chen, P. (2021). A new horizon: Transitioning from an experienced to novice nurse. Journal of Radiology Nursing, 40(4), 368–369. https://doi-org.lopes.idm.oclc.org/10.1016/j.jradnu.2021.08.007

 

Daly, S. (2017). Development and implementation of person-centered nursing documentation. International Journal of Integrated Care (IJIC), 17, 1–3.

REPLY

Thank you for your interesting post. Healthcare system is constantly changing and evolving. Changes can be challenging because they contradict humans’ basic need for a stable environment and sometimes when you’re used to it already you don’t want to start a new one. The advent of New Public Management (NPM) has challenged the traditional professional dominance, introducing a logic of managerialism into health care, i.e. work should be organized and controlled by managers to achieve organizational goals of a cost-effective and efficient health care. Clinicians are expected to document their work accurately and participate in any advancement given by the management team.

Reference:

Rafferty AE, Jimmieson NL. Subjective perceptions of organizational change and employee resistance to change: direct and mediated relationships with employee well-being. Br J Manage. 2017;28:248–264. doi: 10.1111/1467-8551.12200. [CrossRef] [Google Scholar]

REPLY

Very well done. I like the way you break down and apply Lewin’s Theory. Acknowledgment that changes need to happen, transitioning to the new technology, and stabilization of new technology. This theory is good and works to explain the change. In comparison to the Human Factor theory, the main thing to consider when implementing healthcare technology is to remember the people who actually use the programs/system. (Matthews & Proctor, 2021). In my experience as a nurse clinical and nonclinical, programs that have stakeholder support at the onset of change are most successful. Another factor when in the various stages is to ensure that staff that will be working with the change are instrumental from the beginning.

Matthews, S. D., & Proctor, M. D. (2021). Public Health Informatics, Human Factors and the End-Users. Health Services Research and Managerial Epidemiology. https://doi.org/10.1177/23333928211012226

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Name:  Discussion Rubric

		Excellent 90–100	Good 80–89	Fair 70–79	Poor 0–69
Main Posting: Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.		40 (40%) – 44 (44%) Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources.	35 (35%) – 39 (39%) Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references.	31 (31%) – 34 (34%) Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references.	0 (0%) – 30 (30%) Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references.
Main Posting: Writing		6 (6%) – 6 (6%) Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style.	5 (5%) – 5 (5%) Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.	4 (4%) – 4 (4%) Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 3 (3%) Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Posting: Timely and full participation		9 (9%) – 10 (10%) Meets requirements for timely, full, and active participation. Posts main Discussion by due date.	8 (8%) – 8 (8%) Meets requirements for full participation. Posts main Discussion by due date.	7 (7%) – 7 (7%) Posts main Discussion by due date.	0 (0%) – 6 (6%) Does not meet requirements for full participation. Does not post main Discussion by due date.
First Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic and may have some depth.	0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
First Response: Writing		6 (6%) – 6 (6%) is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	5 (5%) – 5 (5%) is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
First Response: Timely and full participation		5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Second Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic and may have some depth.	0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
Second Response: Writing		6 (6%) – 6 (6%) is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	5 (5%) – 5 (5%) is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
Second Response: Timely and full participation		5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Total Points: 100

Name:  Select one informatics theory from the areas of Theories, Change Theories, or Human Factors Discussion Rubric