Change Management

Change Management

As health care organizations adopt more and more informatics solutions, they inevitably experience significant changes. Such changes are often met with hesitation, resistance, and even outright refusal. Nurse informaticists should be aware of these barriers and be prepared to employ change-management strategies to ensure stakeholder buy-in and end-user adoption.
 
In this Discussion, you explore the concept of change management and how it is relevant to the role of the nurse informaticist. You consider what steps can be taken during implementation of a project to contribute to more successful end-user adoption. In addition, you explore the competencies and skills a nurse informaticist should have when serving as a change agent within an organization.
 
To prepare
 

• Review this week’s Learning Resources, including pages 481–483 (See attached file) in the Dennis course text, on change management. How is change management relevant to the role of the nurse informaticist?
• Consider steps a nurse informaticist can take to promote more successful end-user adoption.
• What change-management strategies are most useful for a nurse informaticist to be aware of when implementing a change within an organization? How can those strategies help to mitigate negative attitudes toward change?
• Reflect on the competencies and skills required for nurse informaticists to be effective change agents. How can you best prepare yourself to manage change and address resistance?
  With these thoughts in mind:
  Post by tomorrow 10/25/16 a 550 words essay in APA format and 3 references that include the level one headings as numbered below:
  1) An analysis of how change management is relevant to the role of the nurse informaticist.
  2) Explain at least two change-management strategies that can be used to promote end-user adoption, and justify their effectiveness in mitigating resistance.
  3) Identify at least two skills or competencies necessary for nurse informaticists in serving as change agents, and describe how you plan to cultivate those skills or competencies.
   
  Required Readings
  Dennis, A., Wixom, B. H., & Roth, R. M. (2015). Systems analysis and design (6th ed.). Hoboken, NJ: Wiley.

• Review Chapter 13, “Transition to the New System” (pp. 400–424)

 
 
 
Kulhanek, B. J. (2011). Creating effective electronic medical record change management processes. Computers, Informatics, Nursing, 29(8), 431–435.
 
Retrieved from the Walden Library databases.
 
Efficient implementation and use of electronic medical/health records requires organizationwide restructuring. This article addresses how management procedures, organizational initiatives, and communication needs require adjustment in order to suit the changing health care environment.
 
 
 
Lee, V., Ridzi, F., Lo, A. W., & Coskun, E. (2011). A healthcare case study of team learner style and change management. Journal of Organizational Change Management, 24(6), 830–852.
 
Retrieved from the Walden Library databases.
 
This article discusses the importance of considering the end users’ learning styles when an implementation is planned. The authors conclude that a mix of a variety of learning styles appears to be the strongest approach.
 
 
 
Leyland, M., Hunter, D., & Dietrich, J. (2009). Integrating change management into clinical health information technology project practice. Privacy, Security, Trust and the Management of e-Business, 89–99.
 
Retrieved from the Walden Library databases.
 
The authors of this article contrast “hard changes”—those focusing on cost, schedule, and scope of a process—with “soft changes”—the human side of change. The authors conclude that failure to address the human side of change increases the likelihood of the failure of a project.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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