Implementing New Educational Technology

Implementation Steps

The educational technology changes proposed by the credentialing specialist at St. Anthony Medical Center included switching to a clinical decision support system and improving the use of the learning management system. The process of implementing these changes will be systematic and model-based. The change implementation will use Kotter’s eight-step change model and systems development life cycle. Key implementation steps will include the following activities.

  • Planning change: Change planning will include needs assessment and will also require assessing resource requirements, stakeholder selection, and planning change outcomes. In the planning phase, key steps include assigning roles to change teams and other stakeholders, setting timelines, identifying the appropriate communication strategies, and assembling resources.
  • Communicating change: Communication of change is an important step because it will promote uptake and ensure change preparedness among stakeholders of this change.
  • Design phase: The new CDSS application will not require designing. However, designing the new system that will support the new CDSS will be a critical step. This design will take into consideration the interoperability and compatibility assessment of the new CDSS with current technologies
  • Training and Testing phase: During this phase, the stakeholders and end users of the new educational technology will be trained by a hired third IT training company to enable navigation and use of the new system. Thereafter, the new system will be tested by the vendors and implementers of the change, including end users and administrators at different departments.
  • Implementation phase: Upon successful testing, implementation of the new technology will commence. However, the evaluation of the testing and implementation of the new system will be ongoing. Thus, adjusting changes and moving back to prior steps of change implementation will not be avoided.
  • Monitor Progress: With an ongoing implementation and utilization of the new system, concurrent monitoring of progress to stay goal-focused will provide a sense of direction. Communicating change progress will ensure that stakeholders stay abreast of the changes and are fully engaged toward a common team goal.
  • Evaluating change: Another ongoing step that will take place throughout the change implementation process is change evaluation. Evaluating every step to ensure that it meets or aligns with the set goals of change will make the change implementation an objectively measurable process

Resource Requirements

  • Required human and capital resources
    • Change manager
    • Trainers
    • Change implementers
  • Budget projection: will be attached to the budgetary plan for this change management
  • Technical support requirements
    • Offline mobile support
    • Email support and online help desk
    • IT maintenance support (regular maintenance)
    • Disaster preparedness and planning support

End-User Training Requirements

Key end users of the new learning technology are nurses, doctors, and students at SAMC. These end users have different levels of knowledge and expertise regarding opioid prescription and medication safety. However, the goal in opioid therapy remains achieving pain control, minimizing the risk of dependence, and preventing toxicity from opioid therapy. These users also need assistance from the CDSS to ensure that these goals are met during medication prescription and administration. Therefore, these users will require positive improvement or change of knowledge, knowledge, skills, and attitudes in opioid safety. End user performance expectations include improved consistency of use of new CDSS and learning management systems, as well as the ease of use of the new educational technology system. Therefore, end users will need training on the use of the new CDSS and refresher training on the use of the learning management system. The ongoing training on how to use different aspects of CDSS during daily clinical activities will also be useful. This is because new knowledge is generated regularly, and new practice guidelines and protocols are implemented.

Evaluation

The goal of this plan is to improve the quality of opioid prescription by improving clinical decision support and also to improve the use of the learning management system. To achieve these goals, regularly evaluating their outcomes will be necessary. Opioids are potent pain relievers with a high risk of dependence and toxicity. Therefore, monitoring incidences of opioid toxicity will objectively evaluate the impact of the plan on patient safety and technology-assisted learning. This will show that educational technology ensures that end users acquire the necessary skills and knowledge (Turnbull et al., 2022). Educational effectiveness is one of the elements that Wasfy et al. (2021) identified as necessary indicators of successful educational learning technology. Other key performance indicators will include rows of adoption of the two technologies in practice and the number of medication errors involving opioid prescription. To collect this data, the credentialing specialist will regularly report and analyze the information generated by the electronic health records at SAMC. The hospital can also collect user satisfaction ratings with the systems regularly. From this data, the hospital can reasonably conclude that the plan was effective in promoting patient care quality by ensuring medication safety and patient-centered prescription through technological support. Patterns of use of the technology would reflect the user satisfaction with the technology. This plan presents focused educational technology changes that would fit in the organization’s IT system (Chang & Kuo, 2021). Therefore, it would meet the learning and educational needs of the end users (Thepwongsa et al., 2021). These conclusions have been based on research journals on effective learning systems, making them relevant and credible.

References

Chang, S., & Kuo, A. C. (2021). Indulging interactivity: a learning management system as a facilitative boundary object. SN Social Sciences, 1(2), 62. https://doi.org/10.1007/s43545-021-00069-x

Thepwongsa, I., Sripa, P., Muthukumar, R., Jenwitheesuk, K., Virasiri, S., & Nonjui, P. (2021). The effects of a newly established online learning management system: the perspectives of Thai medical students in a public medical school. Heliyon, 7(10), e08182. https://doi.org/10.1016/j.heliyon.2021.e08182

Turnbull, D., Chugh, R., & Luck, J. (2022). An overview of the common elements of learning management system policies in higher education institutions. TechTrends : For Leaders in Education & Training, 66(5), 855–867. https://doi.org/10.1007/s11528-022-00752-7

Wasfy, N. F., Abouzeid, E., Nasser, A. A., Ahmed, S. A., Youssry, I., Hegazy, N. N., Shehata, M. H. K., Kamal, D., & Atwa, H. (2021). A guide for evaluation of online learning in medical education: a qualitative reflective analysis. BMC Medical Education, 21(1), 339. https://doi.org/10.1186/s12909-021-02752-2

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