What Training Is Provided When A New Information System Is I

What Training Is Provided When A New Information System Is Implemented

What training is provided when a new information system is implemented in your organization? Are nurses involved in evaluating the systems? Submission Instructions: Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Module 5: Lecture Materials & Resources Implementing and Evaluating Health Care Informatics Systems Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s). (Note: The citations below are provided for your research convenience. You should always cross reference the current APA guide for correct styling of citations and references in your academic work.) Read Nelson, R., & Staggers, N. (2014). Chapter 17 Chapter_017.pptx Download Chapter_017.pptx Oline Materials & Resources Visit the CINAHL Complete under the A-to-Z Databases on the University Library's website and locate the articles below: McGonigle, D., Hunter, K., Sipes, C., Y Hebda, T. (2014). Why nurses need to understand nursing informatics: Everyday informatics. AORN Journal, 100(3). Explore/View the website(s) below: AHRQ. (2019). Barriers to HIT Implementation | AHRQ National Resource Center; Health Information Technology: Best Practices Transforming Quality, Safety, and Efficiency. Retrieved from (Links to an external site.)

Paper For Above instruction

The implementation of new information systems within healthcare organizations necessitates comprehensive and tailored training programs to ensure successful adoption, functionality, and clinician engagement. A critical element of these programs is the involvement of nursing staff, given their central role in patient care and the increasing reliance on informatics in clinical workflows. This paper explores the typical training provided during health informatics system implementations, emphasizing the roles nurses play in evaluation, and the strategies organizations adopt to facilitate effective learning and integration.

When a new healthcare information system (HIS) is introduced, organizations typically deploy a multifaceted training approach to address the diverse learning needs of healthcare staff. These training initiatives include classroom instruction, hands-on simulation, online modules, and ongoing support structures. The initial training aims to familiarize staff with core functionalities such as electronic health records (EHR), order entry, medication administration, documentation processes, and clinical decision support tools. For example, Nelson and Staggers (2014) highlight that training should be context-specific, aligned with staff roles, and adaptable to existing workflows, ensuring that clinicians can seamlessly integrate new systems into their daily practices.

Involving nurses in evaluating the new systems is not only beneficial but often essential for achieving user acceptance and optimizing functionality. Nurses, being frontline users, possess practical insights into how the system impacts workflow, patient safety, and communication. Their involvement can take various forms, including participation in pilot testing phases, feedback sessions, and usability assessments. McGonigle et al. (2014) emphasize that engaging nurses during evaluation phases enables organizations to identify potential issues early, adapt training accordingly, and foster a sense of ownership among nursing staff, ultimately enhancing satisfaction and effectiveness of the system.

Effective training programs also incorporate the principles of adult learning theory, recognizing that nurses learn best through active participation, practical application, and immediate feedback. Simulation labs allow nurses to practice scenarios such as medication reconciliation or documentation corrections in a risk-free environment, which builds confidence and competence. Additionally, online learning modules provide flexible access for staff to review procedures at their convenience, which is crucial for shift-based schedules and continuous education requirements.

Another critical aspect is ongoing support following initial training. Many organizations establish "super users" or informatics champions—experienced staff members who serve as point persons for troubleshooting, clarification, and advocacy. These champions help sustain system usage, address user concerns, and facilitate further training if needed. The Health Information Technology for Economic and Clinical Health (HITECH) Act underscores the importance of ongoing support and user engagement as key drivers of successful HIT adoption (AHRQ, 2019).

Despite these strategies, barriers such as resistance to change, limited familiarity with technology, and workload pressures can hinder effective training and system utilization. Overcoming these obstacles requires a comprehensive change management approach that emphasizes clear communication, leadership support, and responsiveness to staff feedback. As noted by AHRQ (2019), fostering a culture of continuous learning and emphasizing the benefits of the new system for patient safety and workflow efficiency can motivate staff participation in training programs.

In conclusion, the training provided during the implementation of new health information systems is multifaceted, role-specific, and ongoing. Nurses play a vital role not only as end-users but also as evaluators who contribute valuable insights into system usability and clinical impact. Successful training programs are characterized by active engagement, practical application, continuous support, and consideration of organizational culture and staff needs. Emphasizing these elements ensures that new systems are effectively integrated into clinical practice, ultimately improving patient outcomes and healthcare delivery efficiency.

References

  • Nelson, R., & Staggers, N. (2014). Health Informatics: An Interprofessional Approach. Elsevier.
  • McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). Why nurses need to understand nursing informatics: Everyday informatics. AORN Journal, 100(3), 204-213.
  • Agency for Healthcare Research and Quality (AHRQ). (2019). Barriers to HIT Implementation. Retrieved from https://www.ahrq.gov
  • Heath, C., & Knight, J. (2019). Understanding barriers to health IT adoption: A systematic review. Journal of Medical Systems, 43(9), 311.
  • Saba, V., & McCormick, K. (2015). Essentials of Nursing Informatics (6th ed.). McGraw-Hill Education.
  • Kushniruk, A. W., & Borycki, E. (2017). Usability testing of health information systems: An overview. Studies in Health Technology and Informatics, 238, 250-255.
  • Rosenbaum, M. E., & Wenzel, J. M. (2018). Enhancing clinician engagement with health information technology. Journal of Healthcare Management, 63(2), 106-115.
  • Carroll, J. M., & Kellogg, W. A. (2019). Interface design and implementation strategies for EHR systems. Journal of Biomedical Informatics, 101, 103353.
  • Adler-Milstein, J., & Jha, A. K. (2017). HITECH Act incentives and implications for health IT adoption. Journal of the American Medical Informatics Association, 24(2), 231-233.
  • Weir, C., & Ranney, M. (2018). Ensuring successful health IT implementation: Lessons from early adopters. International Journal of Medical Informatics, 119, 155-160.

Related Assignments