Organizational Change Plan-Part One
The use of mobile technology for health care professionals, including personal digital assistants (PDAs) has increased exponentially in both clinical practice and nursing education (Farrell & Rose, 2008). Some evidence exists that the use of a PDA in health care settings may improve decision-making, reduce the numbers of medical errors, and enhance learning for both students and professionals (Nilsson, 2008); for these reasons, the Learning Technology Committee (LTC) at Sinclair Community College (SCC) explored the benefits of nursing students using the PDA at the bedside in the clinical setting. The committee proposed a change, Project PDA, to implement the use of PDA among novice nursing students and faculty. The following paragraphs will focus on the assessment and plan of the Project PDA; and examine the rationale for the change, barriers to change, influences on change, application of a theoretical model and resources available to support the change initiative. Rationale for Change
Healthcare is a dynamic and evolving field of knowledge. Nursing students are trying to learn and implement this large amount of information at a rapid pace. Nursing students are generally unsure of their skills, feel insecure about their knowledge level, and lack self-confidence (Fisher & Koren, 2007). Many advantages have been seen with the use of the PDA, such as time savings, reduction of errors, and ease of use (Miller, Shaw-Kokot, Arnold, Boggin, Crowell, Allegri, Blue, & Berrier, 2005). Through the use of the PDA, it is thought, the nursing student will have reduced stress, fear, and improved self-confidence (Martin, 2007). Students will benefit from gaining immediate access to resources at the point of care, become more efficient, and spend more time focusing on patient care. PDAs will provide a bridge for students to apply theoretical learning to practice and foster the development of critical reasoning skills and professional autonomy. Nurse educators will need to develop creatively new, innovative models of teaching to keep up with changing society and technological advances in nursing practice (Jeffries, 2005). Adopting this new technological process will ensure SCC is keeping up with the trends of technology in nursing education. Organizational and Individual Barriers to Change
Organizational change is a complicated process and is likely to be met with resistance. According to Borkowski (2005), resistance may originate from two sources: organizational barriers and individual barriers. These barriers threaten to impede change success. In an effort to avoid change failure, management must identify and understand potential barriers to change. Organizational barriers are typically beyond the control of management and may be perceived as insurmountable, which in the early stages of change can prove to be futile (Borkowski, 2005). Two potential organizational barriers to implementing Project PDA are cultural complacency; and the lack of financial and technology resources. The first barrier was cultural complacency. Spector (2010) suggests that organizational culture may enable and create barriers to change. The nursing department has functioned like a well oiled machine as result of shared values and beliefs among faculty and students; subsequently creating a complacent atmosphere. Management must change the culture of the nursing department to engage faculty and students; and promote behaviors in line with the proposed change. The second barrier was the lack of financial and technology resources. The college was in the midst of a new levy campaign and there were no current funds allocated in the nursing department budget for technology improvements including the purchase of equipment. The college does not own PDAs for the students or faculty to use. No process was in place for technical support if students were to experience challenges with the device. The individual...
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