Organizational Change
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
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