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Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
Paper: User-designed information tools
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Paper: User-designed information tools

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  • 1. User-designed information tools to support communication and care coordination in a trauma hospital Gurses et al. J Biomed Inform. 2009 Aug;42(4):667-77
  • 2. <ul><ul><li> does not evaluate an electronic information tool or system </li></ul></ul><ul><ul><li> offers insight on how clinicians manage info in spite of tools to make their job easier </li></ul></ul>Why This Paper? Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 3. <ul><ul><li> information technology introduced into many sectors =  efficiency, quality </li></ul></ul><ul><ul><li> some advances in health care related to admin IT systems, not clinical IT systems </li></ul></ul>Why This Paper? Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 4. <ul><ul><li> qualitative methods provide a glimpse of what is ideal v. what is actually done in practice </li></ul></ul><ul><ul><li> provide information for designing systems </li></ul></ul>What Makes It Interesting? Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 5. <ul><ul><li>Ayse P. Gurses </li></ul></ul><ul><ul><li>Johns Hopkins, School of Medicine </li></ul></ul><ul><ul><li> junior researcher (2005) </li></ul></ul><ul><ul><li> body of work centres on qualitative methods, interviews, observations </li></ul></ul><ul><ul><li> clinical settings, nurses, information </li></ul></ul>The Authors Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 6. <ul><ul><li>Yan Xiao </li></ul></ul><ul><ul><li>University of Maryland, School of Medicine </li></ul></ul><ul><ul><li> engineer – human factors </li></ul></ul><ul><ul><li> body of work centres on qualitative methods, observations </li></ul></ul><ul><ul><li> clinical settings, information </li></ul></ul>The Authors Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 7. <ul><li> information technology professionals </li></ul><ul><li> health administrators </li></ul><ul><li> health decision-makers </li></ul>Who Should Be Interested? Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 8. <ul><ul><li> clinicians create their own tools </li></ul></ul><ul><ul><li> understanding why tools are built allows for development of systems to meet clinicians’ needs </li></ul></ul>Background Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 9. <ul><ul><li>To describe the design </li></ul></ul><ul><ul><li>characteristics and use of a </li></ul></ul><ul><ul><li>clinician-designed information </li></ul></ul><ul><ul><li>tool in supporting information </li></ul></ul><ul><ul><li>transfer and care coordination </li></ul></ul>Objective Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 10. <ul><ul><li>The researchers used: </li></ul></ul><ul><ul><li> shadowing  photographs </li></ul></ul><ul><ul><li> interviews  clipboards </li></ul></ul><ul><ul><li>to qualitatively examine the use of a clinician-designed information tool </li></ul></ul><ul><ul><li>that was meant to support information transfer and care coordination </li></ul></ul>Methods Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 11. <ul><ul><li>Trauma care hospital </li></ul></ul>Setting Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 12. A – EMR B - Access C - Census D – Attending E - Team F – Nurses G – Nurse Assts H - Float I – Beds J,K – Next Shift
  • 13. &nbsp;
  • 14. <ul><ul><li>Analysis of shadowing, interviews, photographs, and samples of the clipboards </li></ul></ul>Outcome Measures Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 15. <ul><ul><li>Nurse coordinators use a paper-based information tool designed internally that compiled essential data from disparate information sources </li></ul></ul>Results Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 16. <ul><ul><li>Information tools will be designed by users to meet their needs </li></ul></ul>Conclusions Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 17. <ul><ul><li>The characteristics of these tools and systems provide valuable insight into the needs of the users in relation to information health technologies </li></ul></ul>Conclusions Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 18. <ul><ul><li>There is a role for users in helping to design their own information systems </li></ul></ul>Conclusions Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 19. <ul><ul><li>Equator Network </li></ul></ul><ul><ul><li>1. COREQ – interviews and focus groups (2007) </li></ul></ul><ul><ul><li>2. Evolving Guidelines – psychology and related fields (1999) </li></ul></ul>Assessment Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 20. <ul><ul><li>Essential: </li></ul></ul><ul><ul><li>1 nurse coordinator not interviewed </li></ul></ul>Limitations Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 21. <ul><ul><li>Essential: </li></ul></ul><ul><ul><li>data saturation not discussed </li></ul></ul>Limitations Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 22. <ul><ul><li>Essential: </li></ul></ul><ul><ul><li>limited information about interviews: length, audio-taping, field notes, etc. </li></ul></ul>Limitations Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 23. <ul><ul><li>Essential: </li></ul></ul><ul><ul><li>no declaration of a paradigm framework or philosophic assumption </li></ul></ul>Limitations Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 24. <ul><ul><li>Essential: </li></ul></ul><ul><ul><li>mixing of analytic approaches: ethnographic methods, grounded theory </li></ul></ul>Limitations Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 25. <ul><ul><li>Helpful: </li></ul></ul><ul><ul><li>full interview guide offered online </li></ul></ul>Limitations Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 26. <ul><ul><li>Helpful: </li></ul></ul><ul><ul><li>member checks </li></ul></ul>Limitations Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 27. <ul><ul><li>Less Essential: </li></ul></ul><ul><ul><li>software not mentioned (perhaps it was not used?) </li></ul></ul>Limitations Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 28. <ul><ul><li>Less Essential: </li></ul></ul><ul><ul><li>more narrative </li></ul></ul>Limitations Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 29. <ul><ul><li> pre-test used with observation instrument </li></ul></ul><ul><ul><li> shadowing described more thoroughly than other activities </li></ul></ul><ul><ul><li> triangulation </li></ul></ul>Done Well Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 30. <ul><ul><li> interview with 1 nurse coordinator </li></ul></ul><ul><ul><li> paradigm framework </li></ul></ul><ul><ul><li> mixing of analytic approaches </li></ul></ul><ul><ul><li> more info about interviews, other activities </li></ul></ul>Questions Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 31. <ul><ul><li> interview with 1 nurse coordinator </li></ul></ul><ul><ul><li> paradigm framework </li></ul></ul><ul><ul><li> mixing of analytic approaches </li></ul></ul><ul><ul><li>more info about interviews, other activities </li></ul></ul>Questions Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 32. <ul><ul><li> interview with 1 nurse coordinator </li></ul></ul><ul><ul><li> paradigm framework </li></ul></ul><ul><ul><li> mixing of analytic approaches </li></ul></ul><ul><ul><li> more info about interviews, other activities </li></ul></ul>Questions Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 33. <ul><ul><li> interview with 1 nurse coordinator </li></ul></ul><ul><ul><li> paradigm framework </li></ul></ul><ul><ul><li> mixing of analytic approaches </li></ul></ul><ul><ul><li> more info about interviews, other activities </li></ul></ul>Questions Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 34. <ul><ul><li> the Clipboard is used more often than other information sources available </li></ul></ul><ul><ul><li> essential factors are portability, rapid accessibility, customizable, easy to add or change information </li></ul></ul>Implications Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 35. <ul><ul><li> these features out-weight accuracy </li></ul></ul>Implications Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 36. <ul><ul><li> need for adaptable, flexible systems </li></ul></ul><ul><ul><li> no concrete beginning point or end point in creating systems </li></ul></ul><ul><ul><li> accept a hybrid system, ‘paperless’ may not be possible </li></ul></ul>Implications Material in support of a verbal presentation, not for interpretation as a stand-alone document 09 November 2009
  • 37. &nbsp;

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