User-designed information tools to support communication and care coordination in a trauma hospital Gurses et al.  J Biome...
<ul><ul><li>   does not evaluate an electronic   information tool or system  </li></ul></ul><ul><ul><li>   offers insigh...
<ul><ul><li>   information technology introduced  into many sectors =    efficiency,   quality </li></ul></ul><ul><ul><l...
<ul><ul><li>   qualitative methods provide a glimpse  of what is ideal v. what is actually  done in practice </li></ul></...
<ul><ul><li>Ayse P. Gurses </li></ul></ul><ul><ul><li>Johns Hopkins, School of Medicine </li></ul></ul><ul><ul><li>   jun...
<ul><ul><li>Yan Xiao </li></ul></ul><ul><ul><li>University of Maryland, School of Medicine </li></ul></ul><ul><ul><li>   ...
<ul><li>   information technology professionals  </li></ul><ul><li>   health administrators </li></ul><ul><li>   health...
<ul><ul><li>   clinicians create their own tools </li></ul></ul><ul><ul><li>   understanding why tools are built   allow...
<ul><ul><li>To describe the  design  </li></ul></ul><ul><ul><li>characteristics  and  use  of a  </li></ul></ul><ul><ul><l...
<ul><ul><li>The researchers used: </li></ul></ul><ul><ul><li>   shadowing    photographs </li></ul></ul><ul><ul><li>   ...
<ul><ul><li>Trauma care hospital   </li></ul></ul>Setting Material in support of a verbal presentation, not for interpreta...
A – EMR B - Access C - Census D – Attending E - Team F – Nurses G – Nurse Assts H - Float I – Beds J,K – Next Shift
 
<ul><ul><li>Analysis of shadowing, interviews, photographs, and samples of the clipboards   </li></ul></ul>Outcome Measure...
<ul><ul><li>Nurse coordinators use a paper-based information tool designed internally that compiled essential data from di...
<ul><ul><li>Information tools will be designed by users to meet their needs </li></ul></ul>Conclusions Material in support...
<ul><ul><li>The characteristics of these tools and systems provide valuable insight into the needs of the users in relatio...
<ul><ul><li>There is a role for users in helping  to design their own information systems </li></ul></ul>Conclusions Mater...
<ul><ul><li>Equator Network </li></ul></ul><ul><ul><li>1. COREQ – interviews and focus groups (2007) </li></ul></ul><ul><u...
<ul><ul><li>Essential:  </li></ul></ul><ul><ul><li>1 nurse coordinator not  interviewed </li></ul></ul>Limitations  Materi...
<ul><ul><li>Essential:  </li></ul></ul><ul><ul><li>data saturation not discussed </li></ul></ul>Limitations  Material in s...
<ul><ul><li>Essential:  </li></ul></ul><ul><ul><li>limited information about  interviews: length, audio-taping,  field not...
<ul><ul><li>Essential:  </li></ul></ul><ul><ul><li>no declaration of a paradigm framework or philosophic assumption </li><...
<ul><ul><li>Essential:  </li></ul></ul><ul><ul><li>mixing of analytic approaches:  ethnographic methods,  grounded theory ...
<ul><ul><li>Helpful:  </li></ul></ul><ul><ul><li>full interview guide offered online </li></ul></ul>Limitations  Material ...
<ul><ul><li>Helpful:  </li></ul></ul><ul><ul><li>member checks </li></ul></ul>Limitations  Material in support of a verbal...
<ul><ul><li>Less Essential:  </li></ul></ul><ul><ul><li>software not mentioned  (perhaps it was not used?) </li></ul></ul>...
<ul><ul><li>Less Essential:  </li></ul></ul><ul><ul><li>more narrative </li></ul></ul>Limitations  Material in support of ...
<ul><ul><li>   pre-test used with observation   instrument </li></ul></ul><ul><ul><li>   shadowing described more   thor...
<ul><ul><li>   interview with 1 nurse coordinator </li></ul></ul><ul><ul><li>   paradigm framework </li></ul></ul><ul><u...
<ul><ul><li>   interview with 1 nurse coordinator </li></ul></ul><ul><ul><li>   paradigm framework </li></ul></ul><ul><u...
<ul><ul><li>   interview with 1 nurse coordinator </li></ul></ul><ul><ul><li>   paradigm framework </li></ul></ul><ul><u...
<ul><ul><li>   interview with 1 nurse coordinator </li></ul></ul><ul><ul><li>   paradigm framework </li></ul></ul><ul><u...
<ul><ul><li>   the Clipboard is used more often than  other information sources  available </li></ul></ul><ul><ul><li>  ...
<ul><ul><li>   these features out-weight accuracy </li></ul></ul>Implications Material in support of a verbal presentatio...
<ul><ul><li>   need for adaptable, flexible   systems </li></ul></ul><ul><ul><li>   no concrete beginning point or end  ...
 
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Paper: User-designed information tools

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Paper: User-designed information tools

  1. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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
  20. 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
  21. 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
  22. 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
  23. 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
  24. 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
  25. 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
  26. 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
  27. 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
  28. 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
  29. 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
  30. 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
  31. 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
  32. 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
  33. 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
  34. 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
  35. 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

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