Assignment: Application: Adoption of New Technology Systems As a nurse, you can have a great impact on the success or failure of the adoption of EHRs. It is important for nurses to understand their role as change agents and the ways they can influence others when addressing the challenges of changing to a drastically different way of doing things. Everett Rogers, a pioneer in the field of the diffusion of innovations, identified five qualities that determine individual attitudes towards adopting new technology (2003). He theorized that individuals are concerned with: Relative advantage: The individual adopting the new innovation must see how it will be an improvement over the old way of doing things. Compatibility with existing values and practices: The adopter must understand how the new innovation aligns with current practices. Simplicity: The adopter must believe he or she can easily master the new technology; the more difficult learning the new system appears, the greater the resistance that will occur. Trialability: The adopter should have the opportunity to “play around’ with the new technology and explore its capabilities. Observable results: The adopter must have evidence that the proposed innovation has been successful in other situations. Note:  You are not required to purchase Rogers’ book or pursue further information regarding his list of five qualities. The information provided here is sufficient to complete this Assignment. The full reference for Rogers’ work is provided below the due date on this page. For this Assignment, you assume the role of a nurse facilitator in a small hospital in upstate New York. You have been part of a team preparing for the implementation of a new electronic health records system. Decisions as to the program that will be used have been finalized, and you are now tasked with preparing the nurses for the new system. There has been an undercurrent of resistance expressed by nurses, and you must respond to their concerns. You have a meeting scheduled with the nurses 1 week prior to the training on the new EHR system. Consider how you can use the five qualities outlined by Rogers (2003) to assist in preparing the nurses for the upcoming implementation. To prepare Review the Learning Resources this week about successful implementations of EHRs. Consider how you would present the new EHR system to the nurses to win their approval. Reflect on the five qualities outlined by Rogers. How would addressing each of those areas improve the likelihood of success                RESOURCES McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning. Chapter 15, “The Electronic Health Record and Clinical Informatics” This chapter describes the crucial parts of an electronic health record system and explores the benefits of implementing one. Bates, D. W. (2010). Getting in step: Electronic health records and their role in care co.

1. Assignment: Application: Adoption of New Technology
Systems
As a nurse, you can have a great impact on the success or
failure of the adoption of EHRs. It is important for nurses to
understand their role as change agents and the ways they can
influence others when addressing the challenges of changing to
a drastically different way of doing things.
Everett Rogers, a pioneer in the field of the diffusion of
innovations, identified five qualities that determine individual
attitudes towards adopting new technology (2003). He theorized
that individuals are concerned with:
Relative advantage: The individual adopting the new innovation
must see how it will be an improvement over the old way of
doing things.
Compatibility with existing values and practices: The adopter
must understand how the new innovation aligns with current
practices.
Simplicity: The adopter must believe he or she can easily
master the new technology; the more difficult learning the new
system appears, the greater the resistance that will occur.
Trialability: The adopter should have the opportunity to “play
around’ with the new technology and explore its capabilities.
Observable results: The adopter must have evidence that the
proposed innovation has been successful in other situations.
Note:
You are not required to purchase Rogers’ book or pursue
further information regarding his list of five qualities. The
information provided here is sufficient to complete this
Assignment. The full reference for Rogers’ work is provided
below the due date on this page.
For this Assignment, you assume the role of a nurse facilitator
in a small hospital in upstate New York. You have been part of
a team preparing for the implementation of a new electronic
health records system. Decisions as to the program that will be
used have been finalized, and you are now tasked with

2. preparing the nurses for the new system. There has been an
undercurrent of resistance expressed by nurses, and you must
respond to their concerns. You have a meeting scheduled with
the nurses 1 week prior to the training on the new EHR system.
Consider how you can use the five qualities outlined by Rogers
(2003) to assist in preparing the nurses for the upcoming
implementation.
To prepare
Review the Learning Resources this week about successful
implementations of EHRs.
Consider how you would present the new EHR system to the
nurses to win their approval.
Reflect on the five qualities outlined by Rogers. How would
addressing each of those areas improve the likelihood of success
RESOURCES
McGonigle, D., & Mastrian, K. G. (2015).
Nursing informatics and the foundation of knowledge
(3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 15, “The Electronic Health Record and Clinical
Informatics”
This chapter describes the crucial parts of an electronic health
record system and explores the benefits of implementing one.
Bates, D. W. (2010). Getting in step: Electronic health records
and their role in care coordination.
Journal of General Internal Medicine, 25
(3), 174–176.
Retrieved from the Walden Library databases.
The author of this editorial critically analyzes current
applications of electronic health records (EHRs) and their
impact on cost, quality, and safety of health care delivery. The
author describes a study on the use of vendor-developed EHRs
in clinical practice settings, the results of which pinpointed the
benefits and drawbacks of EHRs.

3. Cresswell, K., & Sheikh, A. (2009). The NHS Care Record
Service: Recommendations from the literature on successful
implementation and adoption.
Informatics in Primary Care, 17
(3), 153–160.
Retrieved from the Walden Library databases.
This article defines the United Kingdom’s National Health
Service’s Care Record Service (NHS CRS) as a standard
electronic health record system. The article describes the
challenges associated with implementing this new information
technology and provides recommendations for overcoming those
challenges.
Fickenscher, K., & Bakerman, M. (2011). Change management
in health care IT.
Physician Executive, 37
(2), 64–67.
Retrieved from the Walden Library databases.
This article offers strategies for health care leaders to
successfully implement change programs in their organizations,
especially with regard to the new standards for electronic health
records (EHRs). The article provides insights on change
management, the reasons people resist change, and the ways to
establish a culture that is more open to change initiatives.
Gruber, N., Darragh, J., Puccia, P. H., Kadric, D. S., & Bruce,
S. (2010). Embracing change to improve performance.
Long-Term Living: For the Continuing Care Professional, 59
(1), 28–31.
Retrieved from the Walden Library databases.
This text describes the implementation of a new electronic
health record system at a 105-bed hospital related-facility. The
authors highlight five key elements that were deemed necessary
for a successful EHR implementation.
Hyrkäs, K., & Harvey, K. (2010). Leading innovation and

4. change.
Journal of Nursing Management, 18
(1), 1–3.
Retrieved from the Walden Library databases.
According to the authors, the health care field is in need of
more effective leaders who understand innovation, who
appreciate diversity and change, and who can foster and
implement innovation and creativity. The authors describe how
nurse leaders can be instrumental in embracing and
disseminating innovation throughout the health care system and
provide scaffolding for subsequent articles in this issue of the
journal.
Mooney, B. L., & Boyle, A. M. (2011). 10 steps to successful
EHR implementation.
Medical Economics, 88
(9), S4–6, S8–S11.
Retrieved from the Walden Library databases.
The authors of this article describe the incentives and
requirements for electronic health records (EHRs) outlined in
the Health Information Technology for Economic and Clinical
Health (HITECH) Act. The authors then provide 10 steps for
health care leaders and organizations to follow when
implementing EHRs.
Murphy, J. (2011). Leading from the future: Leadership makes a
difference during electronic health record implementation.
Frontiers of Health Services Management, 28
(1), 25–30.
Retrieved from the Walden Library databases.
In this article, the author examines the causes behind the
increasing complication of EHR implementations. In addition,
the author explores the role of leadership in guiding successful
EHR implementations.
Write a 4-page paper which includes the following:

5. Using Rogers’ (2003) theory as a foundation, outline how you
would approach the meeting with the nurses. Be specific as to
the types of information or activities you could provide to
address each area and include how you would respond to
resistance.
Analyze the role of nurses as change agents in facilitating the
adoption of new technology.
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and
work reflects graduate level critical and analytic thinking (0-30
Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with
a minimum of 75% containing exceptional breadth and depth
about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with
a minimum of 75% containing exceptional breadth and depth
about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a
minimum of 50% containing good breadth and depth about each
of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic

6. is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two
or more required topics are either not addressed or inadequately
addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is
clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which
delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which
delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not
descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-
10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually
explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually
explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from

7. topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and
integrate material in course resources (i.e. video, required
readings, and textbook) and credible outside resources (0-20
Points)
20 to 20 points
Demonstrates and applies exceptional support of major points
and integrates 2 or more credible outside sources, in addition to
3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points
and integrates 2 or more credible outside sources, in addition to
3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource
and 3 to 4 course resources to support major points and point of
view.
3 to 9 points
Minimally includes and integrates specific information from 2-3
resources to support major points and point of view.
0 to 2 points
Includes and integrates specific information from 0 to 1
resource to support major points and point of view.
ASSIMILATION AND SYNTHESIS OF IDEAS 3. Synthesize
(combines various components or different ideas into a new
whole) material in course resources (i.e. video, required
readings, and textbook) by comparing different points of view
and highlighting similarities, differences, and connections. (0-
20 Points)
20 to 20 points
Synthesizes and justifies (defends, explains, validates,
confirms) information gleaned from sources to support major
points presented. Applies meaning to the field of advanced
nursing practice.

8. 18 to 19 points
Synthesizes and justifies (defends, explains, validates,
confirms) information gleaned from sources to support major
points presented. Applies meaning to the field of advanced
nursing practice.
16 to 17 points
Summarizes information gleaned from sources to support major
points, but does not synthesize.
14 to 15 points
Identifies but does not interpret or apply concepts, and/or
strategies correctly; ideas unclear and/or underdeveloped.
0 to 13 points
Rarely or does not interpret, apply, and synthesize concepts,
and/or strategies.
WRITTEN EXPRESSION AND FORMATTING 1. Paragraph
and Sentence Structure: Paragraphs make clear points that
support well developed ideas, flow logically, and demonstrate
continuity of ideas. Sentences are clearly structured and
carefully focused--neither long and rambling nor short and
lacking substance. (0-5 Points)
5 to 5 points
Paragraphs and sentences follow writing standards.
5 to 5 points
Paragraphs and sentences follow writing standards.
4 to 4 points
Paragraphs and sentences follow writing standards 80% of the
time.
3 to 3 points
Paragraphs and sentences follow writing standards 70% of the
time.
0 to 2 points
Paragraphs and sentences follow writing standards < 70% of the
time.
WRITTEN EXPRESSION AND FORMATTING 2. English

9. writing standards: Correct grammar, mechanics, and proper
punctuation (0-5 Points)
5 to 5 points
Uses correct grammar, spelling, and punctuation with no errors.
5 to 5 points
Uses correct grammar, spelling, and punctuation with no errors.
4 to 4 points
Contains a few (1-2) grammar, spelling, and punctuation errors.
3 to 3 points
Contains several (3-4) grammar, spelling, and punctuation
errors. 3
0 to 2 points
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
WRITTEN EXPRESSION AND FORMATTING 3. The paper
follows correct APA format for title page, headings, font,
spacing, margins, indentations, page numbers, running head,
parenthetical/in-text citations, and reference list (0-5 Points)
5 to 5 points
Uses correct APA format with no errors.
5 to 5 points
Uses correct APA format with no errors.
4 to 4 points
Contains a few (1-2) APA format errors.
3 to 3 points
Contains several (3-4) APA format errors.
0 to 2 points
Contains many (≥ 5) APA format errors.