Laura Moll
Connect Activity :Software Implementation
EDU 652
Professor Johnson
March 24, 2014
Implementation of a new software program is often challenging and at times overwhelming for new and old employees alike. Currently, our staff is in the process of transitioning from one EMR (Electronic Medical Records) system, to a new one. While these systems are completely different; one must implement structure, patience, prior knowledge, practice and a positive attitude to successfully learn and operate the new software in a functional and professional way. To increase ability and ease of access in staff members, an activity focused on navigating daily procedures will be conducted. Focus on real life challenges and structural analysis of software implementation must be analysed for a fully developed awareness of real time applications.
What is the current state of the learners knowledge and attitude?
Currently, learners are aware of how to operate a computer on a functional level. They have been trained in Otolaryngology terminology, have excellent customer service skills and interact respectfully and kindly amongst each other, especially when asking questions or collaborating for problem solving. However, this is the second implementation of a new software program in one year. Based on verbal response and complaints, employees are reluctant to pursue the new software out of fear that it will soon be replaced, feel like their efforts go unnoticed by the doctors that run the practice and feel overloaded in their work capacity. However, to maintain professionalism all employees are cooperative and ready to learn the new system to collectively enhance the workplace. With increasing use and practice, employees are becoming more and more comfortable in the use of the software.
What is the learners desired state?
The learners want to be confident of their ability in navigating this system, as it dictates their daily office life. Learners want to thoroughly understand the check in,check out process, the routine for scheduling patients, obtaining financial information, updating demographic information and accessing critical documents with little or no assistance.
What are the gaps?
Employees have to learn the basic features of the new medical records system. By teaching the employees basic methods and access features, the remaining skills will come with acquisition of experience and need. Access to every feature is different and practice is needed to know where to obtain information properly. New terms like a “mini chart”, patient portal and required information for properly inserting insurance information are some of the most critical elements that staff members will need to be aware of. Also, the calendar view has changed from a full horizontal calendar, to a vertical, sectionalized calendar.
What are the desired outcomes?
When learning and implementation is completed, employees will know how to effectively navigate the new system with little assistance and be able to confidently navigate through the various steps of the daily intake process, with less than one issue per day. Some learning outcomes include staff members being able to:
- Access financial records and explain statement balances including insurance adjustments, patient balances and unapplied credits.
What are the instructional interventions?
At this point, the learner has heard an overview of the basics of the new software system and have briefly gone through steps to navigate the system The learner has had an opportunity to practice using the software system and is generally comfortable with the format and usage on a day to day basis. The connect activity will use skills and information previously presented in the Do and Absorb activities and escalate them to real life scenarios and higher order thinking situations. . According to Horton, a connect activity is one that helps the learner connect material learned with real life, usable scenarios(2012). Collaborative learning techniques, discovery learning implications along with PBL and discovery learning techniques will reitorate concepts that have already been learned, but need to be transferred to real life learning situations (Instructional Design, 2014).
How will you measure?
Measurement will be obtained by observing learners ease of access, quantity of questions, ability to navigate software with 1-2 infractions and comfort level as expressed by employees. Positive reinforcement techniques will be used to encourage hard work and implement a new culture of usefulness and readiness to achieve new goals (Daniels, 2014). Positive reinforcement methods include verbal praise and recognition to ensure that staff members are recognized for their hard work, despite challenging circumstances. Fluency will be determined using the following criteria. The staff member must be able to:
- Effectively determine steps needed to carryout various financial situations.
- Be able to identify and verbally re-create various insurance scenarios to describe to patients, co-worker and patient representatives.
References
Daniels, A. (2014). Positive Reinforcement. Leadership Excellence, 31(3), 9.
Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley
Instructional Design Knowledge Base (2014). Retrieved from
http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm on March 17, 2014.
