A Case Study in Ambulatory Practices

Managing Change: A Model for Organisational Readiness to Adopt Pharmacy Information Systems

“…In general, organisational readiness to adopt IS can be defined as the commitment and organisational ability regarding thoughts and actions associated with the adoption of IS in organisations. The implementation of IS requires detailed and continuous planning in change management to ensure the successful accomplishment of the system's objective (Li et al 2012;Zheng et al 2009). Organisational factors and a complex IS implementation process results in unpredictable project outcomes (Wyatt 2003) and frequent failure in adopting planned changes (Timmings et al 2016).…”

“…Preliminary knowledge from the evaluation of organisational readiness provides an opportunity for the organisation to plan properly, particularly in change management activities (Khoja et al 2007;Li et al 2012). Evaluation of organisational readiness is recommended at the inception of HIS planning (Li et al 2012) to enable the organisation to take corrective and preventive measures to facilitate IS implementation successfully and avoid unrealistic target setting and inappropriate implementation strategies (Zheng et al 2009). IS implementation generally involved high investment in terms of cost, time, and manpower.…”

“…Other factors, known as contextual factors, provide an indirect effect on readiness through organisational commitment and capability to change. Structural approach emphasises more on contextual factors that influence organisational readiness by looking at it from the fit of change with other components that can be generally classified as human, organisational and technological (Paré et al 2011;Yusof & Aziz 2015;Zheng et al 2009).…”

“…This results in the challenge to apply the models in a general evaluation study on organisational readiness to implement IS. Zheng et al (2009) adapted the Lippit Model ( Figure 3) when evaluating organisational readiness to implement IS. Zheng suggested that organisations (Zheng et al 2009) should possess five aspects to ensure the successful implementation of IS, namely vision, skills, incentives, resources, and action plans.…”

From distal to proximal: routine educational data monitoring in school-based mental health

“…In addition, although school personnel may be invested in collecting data to fulfill compliance regulations, data collection strategies are unlikely to be sustained without a clear awareness of their impact on quality of care (Kelly, 2011). Further, research suggests that large systems providing health and/or mental healthcare, conceivably including schools, sometimes adopt infrastructure (e.g., IT systems) without a priori assessment of task-fit and readiness for change (Zheng et al, 2013). Simple computer systems or other electronic infrastructure can streamline data collection processes and provide meaningful, real-time feedback to reinforce their use by key individuals, but without manageable data collection and management infrastructure to support tracking over time, valuable information is likely to be lost.…”