A quantitative analysis of the impact of a computerised information system on nurses’ clinical practice using a realistic evaluation framework

Oroviogoicoechea, Cristina; Watson, Roger

doi:10.1016/j.ijmedinf.2009.08.008

Cited by 38 publications

(30 citation statements)

References 21 publications

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“…This result was also similar to the results of the studies conducted by Burkes (1991), Koç (2003), June et al (2000), Cragg et al (2003), Eley et al (2009) andOroviogoicoechea andWatson (2009).…”

Section: Discussionsupporting

confidence: 91%

The relationship between in-service training nurses’ attitudes toward computer in health care and computer anxiety in Turkey

2014

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Nurses' perception relating to using technology and computer can directly affect how they structure in-service and continuous education programmes. This research was planned as a crosssectional-correlational design to determine the relationship between in-service training nurses' attitudes toward computer in health care and computer anxiety. Research was realized with 116 inservice training nurses who work at Education Department of Istanbul Local Health Authority and primary, secondary and tertiary health institution subordinate Istanbul Local Health Authority. Data were collected after getting permission from Istanbul Local Health Authority considering voluntariness with "Personal Information Form", "Attitudes Toward Computer in Health Care Assessment Scale (P.A.T.C.H. Assesment Scale)" and "Computer Anxiety Scale (CAS)". Research data were analyzed with SPSS package program. Mean of the P.A.T.C.H. Assesment Scale was found as 20.07±11.91, mean of the CAS was found as 39.31±9.52. There is a moderate negatively significant correlation between the attitude of the in-service training nurses toward computer in health care and their computer anxiety (r: -0.502 p≤0.01). The results of research are limited to in-service training nurses who work in Istanbul and are not generalized to all in-service training nurses. The research findings suggest that in-service training nurses have positive attitude toward computer in health care and low computer anxiety. These findings will enable in-service training nurses to consider the importance of using technology and computer. Understanding these concepts is beneficial in efforts to improve the educational activities offered to nurses, other medical staff and patients.

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Section: Discussionsupporting

confidence: 91%

The relationship between in-service training nurses’ attitudes toward computer in health care and computer anxiety in Turkey

2014

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“…Theory-driven evaluation within education itself is relatively new and very rarely used for the evaluation of technology. A systematic review of the use of 45 cases of programme theory-driven evaluation approaches used between 1990 and 2009 (Coryn, Noakes, Westine, & Schröter, 2011) shows that the greatest number (47%) were broadly classified as health interventions and only 1 out of the 45 was specifically concerned with a technology initiative, investigating the impact of computerized information systems on nurses' clinical practice (Oroviogoicoechea & Watson, 2009). …”

Section: Methodological Review Of Realist Evaluationmentioning

confidence: 99%

Bridging the edtech evidence gap

King

Rothberg

Dawson

et al. 2016

Journal of Systems and Information Technology

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Purpose: There are five factors acting as a barrier to effective evaluation of educational technology (edtech) these being: premature timing, inappropriate techniques, rapid change, complexity of context and inconsistent terminology. The purpose of this investigation was to identify new evaluation approaches that will address these and reflect on the evaluation imperative for complex technology initiatives. Approach: An initial investigation, of traditional evaluative approaches used within the technology domain, was broadened to investigate evaluation practices within social and public policy domains. Realist evaluation, a branch of theory-based evaluation, was identified and reviewed in detail. The realist approach was then refined, proposing two additional necessary steps, to support mapping the technical complexity of initiatives.Findings: A refined illustrative example of a realist evaluation framework is presented including two novel architectural edtech domain reference models to support mapping. Practical implications:Recommendations include building individual evaluator capacity; adopting the realist framework; the use of architectural edtech domain reference models; phased evaluation to first build theories in technology 'context' then iteratively during complex implementation chains; and community contribution to a shared map of technical and organisational complexity.Originality: This paper makes a novel contribution by arguing the imperative for a theory based realist approach to help redefine evaluative thinking within the IT and complex system domain. It becomes an innovative proposal with the addition of two domain reference models that tailor the approach for edtech. Its widespread adoption will help build a shared evidence base that synthesizes and surface 'what works, for whom, in which contexts and why' benefiting educators, IT managers, funders, policy makers and future learners.1 Corresponding author: contact m.r.n.king@lboro.ac.uk 2 Introduction The evaluation imperative for educational technology in Higher EducationWithin Higher Education (HE) a number of significant factors are putting unprecedented pressure on an institution's ability to develop and invest in educational technology. The financial pressure resulting from the rapid and critical demise in funding with HE in England (a real terms cut of 46% in the funding allocation between 2010/11 and 2014/15) (IPPR Commission on the Future of Higher Education, 2013) has meant institutions are faced with difficult decisions on priorities for investments and cuts. The drive towards efficiency is promoting programmes that adopt lean approaches to operational effectiveness using cost savings as evidence of success with no guidance on evaluating any impact on overall quality in learning and teaching (Universities UK, 2011). The migration of technology development skills away from HE into the commercial sector is another significant factor; with the number one challenge facing institutions being the lack of support staff with specialist...

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“…First, critical realism has been argued to help in the understanding of the specific conditions under which a given IS intervention can cause desired and unexpected changes in work activity (Carlsson 2012;Dobson et al 2007), through an approach termed "realistic IT evaluation" (Oroviogoicoechea and Watson 2009). According to this approach, IS interventions do not "work"; rather, it is the actions of individuals that contribute to the IS working or not working and the related themes of IS success and failure.…”

Section: Critical Realism Information Systems and Organizational Changementioning

confidence: 99%

How Should Technology-Mediated Organizational Change Be Explained? A Comparison of the Contributions of Critical Realism and Activity Theory

Allen

Brown²,

Karanasios

et al. 2013

MISQ

105

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A quantitative analysis of the impact of a computerised information system on nurses’ clinical practice using a realistic evaluation framework

Cited by 38 publications

References 21 publications

The relationship between in-service training nurses’ attitudes toward computer in health care and computer anxiety in Turkey

The relationship between in-service training nurses’ attitudes toward computer in health care and computer anxiety in Turkey

Bridging the edtech evidence gap

How Should Technology-Mediated Organizational Change Be Explained? A Comparison of the Contributions of Critical Realism and Activity Theory

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