Access to Knowledge & Information

From CFIR Wiki

Jump to: navigation, search


Access to Knowledge & Information
Taxonomy
Domain
Inner Setting
Construct
Readiness for Implementation
Siblings
Access to Knowledge & Information
Available Resources
Leadership Engagement
Measurement maturity
Quantitative tools


Contents

Version 1.0

Ease of access to digestible information and knowledge about the intervention and how to incorporate it into work tasks.

Description

Ease of access to digestible information and knowledge about the intervention and how to incorporate it into work tasks[1]. Information and knowledge includes all sources such as experts, other experienced staff, training, documentation, and computerized information systems.

Rationale for inclusion

Ease of access to digestible information and knowledge about the intervention and how to incorporate it into work tasks[1][2][3][4]. Ready access to digestible information about the intervention and how to incorporate it into work tasks is essential for successful implementation[1][2][3]. Information and knowledge includes all sources such as experts, staff with experience (including those not necessarily achieving “expert” status), training, and computerized information systems. The number of different knowledgeable occupational types or specialties who involved with the implementation is positively associated with effective implementation[4]. When timely on-the-job training is available, especially at a team level, implementation is more likely to be successful[1]. Education, training, and access to information about the intervention are all key strategies to move stakeholders from unengaged to fully committed users of the intervention[5].

Measurement

Qualitative codebook guidelines

Inclusion criteria

Include statements related to implementation leaders' and users' access to knowledge and information regarding using the program, i.e., training on the mechanics of the program.

  • “They sent us to training about 9 months before implementation so by the time things were finally ready, I forgot what to do.”
  • “She’s been wonderful. Every time I have a question, I just email her and she helps me out.”
  • “I can’t get access to the reports I need to figure out which patients to target.”
  • “I plan to give little sessions about the intervention to nurses, residents, and physicians. It’s important to tailor the information to each group. Otherwise, they won’t buy in.”
  • “I didn’t get all the information I needed. I felt so frustrated because no one around here knew anything about it, so I just gave up and started doing it the old way.”



Exclusion criteria

Exclude statements related to engagement strategies and outcomes, e.g., how key stakeholders became engaged with the innovation and what their role is in implementation, and code to Engaging: Key Stakeholders.

Exclude statements about general networking, communication, and relationships in the organization, such as descriptions of meetings, email groups, or other methods of keeping people connected and informed, and statements related to team formation, quality, and functioning and code to Networks & Communications.



Quantitative measures

Attachments

References

  1. 1.0 1.1 1.2 1.3 Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O: Diffusion of innovations in service organizations: systematic review and recommendations. Milbank Q 2004, 82:581-629.
  2. 2.0 2.1 Klein KJ, Conn AB, Sorra JS: Implementing computerized technology: An organizational analysis. J Appl Psychol 2001, 86:811-824.
  3. 3.0 3.1 Helfrich CD, Weiner BJ, McKinney MM, Minasian L: Determinants of implementation effectiveness: adapting a framework for complex innovations. Med Care Res Rev 2007, 64:279-303.
  4. 4.0 4.1 Wallin L, Estabrooks CA, Midodzi WK, Cummings GG: Development and validation of a derived measure of research utilization by nurses. Nurs Res 2006, 55:149-160.
  5. Grol RP, Bosch MC, Hulscher ME, Eccles MP, Wensing M: Planning and studying improvement in patient care: the use of theoretical perspectives. Milbank Q 2007, 85:93-138.
Personal tools
Etiquette and Help