Developing and implementing an electronic logging tool for clinical placements: a process of change

Abstract

Background:The transition fromapaper based form to an electronic tool for collection of data related to student experience on clinical placement involves a significant change process for instructors, students and system developers. Utilising an effective change management model can assist with increasing the acceptance of a new tool aswell as for ensuring the tool is purposefully developed. Purpose: Prior to development of an electronic tool for data collection, a paper-based form was used at the University of British Columbia for physical therapy students to keep track of clinical experiences on placement. This process was cumbersome, time consuming to complete, and difficult to interpret, making it difficult to ensure compliance with the national caseload guidelines for clinical education. The purpose of the project was to develop and implement a more effective data collection tool, using a change management model to ensure maximum acceptance and utility for both users and faculty. Methods: The eight steps of the Kotter’s change management model were incorporated into the planning, development and implementation of the new tool. Kotter’s model was chosen because of its effectiveness in facilitating organizational change; development and use of the new tool would require significant change at the educational program level. Results: All eight steps of the model were effectively incorporated into tool development. “Establishing a sense of urgency” was already present. “Forming a powerful guiding coalition” described the collaborative partnership formed between vendor and educational institution. “Creating and communicating the vision” was a joint responsibility by the program and the vendor; creation of the vision was based on system capability and the needs of the educational program, and communicating the vision to faculty and students was a shared responsibility between the partners. “Empowering others to act on the vision” occurred during seeking of student input by both by vendor and faculty; students were encouraged to suggest modifications and features that would be beneficial as well as suggesting future uses of the tool (for example, as an adjunct to a resume). “Creating short term wins” was achieved by the creation of customized reports to summarize required data for faculty, and “Consolidating Improvements” was achieved by ongoing collaboration between vendor, faculty and students. Finally, “Institutionalizing new approaches” occurred when other health professional programs at UBC adopted a similar system to the one initiated in Physical Therapy. The step of ‘Forming a powerful guiding coalition’ with the software developer was a key factor in the development of the tool. Conclusion(s): Effective development and implementation of the tool was enhanced by incorporation of the steps of Kotter’smodel into the process.Manyof the steps highlighted the close relationship required between the educational institution and the vendor that was necessary for effective system implementation. Implications: Kotter’s model could be a helpful model managing the change process during the development and implementation of educational technology.