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|a R864.W35 2015_WallaceIlse |2 BU-Local |
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|a Critical factors that influence faculty attitudes and behaviors about implementation of electronic health records in nursing academia |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2015. |
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|a xv, 252 leaves ; |c 28 cm |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2015. |
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|a Includes bibliographical references (leaves 217-237). |
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|a Copyright Ilse M. Wallace. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Background: Students must be competent in using electronic health records upon graduation. Lack of faculty interest in embracing their use has been reported as a barrier. In order to develop strategies to improve the implementation of these records in academia, the critical factors that influence faculty attitudes and behaviors about implementation of electronic health records in nursing academia must be explored. Purpose: The purpose of this grounded theory study was to develop a substantive theory of the process of faculty transitioning to teaching nursing documentation with the electronic health record and the factors that influenced faculty in the transition. Philosophical Underpinnings: Grounded theory is philosophically based on assumptions of symbolic interactionism and pragmatism. Methods: Data collection consisted of semi-structured individual interviews and a focus group interview of nurse faculty. The data were analyzed through open, axial, and selective coding for emergence of codes, categories, central phenomenon, and relationships. Data collection and analysis were intertwined through constant comparison. Upon the emergence of the core category and the relationships among categories, theoretical sampling began. Theoretical group interview was used to substantiate the potential theory, which provided a framework for understanding the process of faculty implementing electronic health records. Results: The three main categories that emerged from the voices of the nurse faculty participants and the data analysis were valuing, interacting, and evolving. Professionalization emerged as the core category that everything else related to, and that was able to explain the social process that faculty were engaged in implementing EHRs in nursing academia. The conceptual model that emerged illuminated the basic social process of professionalization, explained the categories and subcategories, as well as provided an explanation of the relationships among them. Conclusion: The theoretical framework that emerged through this grounded theory study can be used to improve the process of implementing electronic health records in nursing academia, assure valuable EHR experiences for students during their studies, graduate nurses who are competent in using EHRs, and ultimately make health care safer and improve patient outcomes through envisioned utilization of EHRs. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Medical records |x Data processing. |
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|a Nursing |x Study and teaching. |
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|a Nursing school |x Faculty. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001765/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/17/65/00001/R864_W35 2015_WallaceIlsethm.jpg |
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|a Theses and Dissertations |
