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|a RT50.5.W55 2016_WilkinsLindsey |2 BU-Local |
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|a Health care providers' attitudes and perceptions about the implementation of electronic medical records : a grounded theory study |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2016. |
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|a xiii, 232 leaves : |b color illustrations ; |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, 2016. |
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|a Includes bibliographical references (leaves 199-215). |
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|a Copyright Lindsey Wilkins. 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: Electronic medical records (EMRs) are computerized medical information systems that collect, store, retrieve, and display patient information. Their purpose is to create legible and structured, retrievable, and easily accessible clinical data about individual patients. The role of the provider is intertwined with information and computer technology, and adoption of such technology forms an important component of patient care and public health policy. The majority of providers are expected to use information and computer technology during their work; however, the full extent of their attitudes and perceptions toward EMR use is unclear. Purpose: The purpose of this grounded theory study was to uncover common themes, identify categories, and discover a substantive theory to understand health care providers’ attitudes and perceptions about adoption of new technology and explore how they can help management and clinical informatics professionals in implementing future EMRs. Philosophical Underpinnings: This qualitative study was guided by two philosophical Underpinnings: symbolic interactionism and pragmatism. Method: The researcher employed Glaser’s (1978) classic grounded theory approach where a theory is derived from the data. Twelve providers were interviewed in individual interviews and four expert providers made up a focus group. The data were coded and organized into categories and theoretical sampling was done in order to generate a theory. Results: Adult congregate learning was the social process that emerged from the voices of the participants. The categories of training (subcategory of tech-supporting), clinician involving and subcategories of benefitting and well-being, documenting (subcategories of endings and outcomes), and time managing emerged from the data. Conclusion: The theoretical framework of adult congregate learning helps to explain the attitudes and perceptions of providers who are required to document in a format unfamiliar to them. This theoretical framework may be followed for guidance when planning an implementation or upgrade of an EMR system and the attendant training activities. It may also be used to guide faculty and public policy makers in determining training methodologies and activities. |
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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 Information storage and retrieval systems |x Nursing. |
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|a Medical records |x Data processing. |
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|a Electronic health records. |
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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/AA00001856/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/18/56/00001/RT50_5_W55 2016_WilkinsLindseythm.jpg |
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|a Theses and Dissertations |
