As has been my experience throughout the MALAT program so far, I had a fantastic opportunity to partner with yet another incredible classmate, in this case, Allie Munro. Allie and I collaborated on Assignment 1 in LRNT-524 to undertake the Empathy and Define stages of a Design Thinking process to create the Pecha Kucha video linked below.
We began our conversations by comparing our respective workplace sectors, defence and healthcare, to identify commonalities and differences in learning environments and training delivery. Despite being vastly different operationally, we found many overlapping challenges experienced by our learners, particularly new hire nurses (healthcare) or service members being deployed on new missions (defence).
Ultimately, we chose to focus our conversation on new hire nurses as our representative group as there are aspects and details of Allie’s work that he is (understandably) unable to discuss. Nonetheless, we agreed that our final problem statement was sufficiently abstracted to apply to our respective learner groups and learning environments. And as you’ll hear in the Pecha Kucha, our proposed statement likely applies to many other sectors as well.
One crucial detail that Allie and I agreed upon in this process is that we recognize that we are not directly involved in delivering training to our learners. As such, we were intentionally mindful that our perspectives and assumptions are filtered through our worldviews, biases, and context and do not fully capture the viewpoints of our learners. If we were to perform this process again, we agreed that it would be critical to engage directly with a wide variety of learners from our target population to ensure we adequately capture their needs, wants, motivations, and frustrations as expressed in their own words. To help moderate this factor in this assignment, I interviewed two nurse educators who train newly hired nurses at my workplace. Their feedback helped validate several ideas that Allie and I felt were reasonable, including our proposed personas.
Upon reflecting on this Design Thinking activity, I see the value it can bring in overcoming barriers and encouraging participants to think creatively, abstractly, and unrestrainedly. I look forward to applying the complete process in a future work activity.
While working on this assignment, I consulted several primary and grey literature resources to understand better the current challenges of newly hired nurses, particularly in healthcare organizations with complex digital health information systems (HIS), also called electronic health record (EHR) systems. For those interested, they are:
Burgess, J. M. & Honey, M. (2022, December 22). Nurse leaders enabling nurses to adopt digital health: Results of an integrative literature review. Nursing Praxis in Aotearoa New Zealand, 38(3). https://doi.org/10.36951/001c.40333
Financial Accountability Office of Ontario. (2023, March 8). Ontario health sector: Spending plan review. https://www.fao-on.org/en/Blog/Publications/health-2023
Furlong, K. (2015, June 1). Learning to use an EHR: Nurse’s stories. Canadian Nurse. https://community.cna-aiic.ca/dev-cn-en/blogs/cn-content/2015/06/01/learning-to-use-an-ehr-nurses-stories
Health Canada. (2022, November 1). Summary report of the Health Human Resources Symposium. Government of Canada. https://www.canada.ca/en/health-canada/services/health-care-system/health-human-resources/summary-report-symposium.html
Lawrence, K., Boyd, K., Rashleigh, L., & DasGupta, T. (2023, January). From recruitment to retention: Evaluating the experiences of Internationally Educated Nurses in the supervised practice experience partnership. Canadian Journal of Nursing Leadership, 35(4), 30-41. https://doi.org/10.12927/cjnl.2023.27075
Nguyen, O. T., Vo, S. D., Lee, T., Cato, K. D., & Cho, H. (2024, November). Implementation and delivery of electronic health records training programs for nurses working in inpatient settings: A scoping review. Journal of the American Medical Informatics Association, 31(11), 2740-2748. https://doi.org/10.1093/jamia/ocae228
Strudwick, G., Tajirian, T., Kemp, J., Coombe, N., Haider, U., Kaur, S., Murphy, S., Shin, H. D., Ling, S., & Jankowicz, D. (2023, January). Utilizing an informatics engagement strategy as an approach to sustain and retain the nursing workforce. Canadian Journal of Nursing Leadership, 35(4), 42-45. https://doi.org/10.12927/cjnl.2023.27074
Ting, J., Garnett, A., & Donelle, L. (2021). Nursing education and training on electronic health record systems: An integrative review. Nurse Education in Practice, 55, 103168. https://doi.org/10.1016/j.nepr.2021.103168
Weinschreider, J., Sisk, H., & Jungquist, C. (2022, November 1). Electronic health record knowledge, skills, and attitudes among newly graduated nurses: A scoping review. The Journal of Continuing Education in Nursing, 53(11), 505-512. https://doi.org/10.3928/00220124-20221006-08
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