June S. has just assumed the INS role. She recently moved into the role from that of an RN where she worked in the emergency department and completed her MSN with a specialty in nursing informatics.
Her role is to help nurses and other healthcare providers by facilitating the entry of patient data into the new electronic medical record (EMR) once it is implemented. June’s training to support the EMR implementation will start with a review and analysis of the workflow process for clinical documentation that the nurses will be using on the medical–surgery floors of the MC Medical Center.
She understands that she will need to interview the nurses to conduct a needs assessment of the current state—”what are” workflows—then help them to understand the future state or “what will be” workflows, just as she did for her graduate practicum (Chapter 3, Design/Initiation: Project Management—Phase 1, and Chapter 4, Planning: Project Management—Phase 2).
After she has completed the needs assessment, June will develop goals and objectives for the clinical documentation application implementation of the EMR. She will work with Susan, the CNIO, to provide the information Susan will need as she develops the scope and charter documents necessary for final approval of the EMR implementation (Chapter 3, Design/Initiation: Project Management—Phase 1)
. June will also be responsible for developing the work breakdown structure (WBS) for the different tasks and team members after the team has been interviewed and hired for this project (Chapter 3, Design/Initiation: Project Management—Phase 1).
Once the WBS has been developed and approved, June will need to develop a responsibility matrix (RACI [responsible, accountable, consulted, informed]) tracking document and establish the team meeting structure (Chapter 3, Design/Initiation: Project Management—Phase 1).
June understands she will have to pick a number of INS roles as the medical center starts to design, plan, and implement the new EHR that everyone is talking about. Susan, the CNIO, has suggested several roles and responsibilities that she would like June to assume as soon as the final project charter and scope are agreed on by leadership.
Ruth S., a newly graduated MSN, is the nurse manager who reports to Becky and as a new nurse manager is required to learn how to plan and schedule staff to adequately cover a dynamic and frequently changing work environment.
She has also been asked to manage the budget for the unit, something she will need to learn, as she has not done that before.
Ruth has had an introduction to the basic skills in her master’s program but not to the extent she will need to perform her role functions well.
There are other competencies she will need to learn as a manager and, just as her predecessor, will take the same two PM courses at the university where she will develop skills such as developing communication plans, learning how to communicate with organizational leadership through report writing, and attending meetings where she will learn more about the group process (Chapter 4, Planning: Project Management—Phase 2).
She will learn to develop change management plans and by doing so will learn how to utilize the change process to become more knowledgeable in team building and managing conflict, as well as provide resolutions and manage resources; she became more computer literate as well (Chapter 3, Design/Initiation: Project Management—Phase 1, and Chapter 4, Planning: Project Management—Phase 2).
Ruth is not well versed in finance so Becky, who promoted her, initially will take on this task until Ruth becomes more conformable with the process (Chapter 4, Planning: Project Management—Phase 2). With oversight from Becky, Ruth will need to review and validate how to assign tasks, as well as delegate, deal with conflict, and assess and prioritize timelines (Chapter 4, Planning: Project Management—Phase 2).
Becky also suggested that Ruth work with other peers who have expertise in data collection and analysis, understand how to collect data, analyze and prepare reports for the CNO and NE, define the metrics that leadership will require, and review outcomes (Chapter 3, Design/Initiation: Project Management—Phase 1, and Chapter 4, Planning: Project Management—Phase 2).
Ruth will learn how to do other tasks as she takes the courses in project management. Other tasks include the ability to:
■Develop objectives for both short- and long-term goals (Chapter 4, Planning: Project Management—Phase 2)
■Develop and plan “a” and “b” options (Chapter 4, Planning: Project Management—Phase 2)
■Take action and know when to delegate (Chapter 5, Implementation/Execution—Phase 3)■Define what processes need to be in place (Chapter 3, Design/Initiation: Project Management—Phase 1, and Chapter 4, Planning: Project Management—Phase 2)
■Determine how to monitor and control (Chapter 6, Monitoring and Controlling: Project Management—Phase 4)
■Define the different types of project closing (Chapter 7, Closing the Project—Phase 5)
■Develop, utilize all tools developed, and successfully close a project (Chapter 7, Closing the Project—Phase 5)
Ruth has also been told that the ABC Medical Center will be implementing a new system to document and track nursing standards.
She will need to work with IT to implement the system and ensure the system has implementation of standards in place, including a method for documenting employees exceeding or failing to meet standards (Chapter 4, Planning: Project Management—Phase 2, and Chapter 5, Implementation/Execution—Phase 3).
Ruth realizes that she will be very busy at least for her first 6 months in the new job and works with Becky to establish a timeline for all of the new tasks including her schoolwork (Chapter 4, Planning: Project Management—Phase 2).
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