| 1. |
- Hollnagel, Erik, et al.
(författare)
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Modelling complex socio-technical systems : The Functional Resonance Analysis Method (FRAM)
- 2022
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Ingår i: Implementation Science. - London : Taylor & Francis. - 9780367626112 - 9780367626136 ; , s. 110-112
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In a complex system, it is difficult to understand how the system works in order to analyse, manage, or improve it. A common solution to overcome this difficulty is to construct a model of the system. A model should be more than a diagram illustrating components of the system and how they are connected. The real purpose of a model is to represent the essential characteristics of something in a way that is amenable to analysis and manipulation. Currently, the leading method to develop a functional model is the Functional Resonance Analysis Method (FRAM). The FRAM provides a way to describe functions that can be used to develop a model of how a system performs. This method is based on four principles: 1) work that goes well and work that doesn’t happen in essentially the same way, 2) performance on all levels of an organization is variable because it must be adjusted to meet existing resources and demands, 3) acceptable and unacceptable outcomes both emerge from variability due to the everyday adjustments, which 4) can lead to functional resonance and non-linear consequences.
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| 2. |
- Hollnagel, Erik, et al.
(författare)
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Work-as-Imagined and Work-as-Done
- 2022
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Ingår i: Implementation Science. - London : Taylor & Francis. - 9780367626112 - 9780367626136 ; , s. 175-177
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Work-as-Imagined (WAI) and Work-as-Done (WAD) are two concepts borrowed from ergonomics. WAI represents how we think work should be done in order to achieve the intended outcomes. WAI covers our ideas about how others do, or should do, their work and also how we prepare our own work. In contrast, WAD represents the direct experience of those who actually do the work. Their understanding is detailed and precise, and their priorities are directly related to the work at hand, first and foremost to meet the goals of the activities for which they are responsible. The concepts of WAI and WAD make it possible to consider the difference between what people are expected to do and what they actually do without insisting that one is right and the other is wrong. The recognition of this difference is essential both for how work is managed and for how changes are planned and implemented. Managing work and changes to work must be grounded in a solid understanding of what actually goes on. When considering the gap between WAI and WAD, the solution should never be to make WAD comply with WAI. It is important, rather, to acknowledge the gap and to find ways to overcome it.
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| 3. |
- Nilsen, Per, 1960-, et al.
(författare)
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A learning perspective on implementation
- 2022
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Ingår i: Implementation Science. - London : Routledge. - 9780367626136 ; , s. 169-170
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Bokkapitel (refereegranskat)
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| 4. |
- Nilsen, P., et al.
(författare)
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A learning perspective on implementation
- 2022
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Ingår i: Implementation Science. - London : Taylor & Francis. - 9780367626112 - 9780367626136 ; , s. 169-170
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- For many healthcare practitioners, implementing an evidence-based practice presents a few interlinked learning challenges: acquiring evidence-based practice skills to be able to problem-solve when faced with clinical uncertainty; adopting specific evidence-based practices, for example, interventions with proven effectiveness; and abandonment of non-evidence-based practices. The essay describes two modes of learning and uses these as lenses for analysing the challenges of implementing an evidence-based practice in healthcare. Adaptive learning involves a gradual shift from slower, deliberate behaviours to faster, smoother, and more efficient behaviours. Developmental learning is conceptualized as a process in the “opposite” direction, whereby more or less automatically enacted behaviours become deliberate and conscious. The mechanisms by which the two modes of learning occur are explained with reference to habit theory.
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| 5. |
- von Thiele Schwarz, Ulrica, 1975-, et al.
(författare)
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Adaptations
- 2022
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Ingår i: Implementation Science. - London : Taylor and Francis. - 9781000583410 - 9780367626136 ; , s. 147-150
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Fidelity has long been a concern for research and practitioners aiming to improve outcomes for patients and populations, to enable valid causal inferences and accumulation of findings across studies, and to ensure equal access to best available evidence. Yet, the arguments in favour of high fidelity notwithstanding, adaptations are often unavoidable and might be necessary for achieving the necessary fit between the evidence-based intervention (EBI) and the context where it is used. The Value Equation (V = IN × C × IS) outlines value (V) as the result of an EBI (IN), in a context (C), given how well the implementation strategies (IS) resolve the tension between EBI and context. The tension can be resolved by adapting the context to the EBI and by adapting the EBI to context. Thus, the Value Equation proposes a way to reconcile fidelity and adaptation by positioning IS as tools for creating fit between an EBI and context, guided by an aspiration to maximize the value that can be achieved for patients, professionals, service organizations, and systems.
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