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1.
  • Belin, Mats-Åke, et al. (author)
  • Setting quantified road safety targets : Theory and practice in Sweden
  • 2010
  • In: Journal of Health & Medical Informatics. - : OMICS Publishing Group. - 2157-7420. ; 1:1
  • Journal article (peer-reviewed)abstract
    • Aim: The Swedish Government has a long tradition of setting quantified time-bounded road safety targets. Thisarticle identifies and analyses these targets, and evaluates the national road safety targets adopted in 1989, 1996 and1998 in order to assess whether the different targets fulfil the SMART criteria of being specific, measurable, achievable,realistic and time bounded.Methods: This study is a retrospective case study and in order to trace all relevant policy documents that containinformation on quantified targets, a snowball technique was applied. The searching process result in a total of 23 keydocuments and these were analyzed in two steps. The first step examined how the targets have been formulated andthe second step assessed whether the targets had been constructed according to the SMART criteria.Results: This study shows that, although all the specified targets were theoretically achievable, those targetsadopted in 1996 and 1998 were, according to this evaluation, unrealistic.Conclusion: This study raises the question as to the rationality of political leaders when adopting targets whichcould be difficult to achieve in reality. One explanation for their adoption is that unrealistic targets could serve as amanagement tool in that they could be rational from a road safety point of view because they could inspire stakeholdersto do more than they would otherwise have done. In this article, other motives behind the setting of unrealistic targetsare also discussed.
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2.
  • Dannapfel, Petra, 1978-, et al. (author)
  • Education to Increase Skills in Research Methods among Clinicians in Health Care
  • 2017
  • In: Journal of Health & Medical Informatics. - Los Angeles, United States : Omics Publishing Group. - 2157-7420. ; 8:4
  • Journal article (peer-reviewed)abstract
    • IntroductionThe aim of this study was to evaluate participants’ and managers’ experience of the design and content of an education programme. The Knowledge to Action (KTA) framework was applied to identify the steps of knowledge creation and action in the education programme.MethodsData were collected from 18 participants representing two groups: participants in the intervention and supervisors and managers. Two focus groups took place: two with participants in the intervention (4 and 3 in each) and one with eleven managers.ResultsAll steps in the KTA framework were identified and discussed from several aspects. The importance of selecting projects that were relevant and added value in their clinics was mentioned by all participants. The participants also mentioned that after the education, they had further understanding and increased skills in how to be active and perform continuous improvement projects. The step in the KTA process regarding how to adapt knowledge to local context was not discussed explicitly by the participants or managers.DiscussionEducation in research methods and performing improvement projects to develop the clinic creates a more positive attitude to working with continuous improvement. The participant’s self-esteem and knowledge increased regarding how to work with improvements. It is important to have the manager’s support to perform a project. Emphasis was on knowledge inquiry and synthesis and presenting the results with or without possible solutions. The participants and managers talked about barriers and knowledge use more generally and at an organizational level. This means that the participants did not gain the last bit of nowledge needed to put the action into practice. This implies that the problem regarding lack of implementation skills in health care might remain.
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