Clinic System Implementation in College

Introduction

Implementation of the clinic system plan is undertaken after preliminary evaluations on the strategic pilot projects of the plan. Implementation is done after preliminary adjustments on the plan and that the owner of the system certifies it. The system may be implemented as a unit or in bits, depending on the principal constructs of the initial plan. Software on the system may require configuration in stages, or the college may choose to determine the characteristics of a given cohort of students before implementing a full plan. Implementation should be done in a defined format to allow for evaluation of the progress of the plan.

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Activities of Implementation

The time frame of implementation, the complexity of the systems software, financial and human resources are the factors that determine the activities of implementing the system plan (Callen, Braithwaite & Westbrook, 2008).

  1. Notification of the implementation should be given to all the parties that are involved in the system. The students, the staff, and the college authorities must be put in perspective concerning the implantation. System implementation that requires outsources requires that the consultants should be given notice of the specific times that their services may be required. Notification helps in planning and logistics (Callen, Braithwaite & Westbrook, 2008).
  2. Training: the staff responsible for the implementation of the plan should be trained on the functionalities of the system. The clinic may choose objective determination on the acquired skills after training by tests on the system. The training skills can also be determined by the quality of service delivered on the plan (Carayon, Smith, Hundt, Kuruchittham, & Li, 2009).
  3. Installation of the system. This involves the transfer of the system root files into the existing clinic system. The computer system ought to be compatible with the new program. Installation may be done by configuring specific algorithmic requirements and necessary security checks, such as passwords (Eludire, 2011).
  4. Data entry and conversion. The students may enter their personal information directly into the system. The clinic staff may enter records from other departments for additional information and for verification. The system should provide for the conversion of the data into formats that suit the variables and processing of information (Eludire, 2011).
  5. Post-implementation evaluation. Accuracy of the data, consistency in the processing of the data, convenience of the use of the system, and the quality of service delivery are some of the aspects that inform evaluation processes. An objective evaluation criterion can be used to determine the degree of implementation (Elgragal, & Al-serafi, 2011).
  6. Review of documentation. This activity will allow for the review of the documents on the information about the system. Such information may include; operational, upgrading, staff, and resources used on the system (Callen, Braithwaite, & Westbrook, 2008).

Clinic System Implementation in College

NOTE. There are adjustments on the table in terms of time.

Task on the clinic system Task Description and remarks Expected date of completion
1 Planning
  • Mission
  • Vision
  • Functionalities
19/12/2013
23/12/2013
2 Analysis
  • Hardware
  • Software
2/1/2014
13/4/2014
3 Design
  • Variables
  • Schematic representations of the system
9/4/2014
11/5/2014
4 Implementation Implementation of the system
  • Notification
  • Training
  • Data entry and conversion
  • Evaluation
  • Review on documentation
14/5/2014

20th– 25th

1st– 4th

5th-10th

18/6/2014

REMARKS
5 System Support
  • Internal
  • external
21/6/2014
30/6/2014
6 Documentation Program

System

user

7/6/2014
4/6/2014

Roles and responsibilities

In the view of Eludire (2011), successful plans require the designation of responsibilities both to individuals in the organization and to departments or sections. New staff may be employed with requirements specific to their roles on the project. However, training helps in making the existing employees conversant with their new roles in system implementation.

  • Project administrator and leader. They are responsible for the overall implementation of the system. They link the system, the goals, and the objectives. Project administrators are keen to observe the policies of implementation, the roles of the other employees, and other resource requirements (Elgragal, & Al-serafi, 2011).
  • Project team. The team is responsible for executing the tactical and technical requirements of the system. Their roles are directly related to the core function of the system.
  • Information technology unit. This is considered as a sub-unit of the project team. While the rest of the team may undertake other responsibilities on the response of the students and other employees, the IT unit dwells on the technical requirement of the system. They ensure that data input, processing, storage, and retrieval reflects the expected system behavior (Eludire, 2011).
  • Oversight and supervision. While managers and administrators play the role of project oversight and supervision, there is a need for a board or committee that supervises, ratifies, and verifies the roles played by all the other personnel on the project. The administrators and managers must be accountable to higher authorities (Callen, Braithwaite, & Westbrook, 2008).

Deliverables

These are specific, measurable, attainable, reasonable, and time-bound tenets that must be met in the implementation of the system (Carayon, et al., 2009).

Delivered system

Once the college certifies the system, documentation on the installation is done and the system delivered to the clinic. Ancillaries that pertain to the system such as online upgrade protocols, support systems, and configuration manuals must also be delivered as part of the unit system (Carayon, et al., 2009).

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Notice of systems adjustments

The project team and the system developers must issue a notice that indicates the areas that need adjustments, how the adjustments will be done, additional resources, the effects of the changes on the current performance, and the timeframe of executing the change (Carayon, et al., 2009; Green, 2007).

Description of the version

This refers to the version of the software, the model of the hardware, and the internal environment functions of the system.

Post-Implementation Review

This is done at the end of implementation. The conventional variables of cost and benefits analysis are used to review the system. The cost of training the staff, the cost of development of the system, costs of piloting, inception, consultations, and legalities are established vis a vis the benefits. Note that most of the implementation benefits are qualitative, such as efficiency (Green, 2007).

Issues for consideration

It is vital to consider the context under which the plan is implemented. Some students and administrators who lack interest in IT may cause resistance to the adoption of the system. The college must find a way of culturing them into the new system either by training or implementing strategic programs on attitude and culture.

The college must also consider the government policies on the development and implementation of such systems. Both the health and education departments ought to be considered, especially for a system that regards the health of the students and the staff (Callen, Braithwaite, & Westbrook, 2008).

Testing

Testing the program is done at two levels.

The first test is done on the technical aspects of the system. This involves the programming language used to develop the system. The algorithms and the syntax values in the codes must be verified with the behavior of the data on entry, processing, and retrieval. The second level of testing is done at the user interface level. The program items such as widgets and navigation bars should be easy to use by the staff and the employees. Navigation from one page to another should not take a complex process. Information search tools, dimension images, and the general design of the system should be objective while at the same user friendly (Shelly, & Rosenblatt, 2011; Eludire, 2011).

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Systems testing parameters

  1. Unit testing: this is done on individual components of the system. In the case of the clinic system, testing can be done on the student’s personal information unit, on the medical records, on the characteristics of each cohort, on the information processing to yield statistical aspects.
  2. Integration testing: it is done to establish how the components in the system relate. For instance, the test is done to determine how the data entry in personal records is reflected in the medical records or how data entry affects automatic updates in the statistical units.

System testing: this is done to establish how the system functions as a single unit. It determines the level of information synchronicity and degree of integration.

System testing

Documentation

Program documentation

The documentation refers to personnel, policy, users, and the general description of the software. It spells the processes of development of the system, consultations, resources, the conditions of operations, and the certification of the system at different levels with different authorities and the context of the system in the college (Green, 2007; Eludire, 2011; Shelly & Rosenblatt, 2011).

System documentation

This refers to the complex information on the system language, the versions of the software, procedures of upgrades, information on configuration, and installations.

User documentation

These are documents directing the students and the staff on how to use the system. The document is written in simple language, avoiding jargon. It focuses on aspects of the user interface such as how to upload information, how to zoom images, and how to contact the system managers.

Operations documentation

It integrates all the information required from the input, processing, storage, and retrieval. Output methods such as printing, attachment as files, and emailing are detailed in the operations document.

Installations

The installation refers to the transfer of the local root files and the executable files into a designated computer system. The executable files facilitate the operationalization of the system. Installation can be done in phases, in parallel systems, or directly into a single system. Installation mode is determined by the costs of the system, availability of personnel to operate the system, and the security of the system. Parallel installation is secure, especially for systems that will not have independent back up systems. Installation in phases enables the users to evaluate the efficiency of the system (Green, 2007; Eludire, 2011; Shelly & Rosenblatt, 2011).

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Post-implementation

Once the system is implemented there must be the sustainability of its purpose and functionality. Therefore, the college must carry out a continuous evaluation of the system, testing its accuracy in delivering the intended services. Some of the activities that will guide the college in sustain the system include; continuous training of the users and the employees. Cohorts admission is a continuous process in the college, therefore the fresher needs orientation on the system. The clinic should be able to troubleshoot the system in case of failure and seek support from relevant professionals (Green, 2007; Eludire, 2011; Shelly & Rosenblatt, 2011).

Technology is a dynamic and full novelty. Therefore the system must be upgraded continuously, keeping abreast latest trends especially in system connectivity. The college system ought to be at the forefront of delivering better services by use of Information systems technology.

References

Callen, L.J., Braithwaite, J., & Westbrook, I.J. (2008). Contextual implementation Model: A framework for assisting clinical Information System Implementations. Journal of the American Medical Informatics Association, 15(2), 255-262. Web.

Carayon, P., Smith, P., Hundt, S.A., Kuruchittham, V., & Li, Q. (2009). Implementation of an electronic health records system in a small clinic: the view point of clinic staff. Behaviour and Information Technology, 28(1), 5-20. Web.

Elgragal, A.A., & Al-serafi, M.A. (2011). The effect of ERP system Implementation on Business Performance: An exploratory case-study. Communications of the IBIMA, 670212(10), 1-20. Web.

Eludire, A.A. (2011). The Design and Implementation of Student Academic Record Management System. Research journal of Applied Sciences, Engineering and Technology, 3(8), 707-712.

Green, A. (2007). Health Planning for Developing Health Systems. New York, NY: Oxford University Press.

Shelly, B.G., & Rosenblatt, H.J. (2011). Systems Analysis and Design. Boston, MA: Cengage Learning.

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