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Assessing organisational readiness for change: use of diagnostic analysis prior to the implementation of a multidisciplinary assessment for acute stroke care

Overview of attention for article published in Implementation Science, July 2007
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1 tweeter

Citations

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52 Dimensions

Readers on

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128 Mendeley

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Title
Assessing organisational readiness for change: use of diagnostic analysis prior to the implementation of a multidisciplinary assessment for acute stroke care
Published in
Implementation Science, July 2007
DOI 10.1186/1748-5908-2-21
Pubmed ID
17629929
Authors

Sharon Hamilton, Susan McLaren, Anne Mulhall

Abstract

Achieving evidence-based practice in health care is integral to the drive for quality improvement in the National Health Service in the UK. Encapsulated within this policy agenda are challenges inherent in leading and managing organisational change. Not least of these is the need to change the behaviours of individuals and groups in order to embed new practices. Such changes are set within a context of organisational culture that can present a number of barriers and facilitators to change. Diagnostic analysis has been recommended as a precursor to the implementation of change to enable such barriers and facilitators to be identified and a targeted implementation strategy developed. Although diagnostic analysis is recommended, there is a paucity of advice on appropriate methods to use. This paper addresses the paucity and builds on previous work by recommending a mixed method approach to diagnostic analysis comprising both quantitative and qualitative data.

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Twitter Demographics

The data shown below were collected from the profile of 1 tweeter who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 128 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United Kingdom 1 <1%
Sweden 1 <1%
Canada 1 <1%
Unknown 125 98%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 31 24%
Student > Master 22 17%
Researcher 15 12%
Student > Doctoral Student 9 7%
Other 7 5%
Other 27 21%
Unknown 17 13%
Readers by discipline Count As %
Medicine and Dentistry 32 25%
Business, Management and Accounting 25 20%
Social Sciences 20 16%
Nursing and Health Professions 11 9%
Psychology 7 5%
Other 19 15%
Unknown 14 11%

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 19 April 2014.
All research outputs
#2,043,429
of 3,671,984 outputs
Outputs from Implementation Science
#560
of 628 outputs
Outputs of similar age
#48,757
of 94,107 outputs
Outputs of similar age from Implementation Science
#37
of 37 outputs
Altmetric has tracked 3,671,984 research outputs across all sources so far. This one is in the 25th percentile – i.e., 25% of other outputs scored the same or lower than it.
So far Altmetric has tracked 628 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 7.3. This one is in the 5th percentile – i.e., 5% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 94,107 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 26th percentile – i.e., 26% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 37 others from the same source and published within six weeks on either side of this one. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.

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